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 final moment when you know 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 and Teacher Employment pages.

Aust. Capital Territory

ACT Education Directorate

  • Casual Teachers
    This information is included as many beginning teachers have found casual teaching may initially be the teaching option most available.
  • New Educator Support Professional Learning
    The first paragraph on this page is a clear indication of their approach to assisting beginning teachers.
  • 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 Professional Learning page.
  • Recruitment
    Teacher Registration – ACT Teacher Quality Institute; How to Apply to Teach in ACT public schools; Advice to applicants; Supporting documents for your application and other information to assist with your application and interview.
  • Supporting Staff
    ‘The wellbeing of staff is core business for the ACT Education Directorate. Everyone has a duty to safeguard and nurture the personal wellbeing of themselves and others at work. The following resources can be of assistance to support staff wellbeing’.
  • Teach in the ACT [ACT Teacher Quality Institute]
    Four different aspects relating to registration are covered.
  • Work In Canberra
    ‘What we offer and other employment information’. ACT Government site covering all areas of employment including aspects such as ACT information through to Employee tool kits.
  • Working with Us
    Looks at teaching in the Education Directorate system. Check sections in the menu at the left.

Teacher Quality Institute

Top of Page

New South Wales


Department of Education

  • 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’.
  • Casual and Temporary Teaching
    ‘The majority of teachers commence their careers in the NSW public education system as casual or temporary teachers. As a casual teacher you are employed on a day-to-day basis to meet relief needs within the school. As a temporary teacher you are employed full-time for four weeks to a year, or part-time for two terms or more. Casual and temporary employment provides valuable experience for teachers’.
  • Further Support for In-school Mentors
    ‘These resources support in-school mentors and provide effective practice focused support to beginning teachers’.
  • Further Support for Reflection
    ‘Reflective practice is integral to a teacher’s professional growth. The following resources can support beginning teachers to reflect on their practice against the standards at the proficient career stage’.
  • Strong Start Great Teachers
    ‘Every beginning teacher deserves a quality induction program in their first critical years of teaching - a program that is structured, comprehensive and school-based. Strong start great teachers [SSGT] provides schools with the induction support to achieve this’. Important sections are linked below :
  • 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. For those not already accredited as Proficient teachers, your first year will be your probationary year’
  • Teachers Handbook
    ‘The Handbook will contain the current conditions of employment for teachers in the Teaching Service, and list their responsibilities. The Teachers Handbook is currently being revised. Completed chapters will be included progressively on this site’.

NSW Catholic Education

  • Teaching in a Catholic School
    This page from one diocese provides an example of what is expected and, as in the last two paragraphs, what special support is provided. It is anticipated each other diocese would be similar in approach.

NSW Teachers Federation

  • 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’.
  • Graduate Survival Kit
    ‘The transition from student teacher to permanent, temporary or casual teaching is a daunting process. The Federation has produced this information and advice to assist student teacher members in their dealings with the DEC’s employment and staffing procedures’.
  • New Educators Network
    ‘The New Educators Network is a network of teachers in their first five years of teaching who are interested in understanding more about and becoming involved with their union - the NSW Teachers Federation’.

Top of Page

Northern Territory

  • Induction for New Teachers [Teach in the Territory]
    ‘As a new teacher in the Northern Territory, you will be offered induction and mentoring to help you settle in to your new role and workplace’.
  • Induction for Teachers [Department of Education]
    ‘Teachers will commence in schools at varying stages of their careers with a range of knowledge and experiences. Induction is a highly valuable process that provides a foundation for career-long professional growth. The stages of induction are : Prior to commencement; On arrival with a face-to-face central orientation program and local induction at the school; and Ongoing support through professional learning, mentoring and network opportunities’. Information for two areas are provided by the following links. Each has pages you can download :

Top of Page


  • BETA
    ‘Strives to assist in maximising the effective induction of beginning and establishing teachers as professional educators in schools’.

