Aussie Educator

Beginning Teachers

Beginning teachers can face anticipation, uncertainty, stress, concern, even fear when first taking up a teaching position. They have to implement all they have learned in the most effective way, create relationships with students, other staff and parents, become part of a system, a school and a staff with all this implies, match the desirable with the possible and finally, cope with the physical demands of teaching full-time. While this can prove rewarding and hopefully does for new teachers, it makes for interesting times until the moment you are certain you made the right decision.

This page gives access to procedures and programs used in each state & territory, special reviews, reports and surveys, resources & tools, books, even Survival Guides. It looks at induction, mentoring and other special programs.

For related information, visit the Professional Development pages.

States & Territories

Australian Capital Territory

New South Wales

  • Beginning Teacher Conferences
    ‘Beginning Teacher Conferences are open to all new [beginning] teachers who are : employed as full time, temporary or casual teachers by the DET in the schools sector and located within a reasonable travelling distance of the conference’. NSWTF. They also have a Graduate Survival Kit.
  • New ! Beginning Teachers Support Funding Policy
    ‘States the department’s policy for the provision of funding support to schools for eligible permanent and temporary beginning teachers’.
  • New ! Casual and Temporary Teaching
    ‘The majority of teachers commence their careers in the NSW public education system as casual or temporary teachers. Whether employed on a day-to-day basis or in blocks, they carry out a vital role in public schools throughout NSW’.
  • New ! Further support for in-school mentors
    ‘These resources support in-school mentors and provide effective practice focused support to beginning teachers ’.
  • New ! Quality induction with Strong start, great teachers
    ‘Quality induction gives beginning teachers a strong start. It supports them to become capable and confident teachers, intent on maximising the learning outcomes of their students’.
  • New ! Support for the development of beginning teachers’ key practices
    ‘The following table identifies some of these areas of practice, the Standard Descriptors and where to find support to develop the practice’.
  • Updated ! Teacher induction and Probation
    ‘During your first year of a career in teaching, induction plays a critical role in supporting your development as a capable and confident professional.
  • New ! Teachers Handbook
    ‘The Handbook will contain the current conditions of employment for teachers in the Teaching Service, and list their responsibilities’.
  • New ! Teaching at a new school
    ‘Your first appointment at a new school as a permanent, temporary or casual teacher will provide you with some special opportunities and challenges’.
  • New ! The Department’s 5C model of school-based induction
    ‘Quality induction customises support to needs. It connects teachers according to these needs and focuses on context, curriculum and the classroom. The 5C model is centred on these key components’.

Northern Territory

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Queensland

South Australia

Tasmania

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Victoria

  • Effective Mentoring Program​
    ‘The Effective Mentoring Program is a joint initiative run in partnership between the Department of Education and Training and the Victorian Institute of Teaching’. Victorian Institute of Teachingsite for this program is found at this link. A Reflective Guide to Mentoring is found here.
  • Guide for Beginning Teachers
    The document includes information from your welcome, Orientation Day through to mentoring and professional learning.
  • Initial Teacher Education
    ‘The single most important thing we can do to improve student outcomes is to improve the quality of teaching and learning in every classroom. Teachers play a pivotal role in building the Education State and are at the core of workplace reform’.
  • Induction
    Select one of the two options for either teacher or principals. Select the eppropriate section on this page. Use the internal link or download the Guide for beginning Teachers.
  • Principals Induction Guide for New Teachers
    ‘Principals can support the induction of new teachers in their school by being explicit about the values and expectations that inform and reflect the behaviours and practices of staff within their school. Effective induction of beginning teachers in schools is primarily the responsibility of principals’.
  • Strengthening Induction Practices and Mentoring Programs
  • Supporting Provisionally Registered Teachers
    ‘Newly qualified teachers with provisional registration can access information and resources required to apply for full registration’.
  • Teaching Academy of Professional Practice
    ‘The cross-sectoral Teaching Academies of Professional Practice, for example, involve clusters of schools partnering with higher education institutions to deliver an immersive preparation experience for pre-service teachers and strengthen the links between theory, research and practice to enhance course effectiveness’.
  • The e5 Instructional Model
    ‘The e5 Instructional Model is a reference point for school leaders and teachers to develop a deeper understanding of what constitutes high quality teacher practice in the classroom’.

Western Australia

  • Aspiring Teachers
    ‘Has a range of information that will acclimatise you with the internal structure and functions of the Department of Education and Training and teaching with them’.
  • Benefits and Support
    ‘You have access to a variety of employee benefits and support services’.
  • New & Graduate Teachers
    Information on the Graduate Teacher Induction Program, In-class Coaching Program and Teacher Registration Board programs.
  • Staff Induction Policy
    Download or read online.
  • LEAP Program
    Links to information.
  • The Early Career Teachers Program
    ‘Targets Early Career Teachers employed in Catholic schools as graduate teachers, to support their transition into the teaching profession’.

