Planning for Effective Induction in Schools

ACT Education and Training Directorate – Planning for Effective induction in Schools

Table of Contents

Director-General Foreword......................................................................................................3

What is Induction?...................................................................................................................4

Who should be inducted into our schools?..............................................................................4

Effective Induction................................................................................................................... 5

Elements of Effective Induction........................................................................................5

Principles of Effective Induction........................................................................................5

Pulling it all together..............................................................................................................10

Local Tools to Support the Planning of Induction...................................................................13

National Tools to Support the Planning of Induction.............................................................14

Local Tools to Support the Understanding of Employment Conditions..................................16

Local Tools to Support the Appropriate use of Social Media..................................................20

Induction Guides.................................................................................................................... 21

Teacher Induction Guide........................................................................................................22

1. Pre-commencement Phase......................................................................................22

2. Laying Foundations Phase........................................................................................24

3. Continuing Professional Growth Phase....................................................................26

Administrative and School Support Staff Induction Guide.....................................................27

1. Pre-commencement Phase......................................................................................27

2. Laying Foundations Phase........................................................................................29

3. Continuing Professional Growth Phase....................................................................30

Bibliography........................................................................................................................... 31

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ACT Education and Training Directorate – Planning for Effective induction in Schools

Director-General Foreword

The quality of our ACT Education and Training system is a direct result of the quality of the work our teachers, education support and administrative staff do every day in our schools with every student, their families and the broader community.

Recruitment, development and retention of quality teaching, education support and para-professional staff are key issues for the ACT Education and Training Directorate. Ensuring the necessary conditions within schools to support the performance and development of new staff is an imperative. An effective induction is critical to socialising new staff to the ACT Education and Training Directorate and achieving strong organisational commitment.

An effective induction is the first phase in a continuum of ongoing professional learning, and is premised on the belief that well designed and targeted induction activities have great impact on building teacher and para-professional capacity. School based induction should occur in a timely manner and anchor new staff in the Directorate’s strategic vision, individual school practices, and provide access to mandatory training.

The Planning for Effective Induction in Schools Toolkit is intended as a framework to support schools in providing the necessary orientation, direction and developmental support to teachers and para-professional staff. It explores the guiding principles for effective induction. School leadership teams are encouraged to use this resource flexibly to develop their school-specific induction.

Creating the environment where teachers and para-professional staff can carry out their roles effectively is critical to our shared goal of building the capacity of all staff within our schools to achieve excellent student learning outcomes.

Diane JosephDirector-General

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ACT Education and Training Directorate – Planning for Effective induction in Schools

What is Induction?Induction is one stage within the continuum of teacher professional learning. This continuum begins with pre-service and continues throughout the professional life of a teacher, responding to the different learning needs at each of the stages in a teacher’s career as they move from Graduate through to Proficient, Highly Accomplished and Lead (Education Services Australia, 2011, p5).

Effective induction relies on a network of relationships and supports with clearly defined roles, activities, and outcomes focussed on building new teacher capacity. Effective induction supports new teachers to become a part of a community of learners. Formal induction structures are embedded in a collaborative professional learning culture where they learn from and with all other teachers.

Effective induction is:

• based on processes and structures that are clearly identified

• about collegiate relationships where there is shared responsibility for each other’s success and the success of all students at the school

• about supporting and extending teachers’ professional practice

• about experienced and new teachers working together through shared inquiry to continuously improve their practice in order to improve student learning outcomes.

Induction in Effective Schools, P5

Who should be inducted into our schools?Education support and para-professional staff are key educational partners in our schools, working with teachers to improve student learning outcomes. These staff include; Learning Support Assistants, Business Managers, Finance Officers, Building Support Officers, Counsellors/Psychologists, Youth Workers, IT Officers, Library Assistants, Science/Technology Lab Technicians.

It is critical that these staff are inducted well into the profession, that they are provided with opportunities to plan and work with teachers to support student learning outcomes and that priority is given to building their capacity as educational professionals. Although this Toolkit has a strong emphasis on teacher induction, it is expected that schools intentionally and purposefully induct all staff.

ACT Education and Training Directorate – Planning for Effective induction in Schools

Effective InductionIn an OECD survey, teachers from around the world report that individual and collaborative research, qualification programs and informal dialogue have the greatest impact on their practice. Attendance at conferences, seminars and one-off visits to other schools are reported to have less impact (OECD, 2008, p17).