Catholic Education

Department of Education

  • Beginning Teacher Basics
    ‘Get started; Soak up support from the department; Take care of yourself; Crunch your curriculum planning; School up on the standards; Other tips for getting started’; Other links.
  • Beginning Teachers
    ‘If you have just commenced work, returned from leave or started a new teaching position in a Queensland state school, this website will help you. It is a useful resource and reference point, and contains information that may assist you in your role within the department. Covers : Getting Started; Schools; My Teaching Space; Accessing Support; Supply Teachers’.
  • Department of Education and Training induction website.
  • Charters Towers School of Distance Education - Teacher Induction
    Even a distance education centre has a plan similar in most ways to every other school.
  • Developing Performance
    ‘The Employee Performance, Professional Development and Recognition Policy promotes a constructive and supportive workplace culture where employees and supervisors have regular and meaningful (informal and formal) performance exchanges about standards of conduct, performance expectations and opportunities for developing capability’.
  • Early Childhood Mentoring Beginner Teacher Program
    ‘Assists schools to support Early Childhood Teachers [ECTs] to progress from provisional teacher registration to full registration’.
  • Flying Start Induction Toolkit for Beginning Teachers
    Not the newest information but it has a wide range of items which may prove useful. A Department of Education production.
  • Induction
    ‘The Department of Education [DoE] is committed to providing induction for all employees who are beginning new roles and responsibilities. Induction is both an individual and collective responsibility, and is delivered at all levels of our department. Induction is tailored to a location such as a central office, regional office or state school’.
  • Induction Guidelines - Queensland State Schools
    ‘These guidelines outline requirements for induction of all employees including newly appointed, transferred and promoted employees, and those returning from extended leave as well as central and regional resources available to support school leaders in designing a quality induction program’.
  • Induction Resources
    ‘The department provides a range of resources to support team leaders to develop and contextualise induction at a local level and teachers to gather appropriate information for their new role. Provided are : Mandatory annual training ready reckoner [PDF, 288KB]; Mandatory induction program; Induction guidelines; Teacher Induction and Development program; Orientation checklists for teachers’.
  • Mentoring Beginning Teachers
    ‘The Mentoring Beginning Teachers [MBT] program focuses on the professional development and growth of our beginning teachers with an aim to improve teaching quality and support beginning teachers to transition from graduate level to proficient level with the Australian Professional Standards for Teachers. Principals will have the flexibility to make local arrangements to support the mentoring of beginning teachers according to their school context and needs’.
  • Queensland State Schools
    Multiple sections, several of which are also listed here and related to a positive induction process.
  • Support for Beginning Teachers
    ‘Before you start; Teacher Learning Centres; Beginning Teacher Induction Conference; Teacher networking events; Professional learning and support; Beginning teacher learning suite’.

Queensland College of Teachers

Queensland Teachers’ Union

  • Basic Guide to : Beginning your Teaching Career
    ‘This basic guide provides QTU members with information on their entitlements and can be used by school administration to help in timetabling’.
  • Beginning your Teaching Career - QTU
    ‘Internships; Teacher Registrations; Applying to become a teacher; Probation; Mandatory Induction; Beginning teacher mentoring; Action : Five easy steps to your professional rights’.

Top of Page

South Australia


Catholic Education

  • Early Career Teacher Program [CESA]
    This includes Systematic requirements which apply to all teachers employed in SA Catholic schools. Among these are : Induction; Accreditation to Teach; “Made in The Image of God; plus services including Frequent emails, Online Resources and School Visits”. Click on titles to access details.

Department for Education

  • connectED Induction
    ‘It is important for new employees to gain an understanding of the organisation and the people who are part of it. connectED has been designed to help you navigate your way around the department’. Monitor for event details.
  • Early Career Teachers [Facebook]
    ‘We invite Early Career Teachers to use the page to stay in touch with events and resources, share classroom ideas and work together to discuss issues that arise in teacher’s day to day work’.
  • Early Career Teachers : Preparing for the Profession
    ‘Tells the story of a group of early career teachers working in the Barossa Valley during their first year out of university’. This is part of a larger collection of TV webisodes which, though several years old, provide a range of information and options.
  • Induction Checklist
    An example of the type of induction process previously used.
  • Working as a teacher
    Multiple section provide a range of information from the practical to professional areas.

Teachers Registration Board

Teacher Unions

  • New Educators [AEU SA]
    ‘As a new educator, the AEU stays in touch with your needs through the New Educators Network which helps shape all the union’s activity for beginning teachers’.
  • The IEU is People Like Me
    ‘Many of us in the IEU office [and Executive] are, or were, teachers. We are people like you. This makes the IEU your ideal support team, enabling you to focus on teaching’.

