A quality induction gives beginning teachers a strong start. It supports them to become capable and confident teachers, committed to maximising the learning outcomes of their students.

Enabling support

To facilitate quality induction, the department provides:

• funding for eligible beginning teachers and their in-school mentors
• the SSGT resource.

These two components are designed to ensure beginning teachers and their schools have a framework of support to guide the development of their school-based induction programs.

The SSGT resource supports school-based induction for beginning teachers and provides ideas, advice and information on:

• Setting up induction for beginning teachers
• the phases of induction starting with Orientation
• the practice of Developing focus and reflection in line with NESA Australian professional standards for teachers (the Standards)
• practical strategies for Refining practice in the key areas of focus for beginning teachers, as identified in the research and the Standards
• Gaining proficient accreditation at the completion of a quality induction program.
  

What is the 5C model of school-based induction?

The department's 5C model is based on the principle that quality school-based induction must be comprehensive. Quality induction involves five essential components as represented in the following 5C model of school-based induction.

Quality induction - whose responsibility?

The principal, school staff and the beginning teacher all play a key role in a school's induction process. Depending on the school's size, location, and the number of beginning teachers, support may be shared between the principal and other staff members such as supervisors, in-school mentors and buddy teachers.

The key steps

The three key steps can help to ensure your school delivers a quality induction program for beginning teachers:

1. Include the different phases of induction - see Setting up induction for help.
2. Embed the departments 5C model of school-based induction.
3. Develop and refine practice: use Reflection against the standards - a critical practice for more information.