The Australian Institute of Teaching and School Leadership (AITSL) Australian Charter for the Professional Learning of Teachers and School Leaders asserts that professional learning will be most effective when it is relevant, collaborative and future focussed, and when it supports teachers to reflect on, question and consciously improve their practice.

These characteristics of effective professional learning should be considered when designing, selecting, reflecting on or evaluating induction programs.

Elements of Effective Induction The elements of effective induction, organised and resourced by each school, include three distinct phases:

Phase 1 - Pre-commencement This phase relates to the period prior to the commencement of work.

Phase 2 - Laying foundations This phase is about laying solid foundations. During the initial stages of employment, and in particular the first month, new teachers require additional support in their role.

Phase 3 - Continued Professional GrowthThis phase acknowledges the ongoing and sustained nature of induction and the provision of support as needed. It is guided by the identified professional learning needs.

Principles of Effective Induction

Principle 1 - Effective Professional Learning is RelevantProfessional learning is most engaging and has the greatest impact on practice when it assists teachers to address and adapt to the challenges they face in improving student learning, engagement with learning and wellbeing.

Effective professional learning assists teachers to meet the identified needs of students to achieve immediate goals and long term outcomes.

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ACT Education and Training Directorate – Planning for Effective induction in Schools

Effective induction provides opportunities for the new teacher to:

become familiar with the unique context of the school (religious/cultural/linguistic and socio economic backgrounds of the students and the wider community)

understand the assessment processes used within the school and develop learning activities based on the needs of their students

develop skills in curriculum planning and a range of pedagogical strategies to support student learning.

Effective professional learning encourages teachers to find new solutions to persistent issues, by challenging their assumptions about their practice.

Effective induction supports the new teacher to:

reinforce the belief that all students have the ability to learn

develop and maintain a stimulating, secure and positive learning environment

understand the student support/management processes – both formal and informal

understand the philosophical underpinnings of the student wellbeing policy

have collegiate discussions, participate in role-plays, observations and shadowing to develop classroom management skills.

Effective professional learning is based on current research on effective teaching and learning.

Effective induction:

deepens new teacher’s knowledge about teaching practice and student learning through professional reading, engagement with the Australian Professional Standards for Teachers, observation and feedback.

Effective professional learning links closely to school, sector and system goals and initiatives.

Effective induction:

builds on quality system endorsed initiatives and resources and reflects Directorate goals.

Effective professional learning is matched to the experiences, strengths, current knowledge, career stage and goals of the teacher.

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ACT Education and Training Directorate – Planning for Effective induction in Schools

Effective induction:

supports teachers to develop their sense of self identity as teachers

captures and nurtures a new teachers drive and commitment to student learning and wellbeing (moral purpose)

identifies and meets the professional learning needs of the new teacher.

Effective professional learning is available when needed.

Effective induction:

is timely, ongoing and sustained.

Principle 2 - Effective Professional Learning is CollaborativeCollaboration has a powerful effect in magnifying and spreading the benefits of professional learning. It connects teachers to their colleagues within and across schools and to external experts. Effective collaboration involves more than simply working together. It demands a more disciplined and purposeful approach to collaborating to solve the challenges that are most important to improving student outcomes.

Effective professional learning promotes teacher ownership of their learning through active involvement in the design, content, practice and evaluation of their learning.

Effective induction:

involves new teachers in the decisions about the school’s vision and goals

fosters relationships between new teachers and staff, students and parents to ensure that the work of new teachers reflects the school goals

involves new teachers in the design, content, practice, reflection and evaluation of their learning.

Effective professional learning provides opportunities to receive feedback on practice, and observe the practice of others.

Effective induction ensures:

structures are put in place to support classroom observations and feedback

structures are put in place to support professional discussions between new teachers and mentors and colleagues

the new teacher receives feedback from the Principal.

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ACT Education and Training Directorate – Planning for Effective induction in Schools

Effective professional learning offers support to change practice through coaching, mentoring and reflection.

Effective induction ensures:

teacher release time is used to support coaching and mentoring

time and structures are provided for reflective professional conversations

existing teams are integrated into school-based induction for new staff

opportunities are provided for collaborative curriculum planning.

Effective professional learning provides opportunities to access and learn from experts.

Effective induction ensures:

the new teacher is given opportunities to observe and work with expert teachers in areas of identified need both within and across schools.