Top of Page


Department of Education

  • 2021 Meeting the Standards : Induction for Early Career Teachers [Professional Learning Institute]
    ‘Induction is a responsibility shared across the teaching profession. This four day program will explore the practice of teaching through the focus areas of the Standards and include current research about effective learning and teaching, and how to practically implement strategies in the classroom’. Details from the site.
  • BeTTR
    ‘The Beginning Teacher Time Release to engage with the variety of supports available within the the Department of Education’. A listing of the components is provided. There are also links to an application for this, an Induction Policy, the Induction Procedure and the Principal’s Induction Checklist for New Teaching Employees and more. [You can only access these by logging in to the Staff Intranet].
  • Professional Learning Institute
    ‘The Department’s Professional Learning Institute offers a number of courses for school leaders and teachers’, including an Early Career Teacher Induction program.

Teachers Registration Board

Teacher Union

Top of Page


Catholic Education

  • Beginning Teachers
    ‘In Catholic education, we have a responsibility to strengthen ways in which we provide access for early career teachers to high-quality induction and mentoring. Once teachers are employed in Catholic schools in the Archdiocese of Melbourne, they are supported in various ways’. The situation is similar in each of the other diocese.

Department of Education and Training

  • Effective Mentoring Program
    ‘The Effective Mentoring Program [EMP] equips experienced teachers with mentoring skills to support provisionally registered teachers at the beginning of their careers and guide new teachers through the process to become fully registered with the Victorian Institute of Teaching’. A Reflective Guide to Mentoring is found here.
  • Graduate Teacher Learning Series
    ‘The Learning Series will connect you with the right people and the right resources at the right time. Designed as 12 editions spanning the teaching year, everything in the Learning Series is written for you, a graduate teacher starting out in the teaching profession’.
  • Initial Teacher Reforms
    ‘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’.
  • Mentoring for Early Childhood Teachers
    ‘This page provides details on how provisionally registered teachers can find a mentor, and how experienced teachers can become mentors’.
  • New Teacher Induction Plan Checklist for Principals
    Copy of a checklist which covers various steps over two years.
  • Pedagogical Model
    ‘When implemented together with the practice principles, the pedagogical model enables teachers to maintain a line of sight between their own professional development and school-wide improvement based on FISO’. You can download a copy of the Pedagogical Model here.
  • Starting at a school, Training and Professional Development
    ‘Learn how to become a teacher in Victoria, find training opportunities and build your professional skills’. Multiple sections.
  • Starting a Job in a Government School [Induction]
    The first section is For new and beginning teachers and provides access to the Graduate Teacher Induction Guide while a second section, For principals who are welcoming new teachers gives access to Principal and School Leader Guide to Induction Of Graduate Teachers which covers much of the induction and mentoring process new teachers will experience. The General induction resources section provides videos on several topics. It is also recommended you familiarise yourself with the information about the Graduate Teacher Conferences.
  • Teaching Academies of Professional Practice
    ‘Teaching Academies of Professional Practice [TAPPS] are partnerships between a cluster of schools and one or more universities for the purpose of improving initial teacher education [ITE]. They are cross-sectoral, with membership from government, Catholic and independent schools’.

Independent Schools

Teacher Unions

Victorian Institute of Teaching

  • Effective Mentoring Program [VIT]
    ‘The Effective Mentoring Program is comprised of a two-day professional learning program developed and delivered as a partnership with the Department of Education and Training. The EMP is open to experienced [fully] registered teachers working in government, Catholic and independent schools and early childhood services. FAQs about the program; Professional Guides; Links’.
  • Moving to [full] Registration
    ‘Newly qualified teachers with provisional registration can access information and resources required to apply for full registration’.
  • Victorian Institute of Teaching
    Check this site for further involvement with beginning, and early career, teachers.

Top of Page

Western Australia

Catholic Education

  • Teaching Roles [CEWA
    ‘All our schools select and recruit their own staff, offering choice and flexibility for teachers to find the school that best fits their needs and preferences. Teachers will have opportunities to broaden their professional and learning experiences through professional learning, accreditation and leadership development programs’.

Department of Education

  • Benefits and Support
    ‘Working for the Department of Education means you will enjoy a range of employee benefits. Benefits include competitive salaries, flexible working arrangements, comprehensive salary packaging options, attractive leave provisions and training and career development opportunities’.
  • Graduate Careers
    ‘When you join us, we support you in your transition from university with ongoing professional development opportunities and guidance from our senior leaders and mentors’.
  • Staff Induction Policy
    ‘The Staff Induction policy outlines the mandatory requirements for implementing a formal induction program that introduces all newly appointed employees to the Department, its policies, procedures, and orients them to their worksite’.
  • WA Graduate Teacher Induction Program [GTIP]
    ‘The Western Australian Institute for Professional Learning [WA IPL] delivers a Graduate Teacher Induction Program to all government school graduates. The GTIP supports beginning teachers to make the transition from pre-service training to effective classroom teaching’.