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Other Information

Books & Other Publications

  • Beginning Teacher’s Handbook
    ‘takes you through the challenges you will face in joining a school community, establishing positive relationships with parents from day one, and engaging the students you are given’. Fee-based.
  • New Teacher’s Kit
    ‘The New Teacher’s Kit is a complete set of downloadable, printable resources and classroom strategies’.
  • New-Teacher Toolbox
    US, but still applicable. Available through Amazon. Partly available through Google Books.

General Sites

  • 6 Ways Awesome Administrators Help New Teachers Face the First Year with a Smile
    ‘There’s an enormous gap between what you learned about teaching and what teaching is really like. Having a great administrator that first year can be a lifeline’. USA.
  • Beginning Teacher Myths
    ‘Here is a short list of misconceptions that new teachers often bring to the classroom’. NSW Teachers Federation.
  • Beginning Teacher Resources
    ‘On this page you will be able to find a number of links, suggestions, and ideas to help make your first year of teaching just a little bit less overwhelming’. USA.
  • Great Expectations …
    “Good News for Beginning Teachers”. Article full of advice from Dr Jane Bluestein.
  • The New Teacher Induction Program
    Ontario Ministry of Education, Canada. ‘Supports the growth and professional development of new teachers. A step in a continuum of professional learning for teachers to support effective teaching, learning, and assessment practices. Provides another full year of professional support so that new teachers can continue to develop’.
  • Teacher Induction : Supporting the Supporters of Novice Teachers in Europe
    ‘To develop a five-day intensive programme for “mentors”, this definition included teachers in schools who had the task of inducting new teachers’. Article describing this process.

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Research, Reports & Surveys

Australian

  • Action Now : Classroom ready teachers
    2014; Teacher Education Ministerial Advisory Group. ‘Initial teacher education in Australia has been the subject of a large number of reviews, but the outcomes have had limited impact on the policy and practice of developing new teachers. The goal of the Teacher Education Ministerial Advisory Group is to provide strong, implementable options to initiate genuine national reform’.
  • Beginning Teacher Support in Australia : Towards an Online Community to Augment Current Support
    2014; Nick Kelly, Shirley Reushle, Sayan Chakrabarty, Anna Kinnane. ‘Describes opportunities to improve the current support provided to beginning teachers in Australia’. PDF download.
  • Building the right foundation : Improving teacher induction in Australian schools
    2014; Hay Group, AITSL. ‘This report was developed to provide a meta-analysis of the key research in the area of new teacher induction’. Contains three major sections.
  • Early Career Teachers’ Perceptions of Their Preparedness To Teach “Diverse Learners” : ...
    Insights from an Australian Research Project. 2017; Leonie Rowan, Jodie Kline, Diane Mayer. ‘In 2012, early career teachers in Queensland and Victoria (Australia) were invited to complete the Studying the Effectiveness of Teacher Education graduate survey. The survey included a “Preparation for Teaching Scale” that provided opportunities to selfreport on how well their teacher education program prepared them for 46 areas of work. This paper presents and analyses these results in order to identify implications for schools, teachers and teacher education’.
  • How Can Schools Support Beginning Teachers ?
    A Call for Timely Induction and Mentoring for Effective Teaching. 2012, Peter Hudson. ‘Uses a survey, questionnaire, and interviews to investigate 10 beginning teachers’ needs towards becoming effective teachers in their first year of teaching’.
  • Induction of beginning teachers in Australia – What do early career teachers say ?
    Spotlight - AITSL. ‘There is broad agreement in the education sector around the value of induction as a support for beginning teachers, but less clarity about how to best implement it in practice. Early career teachers’ perspectives on their actual induction experiences provide important feedback for the profession and an opportunity to increase the effectiveness of induction practice’.
  • Mentoring Beginning Teachers and Goal Setting
    2016; Peter Hudson, Sue Hudson. ‘Australia has delineated a new direction for teacher education by embedding mentoring programs for teachers who support early-careers teachers as a system approach. This case study investigated how mentors after involvement in a mentoring professional learning program focused on goal setting with beginning teachers in their schools’.
  • Professional Knowledge and Standards-Based Reforms : ...
    Learning from the Experiences of Early Career Teachers. 2014; Andrea Allard. ‘This article explores the paradoxical situation of early career teachers in this era of standards-based reforms, beginning with the experiences of an English teacher working in a state school in Queensland, Australia and expanding to consider the viewpoints of her colleagues’.
  • What do we know about early career teacher attrition rates in Australia ?
    2016; Spotlight - AITSL. ‘There is a perception in Australia that there is a high attrition rate of teachers both during their initial teacher education and within the first five years of graduation from initial teacher education. The impact of attrition may be the loss of quality teaching graduates, which could in turn impact the development of a strong workforce of experienced, high calibre teachers – critical for student outcomes’.