Effective professional learning develops professional learning communities within and between schools.

Effective induction:

provides time for collaborative planning and reflective conversations about pedagogy and subject disciplines within and between schools

introduces the new teacher to the professional learning culture of the school

enables a professional dialogue within a learning community

establishes links between schools, clusters and networks to support the new teacher

establishes links between the home, community and school.

Effective professional learning uses technology to enrich collaboration and learning.

Effective induction:

incorporates online training modules

connects the new teacher to online learning communities to support their professional growth.

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ACT Education and Training Directorate – Planning for Effective induction in Schools

Principle 3 - Effective Professional Learning is Future FocusedEffective professional learning seeks to develop teachers who are adaptable and able to deal with new and unexpected challenges. It exposes teachers to new and emerging practices and the theories that underpin them. It should focus not simply on improving existing practice, but also on assisting teachers and school leaders to understand the theory behind what works in different situations and when and how to apply a broad repertoire of strategies.

Effective professional learning equips teachers to deal with future as well as current challenges.

Effective induction:

helps teachers to anticipate difficult times and recognise that feelings of fatigue and frustration are ‘normal’

promotes self reflection and resilience, enabling growth as a teacher.

Effective professional learning promotes action research and inquiry and develops teachers as researchers.

Effective induction:

promotes models of action research and teacher inquiry within professional learning communities.

Effective professional learning develops high level skills that allow teachers to adapt and excel in a rapidly changing and hyper-connected world.

Effective induction:

promotes continual professional growth, high expectations and high performance

promotes the ability to be resilient through change

provides teachers with the skills to connect through social media to online learning communities .

Effective professional learning supports teachers to explore research that challenges their thinking, encourages them to develop their own theories of practice and promotes use of a range of effective pedagogical practices.

Effective induction:

supports new teachers to become teacher researchers and engage in professional reading and action research

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ACT Education and Training Directorate – Planning for Effective induction in Schools

supports new teachers to explore the challenge of teaching a range of students with varying learning styles and development needs.

Effective professional learning promotes innovation in teacher practice.

Effective induction:

develops innovation, creativity and risk taking through supporting new teachers to become teacher researchers and engage with action research to explore problems of practice

supports new teachers to explore and trial teaching strategies that extend all students.

Pulling it all togetherWhile tailoring school induction programs to the school context and individual need is paramount, it is critical that induction programs incorporate the following elements.

New Educator Support GuidelinesA New Educator is defined as classroom teacher within their first three years of professional practice. The provision of New Educator support is shared between the Organisational Integrity and Education Strategy divisions and schools. It is provided to permanent and long term temporary New Educators through a range of activities and support roles. These include:

teacher induction

identification of a New Educator Coordinator at each school

New Educator Support Program (15 days over three years for additional professional learning)

first year teacher support (reduced teaching hours to facilitate coaching and mentoring)

probation and teacher registration assessment processes.

New Educator support aims to develop professional practice that is participative, inclusive and supports lifelong learning to meet the needs of all students through effective teaching and learning. Support for New Educators is essential in encouraging and supporting the development of quality teaching practice.

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ACT Education and Training Directorate – Planning for Effective induction in Schools

Professional Learning ProgramA professional learning program should respond to identified individual needs and reflect the Australian Professional Standards for Teachers. An effective professional learning program:

engages teachers in conversations about their own goals for the school year and reviews these goals throughout the year through the Annual Professional Discussion incorporating the Professional Pathways process

provides detailed curriculum guidelines and teaching and learning resources

engages teachers in dialogue about effective teaching and learning using frameworks such as the Australian Professional Standards for Teachers and the Quality Teaching Framework

provides targeted professional learning and coaching and mentoring support.

Mentoring and CoachingA mentor (and mentor coordinator) is critical to an effective induction process. A mentor:

should be carefully selected and trained (training builds a shared understanding of mentoring, communication, listening, giving/receiving feedback, reflective practice)

is attentive to new teachers’ concerns; the focus is on improving teacher practice rather than merely providing moral support

needs to be proactive in anticipating the new teachers challenges/issues

needs to be aware of and consider different stages within the first year in particular exhaustion and decline after the first term of beginning teaching

meets regularly with the new teacher- both formally and informally.