Independent Schools

  • AIS WA Member Schools
    Use the search option on this page for finding an appropriate school, then see what is offered both as positions and support. If employed, you will be able to access their Professional Learning and Online Learning pages.

Teacher Unions

  • Education and Training Centre
    ‘Whatever your role or career stage, the SSTUWA’s Education and Training Centre can provide high quality industrial, professional, career development, financial and occupational health and safety courses to support your needs’.
  • Independent Education Union of Australia WA Branch
    ‘The IEUA WA Branch represents the interests of employees in Catholic and Independent Schools, English Language Colleges and Registered Training Organisations across Western Australia. Whether you’re full or part time, have years of experience or are just starting in the field, there’s a membership option for you’.

Teacher Registration Board of WA

  • Teacher Registration Board of WA
    Information will apply primarily to the registration process for beginning teachers and information regarding professional learning options.

Top of Page


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 Toolbox
    US, but still applicable. Available through Amazon. ‘Description; Contents; Reviews; Features; Preview’.
  • Beginner Teachers : Induction and Mentoring
    ‘Induction and mentoring are not ‘new’, with substantive research available in the area. In most of these studies though, induction and mentoring are usually associated with teacher retention. The case is different in Australia, where the focus of induction and mentoring is placed squarely around quality teaching and the need to support our next generation of teachers in developing their knowledge, expertise and professional competency ’. Teacher Magazine.

General Sites

Induction and Mentoring


  • Improved Beginning Teacher Induction
    ‘Induction plays a critical role in building on the knowledge and skills developed through initial teacher education as well as providing the support needed for beginning teachers as they embark on a new phase of their career’. AITSL.
  • Induction and Mentoring [Education Council NZ]
    ‘An induction and mentoring program supports newly qualified teachers or overseas trained teachers, new to the New Zealand teaching profession, to develop effective teaching practices for diverse learners in a New Zealand teaching context’.
  • National Induction Program 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.
  • Teacher Induction in California
    ‘The second tier of preparation is a two-year job-embedded individualised induction program that is focused on extensive support and mentoring to new teachers in their first and second year of teaching’. USA.
  • 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’.




  • 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’.
  • Induction Environment Scan Report
    ‘This review examines induction activity across a range of organisations, sectors and jurisdictions. It seeks to identify better practice and innovations that could be instructive for the induction of Australian school teachers. Download a copy of the report [PDF, 740.25kB] here’.
  • Initial Teacher Education : Data Report 2018 [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. Download a copy of this report [PDF, 22.72MB] here’.
  • My Induction App
    ‘The My Induction app brings together resources and activities to support your development in the first few years of teaching. It also provides advice and strategies for maintaining your personal wellbeing while transitioning to life as a working teacher’. Available in both Apple and Android formats.
  • 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.
  • 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 Beginning 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.
  • Beginning Teachers Lounge
    ‘I help beginning teachers who feel overwhelmed and stressed like I did when I started teaching 20 years ago, to regain their confidence through mentoring, nurturing and inspiring ... so you can grow into the teacher you have dreamed of being !’
  • Must Reads for New Teachers [neaToday]
    American based, but clearly described and still appropriate.
  • New Teachers
    Edutopia. An extensive listing of topics designed to assist new teachers. Current topics [2022] back several years.
  • New Teacher Resources
    ‘We surveyed the TeacherVision community, and together with our Advisory Board of veteran teachers, we curated a collection of resources just for new teachers. Whether you’re a first year teacher of elementary school, middle school or high school, these resources will help you grow and thrive as a new teacher’. US-based. Very extensive and may prove useful in an Australian setting.
  • TeachersFirst - Newbies
    ‘Ideas and help for new teachers, those teaching something new, and their mentors. We offer you four basic strategies to get you started’.

