Induction checklist Schools should ensure beginning teachers receive a systematic process of induction to protect them from unreasonable demands and to provide encouragement, strengthen their confidence and satisfaction in their work and respect their style. Induction of graduate teachers should be planned and systematically implemented over a defined period of time of not less than one year. This induction process should be seen as part of the phased professional development of all teachers. The induction of graduate teachers should be primarily the responsibility of the school itself. Assistance from outside the school in authorising action, providing resources and advice is also necessary, but this should be supportive and supplementary. School induction programs should provide a variety of forms of assistance to the graduate teacher which supplement the graduate teachers background knowledge and capitalise on their previous training. This should include information of a specific kind relating to the school and its community, and assist him/ her to deal in a practical way with class management, curriculum planning, teaching method, and other facets, such as administrative procedures, of the graduate teacher’s teaching. QIEU has developed a policy document on the induction process recommended for Graduate Teachers. This document, available on the QIEU website on www.qieu.asn.au or by contacting the QIEU Office, is designed to assist members to identify specifics which may act as a check list when schools are revising and updating their provision for graduate teachers. In most schools this will be achieved through consultative committees with time release and a specific brief to critique current provisions in the light of existing professional development policies. Ensure the new teachers in your school are given the benefits of an induction process. Induction Checklist: o A pre-appointment visit; o A letter of welcome with the letter of appointment and an outline of the induction program and the requirements to satisfy BTR assessment o A handbook about the school, its policies, objectives and procedures o Pupil-free staff days in January should be utilised, to initiate the graduate teacher into the school community, and introduce them to their working environment; o Preparation of the first month’s current curriculum program, term planner or lesson register by an experienced teacher, as a model for future preparation and discussion; o Allocation of an experienced teacher/s (mentor) to work with graduate teacher o Designation of a particular staff member (other than the principal) as a coordinator of induction in the school with an appropriate time allowance o Involvement of graduate teachers in small group discussions and as well as general staff meetings o Establishment of specific times for induction activities
o Sensitisation of all staff so they are able to acknowledge and support the steep learning curve necessary in a busy school o Reduced teaching load for gradutate teacher to enable them to spend time with exemplary classroom practitioners to observe good practice or meet with specialist support staff o Shared duties with experienced staff to learn ‘duty of care’ obligations and become familiar with the ‘hidden curriculum’