The first phase of induction for beginning teachers is orientation. Orientation is the foundation from which beginning teachers are supported in the teaching profession, helping them to become confident and capable teachers.
Research suggests that historically, induction did not proceed much beyond the initial contact and the orientation visit. This kind of induction led to many beginning teachers feeling inadequate as teachers, and sometimes opting out of the profession early to pursue different careers.
Stansbury and Zimmerman (2000) ask:
What does it take to adequately support novice teachers? What lifelines can we offer so they will remain in the profession and develop into highly effective classroom educators?
Orientation is designed to provide beginning teachers in NSW public schools with the 'lifelines' they will need to begin their career in the teaching profession.
Orientation is organised into 4 aspects:
Schools and beginning teachers work together across all 4 aspects. The beginning teacher is expected to initiate some aspects of orientation, and the school is expected to initiate other aspects of orientation.
Throughout orientation, beginning teachers can use the Personal induction planner (PIP) to plan and record their ongoing processes, reflect on experiences, celebrate successes and consider their emerging needs and challenges.
- Stansbury, K. & Zimmerman, J. (2000) 'Lifelines to the classroom: Designing support for beginning teachers'.
- Setting up induction
- Orientation (current webpage):
- Developing focus
- Refining practice
- Gaining proficient accreditation.
- Beginning Teachers Support Funding Policy
- Human Resource information for school teachers
- Department-wide induction for new teachers
- Department-wide induction for principals and school executive
- Disability learning and support
- Disability strategy.