Survival Guides

Video Resources

  • AITSL - YouTube
    A vast number of videos of different lengths covering a wide range of topics. One example is the Induction for Beginning Teachers animation.
  • Beginning Teacher Talk
    ‘Our mission is to give beginning elementary teachers access to the tools, tips, and secret tricks of the trade that they didn’t learn in university’. USA.
  • Behaviour Management for Beginning Teachers
    ‘Mark explores the different issues that affect behaviour within the classroom other than just ‘telling pupils off’. What do you think are the most important things a teacher can do to build a positive learning atmosphere in the classroom ?’
  • Videos [Edutopia]
    ‘Explore videos that showcase evidence-based learning practices in K-12 schools, and see our core strategies and key topics in action’. You may find a number of useful videos in this US-based collection. Not specifically geared for beginning teachers but still relevant
  • New Teachers - Videos [Google Search]
    A simply massive collection of videos from a vast array of sources and countries. You will surely find something of use.

Top of Page



  • New !Beginner teachers are NOT under prepared and NOT bad at managing behaviour. Here’s the evidence
    2020; Linda Graham, Sonia White, Kathy Cologon and Robert Pianta. ‘For years claims have been circulating that newly graduated teachers are under prepared to teach in today’s often challenging classrooms, and that they are bad at classroom management. Thanks to mainstream media interest and critics within education circles, these claims have led to an increasing array of government interventions in Initial Teacher Education in universities around Australia. What, how and to whom teacher education is delivered has been thoroughly examined and churned in the bid to improve teaching quality and student outcomes. As teacher educators, intimately involved in teaching our new teachers and supporting them as they embark on their careers, we were deeply concerned about these claims so went looking for evidence of what was going wrong. This blog post is about our research and what we found’.
  • New !Beginning Teachers as Teacher-Researchers
    2002; Jan Grey and Glenda Campbell-Evans. ‘There has been a growing recognition in the international education community over the last decade of the need to begin the development of teacher-researchers in preservice courses. This paper explores the perceptions of professional empowerment of beginning teachers and their development as active teacher-researchers, drawing on data from surveys conducted in Western Australia of the 1999 and 2000 preservice teacher cohort. Consistent with issues emerging from current literature, the survey data confirmed the over-riding survival mindset of beginning teachers. However, responses also provided evidence of a research mindset open to opportunities later in their teaching career and the professional confidence and skills to become members of a school community of inquiry’.
  • New !Beginning Teachers’ Perception of Their Induction into the Teaching Profession
    2015;Lynda Kidd, Natalie Brown and Noleine Fitzallen. ‘Beginning teachers’ induction into the teaching profession needs to be personally and professionally fulfilling, which is often not the case. The main objective of this mixed method study was to gain a deeper understanding of beginning teachers’ experiences and the perceptions of their induction into the teaching profession and the support they received. A key finding was that many beginning teachers entered the profession through casual or contract positions. Although the beginning teachers reported receiving satisfactory support, the support received varied among schools. Beginning teachers’ perceptions of their induction are that the mentor and induction programs are limited. Lack of support, work dissatisfaction and an informal entrance into the profession influences beginning teacher’s career plans and thus teacher attrition’.
  • New !2021 Beginning Teacher Support Funding Evaluation
    2021; NSW Department of Education. ‘We aimed to identify the effect of providing BTSF payments, to fund release time and professional development, on the confidence of eligible temporary beginning teachers, who started receiving BTSF in 2017. We also aimed to identify whether there were any negative impacts of withdrawing BTSF from permanent beginning teachers accredited at the Proficient level from Term 2, 2016 onwards. What did we find ? What can we conclude ? What are the militations of these findings ?’. Explanations and findings are covered. Interesting to see follow-up to an implemented plan. This should be the same for all plans and procedures.
  • New !Next steps : Report of the Quality Initial Teacher Education Review
    2021; Department of Education, Skills and Employment [now the Department of Education, Australia]. ‘This is the final report of the review. The review looked at : attracting and selecting high-quality candidates into the teaching profession and preparing initial teacher education [ITE] students to be effective teachers. The Expert Panel that conducted the review undertook extensive consultation with education stakeholders through meetings, surveys, focus groups, webinars, a workshop and a written submission process. The final report provides a wide-ranging examination of the issues facing ITE and makes recommendations across three key areas : Attracting high-quality, diverse candidates into initial teacher education, Ensuring their preparation is evidence-based and practical and Supporting early years teachers’. The change of government may affect implementation of at least some of the findings. Complete document and a Summary of findings/recommendations are both available.
  • New !Teacher Quality and Teacher Education : A Critical Policy Analysis of International and Australian Policies.of International and Australian Policies
    2021; Parlo Singh, Frances Hoyte, Stephen Heimans and Beryl Exley. ‘This article examines how the ‘teacher quality’ agenda, evident in the globalised discourse on education policy, constructs changes to teachers’ work and teacher education. We undertake a critical policy analysis of two reports from the Organisation for Economic Cooperation and Development [OECD], addressing three issues. First, we discuss the global and national context in which ‘teacher quality’ policies have emerged. We examine implications of policy enactment in Australia and analyse how the OECD documents construct understandings of teacher quality. We link our analysis to a recent government inquiry into the teaching profession in Australia, looking specifically at the impact of the teacher quality discourse on teacher education. The OECD documents constrain what is perceived as acceptable curriculum, pedagogy and evaluation in teacher education. We argue, with others, that changes in response to the teacher quality discourse are narrowing what it means to undertake quality teaching work, especially in contexts of disadvantage’.