Other critical mentoring aspects include:

regular and strong supportive communication with the Principal

shared curriculum planning time with teaching colleagues

participation in external cluster or system networks, either formal and/or informal with:

o other new teachers

o networks established through pre-service course

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ACT Education and Training Directorate – Planning for Effective induction in Schools

opportunities to observe and be observed in the classroom

participation in formal professional learning to build on existing knowledge and skills.

Collective and Individual Accountability Effective induction is integrated into the school’s professional learning program. While the principal has the ultimate responsibility for induction, all experienced teachers share responsibility for supporting new teachers. New teachers must also accept the responsibility for developing their own professional practice and knowledge.

The school Principal/leadership team must have:

a strong understanding of what constitutes a quality induction process and the key role it plays in fostering effective teaching and learning

a strong understanding of the key role they play in supporting the new teacher’s initial entry to the profession

a recognition that they have a duty of care to new teachers and that induction is one aspect of the school’s ongoing commitment to teacher professional growth

explicit intended outcomes for the induction process and clear objectives for the teacher, for the school, for the students, the mentor and the leadership team.

EvaluationSchool induction programs need to be monitored and evaluated to assess the impact of induction support on new teachers and on student learning outcomes. This may take the form of teachers’ self reflections, feedback, student performance data, peer evaluations.

School leadership teams should consider the following questions:

How is induction evaluated? What measures are used? Why? With whom?

How does the evaluation inform future induction support? Who is informed?

Are there processes in place for recommendations to be acted upon?

Local Tools to Support the Planning of Induction

Contract and Probation ProcessThe assessment of teachers on probation or contract for the ACT Education and Training Directorate is aligned with the process of assessment for provisionally registered teachers moving to full registration with the ACT Teacher Quality Institute (TQI).

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ACT Education and Training Directorate – Planning for Effective induction in Schools

Assessment for probation, contract and full registration purposes will be conducted by a panel against the Proficient career stage of the Australian Professional Standards for Teachers.

Teachers in ACT public schools are employed by the ACT Public Service under the ACT Public Sector Management ACT 1994. Teachers offered permanent appointment with the Directorate are subject to probation.

Under the ACT Teacher Quality Institute Act 2010, all teachers employed in the ACT must be registered as a teacher or be granted a permit-to-teach by TQI. Continued employment as a teacher in the ACT requires teachers to maintain professional standards and registration with the TQI.

The teacher assessment process determines, through a structured assessment and evaluation, whether a probationary teacher’s appointment should be confirmed. It also confirms whether a provisionally registered teacher is recommended for full registration.

Professional Pathways ProcessProfessional Pathways is the performance management and development framework for ACT public school teachers and School Leaders B and C. Professional Pathways supports the continuous improvement of performance through effective goal setting and evidence-based feedback.

Annual Professional DiscussionThe Annual Professional Discussion between individual classroom teachers and their principal and/or supervisor affirms and draws together practices that support and recognise teacher development and promote a capable and sustainable teaching workforce. These practices include:

Professional Pathways

career planning by teachers

teacher transfer

classroom teacher incremental progression.

During terms one or two each year, individual classroom teachers have a professional discussion with their principal and/or supervisor focusing on their performance, career plans and, where applicable, transfer options and incremental progression.

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ACT Education and Training Directorate – Planning for Effective induction in Schools

Performance Development ProcessThe ACT Public Service Performance Framework is used for annual performance development conversations with administrative and support staff. It enables staff to know what is expected of them and have a say in the setting of these expectations; have meaningful communication about what great performance looks like and how they can achieve it; ask 'How am I going?', talk about areas for improvement; and be recognised for their strengths and achievements.

The Chief Minister, Treasury and Economic Development Directorate Performance Framework Downloads provides templates which have been developed for recording performance discussions for individual or team discussions.

ACT Public Service Induction ManualAn induction manual is available online for all staff new to the ACT Public Service (ACTPS). The manual contains essential information including key principles and practices within the ACTPS that you need to be aware of, and your responsibilities as an employee of the ACTPS.

National Tools to Support the Planning of Induction

Australian Professional Standards for Teachers (AITSL)The Australian Professional Standards for Teachers promote excellence in teaching and provide a nationally consistent basis for quality teaching. They make explicit what teachers should know and be able to do throughout each stage of the teaching lifecycle and form part of probation and contract teacher assessments.

