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

  • Updated ! FAQs
    From how to apply, to placement.
  • Updated ! Support for New Educators
    ‘New educators are supported during the early years of their career through a variety of programs’. Specifics can be found on the Updated ! Professional Learning page.
  • Updated ! Teach in Canberra
    Looks at teaching in Canberra. Check sections in the menu at the left.

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.
  • Better Support for Beginning Teachers
    Includes release time and mentoring during the first year.
  • Induction [NSW]
    ‘Induction includes orientation to the Department and to the school, as well as a school-based induction program involving structured supervision, collegial support, mentoring and professional networking’. There is also information on Casual teacher induction.
  • Information for Newly Appointed Teachers
    ‘Contains an overview of information with which you will need to become familiar. It is part of the induction process which will be continued by your principal’.
  • Probationary Service
    ‘Probationary teachers are beginning teachers and have the support of an appropriate induction and structured supervisory program’.
  • Updated ! Supporting the Induction of New Teachers
    ‘Guidelines for schools’. Department of Education.
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Northern Territory

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Queensland

South Australia

Tasmania

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Victoria

  • New ! 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’. New ! Victorian Institute of Teachingsite for this program is found at this link. A New ! Reflective Guide to Mentoring is found here.
  • New ! Guide for Beginning Teachers
    The document includes information from your welcome, Orientation Day through to mentoring and professional learning.
  • New ! Induction
    Select one of the two options for either teacher or principals.
  • New ! Induction for New and Beginning Teachers
    ‘The Department provides guidance and tools and training for mentors to support the induction of new teachers. For government schools tools and resources have been located in central portal’.
    ‘The Beginning Teachers Induction web pages offer a range of resources and suggestions to support you at this important stage of your career’.
  • New ! 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’.
  • New ! 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’.
  • New ! 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’.
  • 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.
  • Switch Program
    Links to information.
  • Benefits and Support
    ‘You have access to a variety of employee benefits and support services’.
  • 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

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Research, Reports & Surveys

Australian

  • New ! Early Career Teachers’ Self-Efficacy for Balanced Reading Instruction
    2012; Petra Hastings. ‘With a view to creating a workplace that could more effectively support the learning of our Early Career Teachers, this study investigated the specific areas of reading instruction for which ECTs have high levels of self-efficacy, as well as the types of professional development which they believed may have increased self-efficacy for specific areas of reading instruction’.
  • New ! How Novice Vocational Education and Training Teachers Learn to Become Teachers
    2016; Susanne Francisco. ‘This thesis addresses the question of how novice vocational education and training teachers learn to undertake the teaching role’.
  • New ! Life rafts : ...
    Supporting the continuing professional learning of novice VET teachers. 2015; Susanne Francisco. ‘This paper reports on a qualitative research project that explored the continuing professional learning undertaken by novice VET teachers. Specifically, it explores the CPL strategies/activities that nine novice VET teachers used during the first two years of their teaching and the factors that enabled and constrained teacher learning as a result of these activities’.
  • New ! Teachers are leaving the profession - here’s how to make them stay
    2016; Merryn McKinnon. Presentation on this topic from The Conversation.
  • New ! Teachers’ career decisions : Perspectives on choosing teaching careers, and on staying or leaving
    2015; Loene M. Howes, Jane Goodman-Delahunty. ‘Strategies to retain teachers should aim to foster collegial relationships, address workload, respond to needs for job security or flexibility, and provide new opportunities within teaching’.

International

  • New ! A Retrospective Appraisal of Teacher Induction
    2016; Fadia M Nasser-Abu Alhija, Barbara Fresko. ‘Examination of an induction program for new teachers was undertaken from the viewpoint of induction graduates three years after participation. Their retrospective perspectives were investigated as to their satisfaction with assimilation in school in the induction year, their attitudes towards organisational aspects of the program, and the program’s contribution to their professional development’. Israel
  • New ! An Evaluation of the New Teacher Induction Program in Turkey through the Eyes of Beginning Teachers
    2017; Şükrü Hangül. ‘The aim of this study was to explore and compare beginning teachers’ experiences and evaluations about the new teacher induction program put into practice by the Turkish Ministry of Education. The teachers who were appointed in February, 2016 took part in a teacher induction program in schools where they experienced real classroom settings by way of observations, planning and preparation of teaching materials, demo-teaching practices and school life processes under guidance and supervision of their mentors for 14 weeks’.
  • New ! Challenges for New Teachers and Ways of Coping with Them
    2017; Samantha L Dias-Lacy, Ruth V Guirguis. ‘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.
  • New ! How Teachers Learn and Develop
    2007; Linda Darling-Hammond, John Bransford [eds.]. This is a chapter of a book entitled Preparing Teachers for a Changing World ... . It is part of a Google book. To read this chapter select it from the page menu at the top, right of the page.
  • New ! How Do School Districts Mentor New Teachers ?
    2016; Dale DeCesare, Simon Workman, Abby McClelland. ‘This report provides a snapshot of school district policies for mentoring new teachers in five Regional Educational Laboratory Central states [Kansas, Missouri, Nebraska, North Dakota, and South Dakota]. Respondents from nearly 1 000 school districts, including superintendents and other district administrative leaders, completed the survey during the 2013/14 school year’. USA.
  • New ! 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.
  • New ! Mentoring beginning teachers : What we know and what we don’t
    2009; Andrew J Hobson, Patricia Ashby, Angi Malderez, Peter D Tomlinson. ‘This article reports the findings of a review of the international research literature on mentoring beginning teachers. Research identifies a range of potential benefits and costs associated with mentoring’.
  • New ! Novice Teachers Reflect on Their Instructional Practices While Teaching Adults Math[s]
    2016; Lynda Ginsburg. ‘Over three years, eighty-two teachers in their first or second year of teaching participated in orientation programs for new adult educators. During the programs, they reflected on their own instructional practices when teaching mathematics to adults’. USA.
  • New ! Novice Veterans : ...
    An Exploration of the Roles Teach for America Teachers Inhabit2017; Christa S Bialka, Shannon Andrus. ‘This study fills a void in current research as it offers a novel way to consider the identity development of alternatively certified teachers and offers insight into how to best support them as they navigate this process’. USA.
  • New ! Retention and Satisfaction of Novice Teachers : ...
    Lessons from a School Reform Model. 2016; Elizabeth J Glennie, Marcinda Mason, Julie A Edmunds. ‘We examine whether the schools in this reform model are better able to retain qualified teachers than traditional schools in their districts, and whether novice teachers are more likely to stay in these reform model schools. Then, using teacher survey data, we examine whether the new early college teachers are more satisfied with their working conditions than their peers’. USA.

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Resources

AITSL

  • Mentoring Beginning Teachers
    Program Handbook for this program. Alberta Teachers’ Association. Canada.
  • Updated ! 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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