  • New !10 Mentoring and Induction Challenges in Rural Schools and How to Address Them
    2019; Lindsey Hayes, Lisa Lachlan-Haché and Haidee Williams. ‘Although beginning teachers face similar challenges in every type of school, these challenges are often amplified in rural schools, which frequently have a higher proportion of beginning teachers than their urban or suburban neighbors. The challenges described in this brief are as follows: [1] The demand for qualified mentors is greater than the supply; [2] Beginning teachers are not matched with a mentor in their subject area or teaching role; [3] Beginning teachers may teach multiple courses, grade levels, and subjects; [4] Teachers of color may be less likely to receive sufficient mentoring and induction support; [5] Beginning teachers feel professionally isolated; [6] Beginning teachers feel personally isolated; [7] A lack of educator preparation options makes it difficult to create a smooth preservice to inservice transition for beginning teachers; [8] Youth from rural areas frequently leave their communities in search of other career opportunities; [9] Rural schools lack resources to provide consistent, coherent professional development experiences for beginning teachers; and [10] Teachers need pathways for leadership and professional growth’. Well thought out. USA.
  • New !A Model for Online Support in Classroom Management : Perceptions of Beginning Teachers
    2016; Credence Baker, James Gentry and William Larmer. ‘Classroom management is a challenge for beginning teachers. To address this challenge, a model to provide support for beginning teachers was developed, consisting of a one-day workshop on classroom management, followed with online support extending over eight weeks. Specific classroom management strategies included [a] developing a foundation based on relationships; [b] preventing disruptions with procedures and routines; [c] responding to disruptions and rule violations; [d] providing inclusion for students with special needs; and [e] resolving extreme or continuing conflicts. Participants in the study were beginning teachers at both the elementary and secondary levels. After completing the classroom management workshop, teachers reviewed online video clips of strategies they had learned, applied the strategies in their respective classrooms and engaged in online discussions of the results obtained. Researchers conducted a qualitative assessment of the discussion entries posted by the new teachers to determine the strategies employed, emerging themes, and the results obtained. Participants successfully employed classroom management strategies and reported generally positive results. Additional research is needed with a larger number of participating teachers’. USA.
  • New !Beginner Teachers in the Recent Research : A Review of Literature
    2020; Eliza Mihaela Spătărelu. ‘This article aims to analyse recent research dealing with beginning teachers. For this purpose, 26 articles were selected. These articles investigate the issue of mentoring, specific experiences, the induction process and initial teacher training. Each of them was analysed in turn, trying to highlight the common elements and the original elements. Tables was used to summarize very clearly the basic structural elements or to highlight certain developments in the analysis of the identified phenomena. Following the synthesis of the most important information, it could be seen that most countries use a form of testing of those who start teaching. Many countries have mentoring programs that help teachers in the accommodation process. Mentors need to be trained in order to provide a comfortable working space for beginners. Mentoring is useful for preventing beginner teacher turnover, increasing job satisfaction and improving students' learning outcomes’. Read the full-text provision or download a PDF copy. România.
  • New !Beginning Student Teachers’ Professional Identity
    2021; Gregor Steinbeiss, Acta Didactica Napocensiae. ‘The presented study focuses on Austrian teacher students’ [N=18] conceptions of becoming a professional; what convictions student teachers reflect on, which professional identity emerges and what synthesis of a professional teacher identity position can be portrayed at the beginning of teacher education. Through inductively driven content analysis all statements [N=401] have been combined and a unified synthesis of a beginning student teachers’ professional identity was formed. Three main categories were found : the “ideal” teacher, “good” teaching, and the “optimal” working environment. The results showed a highly idealistic view of being a teacher. The majority of statements referred to teaching from a pupil-centered perspective by strongly emphasising personality traits, student-teacher relationships and teachers’ professional knowledge. Based on the results, the role of professional identity in an Austrian’s teacher education is discussed and further implementations in research are recommended’ Austria.