International

  • Areas of mentoring needs of novice and preservice teachers
    2017; Nilgün Dag, Mehmet Hayri Sari. ‘This research on mentoring phenomenon aims at putting forth the areas of mentoring need for novice and preservice teachers. The research was conducted with primary teachers with one to five years of experience in his/her occupation as well as candidate teachers who haven’t started service yet. The data was collected through interviews with novice and preservice teachers’. Turkey.
  • Challenges for New Teachers and Ways of Coping with Them
    2017; Samantha L Dias-Lacy, Ruth V Guirguis. ‘The first year of a teacher’s career can determine their longevity within the field of education. The results of this study indicate that a first year teacher may feel stress, lack appropriate support, and may feel unprepared to handle behavioural and academic issues among their students. Based on the literature review, the implementation of mentoring programs between new and experienced teachers not only benefited novice teachers but guided them to cope and face the anxieties during the first year in the classroom’. USA.
  • Development and Validation of a Novice Teacher and Supervisor Survey
    2017; Matthew Finster. ‘The Novice Teacher and Novice Teacher Supervisor Surveys assess how well prepared novice teachers are to meet the job requirements of teaching. The surveys are designed to provide educator preparation programs with information that can be used to enable program improvement, provide information for consumers, and/or ensure program accountability [Feuer, Floden, Chudowsky, & Ahn, 2013]’. USA.
  • Early Career Teacher Attrition : Problems, Possibilities, Potentials
    2012; Centre for Research for Teacher Education and Development, University of Alberta. ‘A two-year project to explore the experiences of early career teachers in Alberta, with particular attention to the issue of early career teacher attrition’. Canada.
  • Lived Experience : Perceptions of Competency of Novice Teachers
    2017; Pauline Swee Choo Goh, Qismullah Yusuf, Kung Teck Wong. ‘This study bridges the gap of an outsider-insider perspective of competency and captures the essence of what constitutes competency among 18 novice teachers in their own actions performed in real classrooms’. Malaysia.
  • Mitigating First Year Burnout : ...
    How Reimagined Partnerships Could Support Urban Middle Level Teachers. 2017; Stephanie Behm Cross, Clarice Thomas. ‘Given what we know about new teacher attrition - most teachers leave within their first five years in the field — specialised support during early years of teaching is critical. This essay describes steps taken to design a cross - institutional, collaborative three-year residency program for K-8 educators, and speaks to the importance of reimagined co-teaching, critical, and cross-institutional partnerships in middle grades teacher education’. USA.

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Resources

AITSL

  • Building the right foundation : Improving teacher induction in Australian schools
    ‘This report was developed to provide a meta-analysis of the key research in the area of new teacher induction’. Contains three major sections.
  • Graduate to Proficient
    Australian guidelines for teacher induction into the profession. ‘The guidelines for teacher induction into the profession, frame support for beginning teachers to make the transition from the Graduate to the Proficient Career Stage, based on the Australian Professional Standards for Teachers’.
  • Initial Teacher Education : Data Report 2016 [AITSL]
    ‘This report brings together the available data on initial teacher education [ITE] in Australia. It includes information on ITE students and graduates, as well as ITE institutions and programs’. PDF download available.
  • Prepare for Practice
    ‘Whether you’re a pre-service teacher or a recent graduate, these resources are designed to help you prepare for your teaching practice’.
  • Reflect on your Leadership
    ‘Reflecting on where you are now and how to move forward can help you improve your leadership practice. Our self-assessment and reflection tools allow you to explore your leadership and plan your pathway towards improvement’.
  • Research on Induction Best Practice
    Annotated Bibliography, Induction environment scan, case studies, videos, more.
  • School Leadership eCollection - Induction
    A small series of reports, interviews, articles about induction processes for new staff. This page has been archived.
  • Start your Career
    ‘Your first years as a teacher can be as challenging as they are rewarding, so it's important that you receive the right support and guidance to develop your skills. Our resources can help you get used to the classroom and improve your practice as you transition to the Proficient career stage’.
  • Support New Teachers
    ‘Providing quality induction and support is critical to improving learner outcomes and developing the teacher's skills at the start of their career’. Includes video, case studies and more.
  • Updated ! Mentoring Beginning Teachers
    Handbook for this program. Alberta Teachers’ Association. Canada.
  • National Induction Programme for Teachers
    ‘Aims to support the induction of newly qualified teachers into the teaching profession in primary schools in Ireland’. A very detailed example of what occurs in other countries.
  • Resources Toolkit for New Teachers
    Edutopia. ‘From classroom management to working with parents, lesson planning to learning environments, this compilation of blogs, videos, and other resources provides an array of tips and advice for teachers just starting out’.
  • The Music Teachers Project
    ‘A forum based site that has been designed to give support to beginning music teachers. Talk, send video, ask for help and share the highs and lows of your experiences in the classroom’.
  • The New Teacher Centre
    ‘A national resource focused on teacher and administrator induction’. US-based. Articles, resources and sample programs may prove useful in an Australian setting.

Survival Guides

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