Critical actions during the phases of quality induction

There are a number of critical actions that the principal, school staff and beginning teacher can take at each phase of a quality induction throughout the first two years of teaching:

Principal and staff

Develop or assess your school’s induction program against the department’s 5C Model:

  • use SSGT’s Introduction to understand the components of the 5C Model and its evidence base
  • use the 5C Assessment Tool to assess your school’s current induction program against the 5C Model.

Build in a strong orientation component to be implemented in the early weeks/months following a beginning teachers’ appointment:

Use the Orientation resources in SSGT’s Phase 1 for help.

Beginning teacher

Make contact with the school/principal as soon as you receive advice of appointment:

Be an active participant in the orientation strategies that your school has organised for you:

Use SSGT’s Phase 1 resources to help you engage with and reflect on the orientation process.

Principal and staff

Ensure beginning teachers/ supervisors/ mentors understand the structure and organisation of the standards and the policies and procedures for gaining accreditation:

Use the Performance and Development Plan (PDP) process with each of your beginning teachers and ensure this process aligns to and supports them to achieve Proficient Teacher accreditation:

Beginning teacher

Understand and take an active role in your PDP and Proficient Teacher accreditation processes by continually reflecting on and seeking feedback about your practice:

use Reflective Practice from SSGT Phase 2 to continuously identify your strengths and areas for further support and development.

Principal and staff

Support beginning teachers in an ongoing way to gather the documentary evidence needed to meet their accreditation requirements.

Ensure supervisors and in-school mentors continue to provide feedback and practice-based mentoring support to beginning teachers in areas of identified need.

Beginning teacher

Be alert to opportunities for collecting evidence of your practice that could be used when you are finalising your Proficient Teacher accreditation.

Seek feedback and support from your supervisor and school-based mentors on aspects of your practice that you need to grow and develop:

  • Use SSGT’s Phase 2, Phase 3 and Phase 4 learning objects to support the development of your teaching practice.

Principal and staff

Provide support for the beginning teacher to assemble, annotate and submit their documentary evidence in their NESA online account when confident that their practice meets the Standards at the Proficient Teacher career stage.

Ensure a report on an observation of the beginning teacher’s practice and the Proficient Teacher Accreditation Report has been completed.

Make the accreditation decision in accordance with NESA’s Proficient Teacher Accreditation Policy (2018).

Beginning teacher

Based on feedback from your supervisor/ mentors and your own reflection on the growth of your practice, decide when you are confident you are meeting the Standards at the Proficient Teacher career stage and are ready to finalise your accreditation.

Assemble and submit your annotated documentary evidence and observation report in your NESA online account to finalise your accreditation in accordance with the department’s procedures and NESA’s Proficient Teacher Accreditation Policy (2018).

Each phase should be built on the foundation of the department’s 5C Model of school-based induction.

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