  • New !Beginning-Teacher Induction
    2020; Ruth Kane, Oxford Bibliographies. ‘Induction programs for beginning teachers have become favoured policy initiatives in recent decades to enhance new teacher transition, socialization, retention and quality. Evidence suggests that induction and mentoring positively affect teacher retention and can facilitate socialization of beginning teachers into the profession. In spite of their growing popularity, however, there is limited evidence of the degree to which current policy investment in induction programs adds value in terms of teacher professional learning, teacher quality, and student learnin’. The bibliography provides detals about a selection of articles covering this topic, with brief comments about each. United Kingdom.
  • New !Classroom Management of Pre-Service and Beginning Teachers : From Dispositions to Performance
    2021; Robin Junker, Bernadette Gold and Manfred Holodynski. ‘Classroom management is a central aspect of effective teaching. It is related to student motivation and learning achievement. Unfortunately, pre-service and beginning teachers lack on classroom management competence. Therefore, this study aims to find out which classroom management facets pre-service and beginning teachers struggle with and how they are associated with each other. Professional knowledge, self-efficacy, professional vision and performance of 206 pre-service and beginning teachers were measured. As a result, medium to high levels of classroom management competence were found. Although self-efficacy and knowledge were partially associated with professional vision, professional vision was not significantly related to performance. Implications for further research on classroom management are discussed’. Germany.
  • New !Improving Teacher Retention through Support and Development
    2020; James V. Shuls and Joshua M. Flores. ‘Teacher attrition is a considerable burden for students and school leaders. Therefore, it is important for administrators to develop policies which increase retention rates. The purpose of this study is to explore teacher retention policies utilized by highly effective school districts. Through the use of semi-structured interviews with three key central office figures who oversee personnel, we explore each district’s strategies for increasing teacher retention. Interestingly, our findings suggest that successful schools did not have explicit teacher retention policies. Rather, they have policies which promote teacher voice, supported teacher induction and development’. USA.
  • New !Practicum : A space for leadership and mentoring
    2022; Debbie Woolston and Tracy Dayman. ‘While research identifies mentoring as central to the way Associate Teachers support beginning teachers entering the profession, there is little explicit discussion of the leadership skills ATs engage in and model to student teachers during a practicum experience. Nor is there explicit acknowledgement of the AT role as a pathway to leadership for early childhood teachers. In this article we draw from a case study located in a provincial New Zealand city and a review of literature to demonstrate that practicum is largely overlooked as a space for early childhood teachers to develop and advance their leadership skills. We argue that mentoring and supervision of student teachers during practicum provides a rich opportunity for ATs to increase their own professional knowledge and expertise as leaders within early childhood’. A doubling of positives via one action. New Zealand.
  • New !Perceptions of Beginning Teachers and Mentor Teachers : CasePerceptions of Beginning Teachers and Mentor Teachers : Case Study of a Campus Mentor Program
    2018; Deborah F. Spoon, Ray Thompson and Paul Tapper. ‘Attrition of teachers is a concern for leaders in education; teacher turnover is higher in education compared to many other occupations and professions, especially in the first years on the job. Nearly half a million teachers leave the education field every year while the recruitment and training of teachers is costing the United States about $2 billion each year. Beginning teachers who leave teaching in their early years place blame on a lack of support and no guidance, two things that are needed for the growth and development of new teachers. Most districts have developed an induction program to address this problem and provide necessary resources to new teachers. This study was designed to explore beginning and mentor teachers’ perceptions towards a campus mentoring program as well as the match of the mentor with new teacher. The focus of data analysis was to identify themes that emerged relating to the effectiveness of a campus mentor program and the process of matching’. Their Data gathering detail [pages 53-55] is interesting. USA.

Top of Page

× Calendar Competitions Conferences Curriculum Education Resources Site Information Special Pages Teachers Tertiary Updates & Changes