Teacher RegistrationAll teachers, including casual and contract teachers, must hold a current registration to teach in ACT schools from the ACT Teacher Quality Institute (TQI). Further information about registration can be obtained from the TQI website.

Australian Teacher Performance and Development Framework (AITSL)The Australian Teacher Performance and Development Framework highlights what is required to build a comprehensive and effective approach to high performance and development. It outlines the characteristics of a successful system and the culture that needs to be in place for sustained improvements to occur in schools. It describes the characteristics of an effective performance and development cycle and provides a structure for appraising, developing and improving teaching practice as well as recognising the entitlement of teachers to meaningful feedback and support.

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ACT Education and Training Directorate – Planning for Effective induction in Schools

Australian Charter for the Professional Learning of Teachers and School Leaders (AITSL)The Australian Charter for the Professional Learning of Teachers and School Leaders identifies the characteristics of effective professional learning upon which this Toolkit is based. The Charter:

affirms the importance of learning in improving the professional knowledge, practice and engagement of all teachers to achieve improvement in student outcomes

articulates the expectation that all teachers actively engage in professional learning throughout their careers; and

describes the characteristics of a high quality professional learning culture and of effective professional learning, to assist teachers and those who support them to get the most from their professional learning.

Classroom Practice Continuum (AITSL)The Classroom Practice Continuum brings the Australian Professional Standards for Teachers to life by building on the Professional Practice Domain and articulating what teachers at increasing levels of expertise do in the classroom. By demonstrating progression along the Continuum, teachers can see what it looks like to improve their own classroom practice and the consequent impact of this improvement on student learning, student engagement in learning and student wellbeing.

Looking at Classroom Practice Resource Guide (AITSL)The Looking at Classroom Practice Resource Guide supports the Classroom Practice Continuum and assists teachers in unpacking and engaging with the Continuum.

This resource introduces the Continuum, outlines its purpose and discusses the development of the Continuum and the nature of expert performance. It unpacks the Continuum and its alignment to the Professional Practice Domain of the Standards. It also outlines how the Continuum can support classroom observation practices in schools.

Learning from Practice Workbook Series (AITSL)The Learning from Practice Workbook Series is designed to encourage teachers to continually reflect on their practice. It is intended that these workbooks guide teachers’ self-reflection, self-inquiry and discussion with colleagues as well as supporting local performance and development processes. This series can be used individually, or as stimulus for discussion with colleagues.

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ACT Education and Training Directorate – Planning for Effective induction in Schools

Local Tools to Support the Understanding of Employment ConditionsAs a new public service employee, it is important for the new staff member to understand their role and obligations. There are several areas to assist employees to obtain the accurate information they need including: the Directorate’s intranet and internet sites - https://index.det.act.gov.au/ Shared Services - http://sharedservices/actgovt/

Conditions of employment are set out in the following Agreements. This includes hours of work, leave and stand down.

Teachers: ACTPS Education and Training Directorate (Teaching Staff) Enterprise Agreement 2011- 2014.

Administrative officer and school assistants: ACT Public Service Administrative and related classifications Enterprise Agreement 2013-2014.

Building Service Officers, General Services Officers, Information Technology Officers, and Health Professional Officers: ACT Public Service Education and Training Enterprise Agreement 2011-2013 (subject to change)

Section 9 - Public Sector Management Act 1994 All teaching and administrative staff in the Directorate are employed under the Public Sector Management Act 1994 (the Act). The Act sets out values and principles which guides public administration. These values are underpinned by the ACT Public Service Code of Conduct and apply to all staff employed under the Act.

The Act not only informs managers and staff what conduct is acceptable, but makes a commitment to the public of the standards of behaviour they can expect from public service employees.

Teachers’ Code of Professional PracticeThe Teachers’ Code of Professional Practice is the Directorate’s statement of the standards of professional conduct and integrity expected of teachers in ACT Public schools. This is for the purpose of upholding the values and principles in section 6 of the Act and complying with the Code of Ethics in section 9 of the Act. The Code also aims to guide teachers in identifying and resolving ethical conduct issues which may arise in the course of their work and, in so doing, maintain public trust and confidence in their integrity and professionalism.

Permanent AppointmentOnly Australian citizens or those who hold permanent resident status may be offered permanent appointment to the ACT Public Service. After the satisfactory completion of the probationary period, permanent appointment is confirmed. Non- Australian citizens or

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those without permanent residency status can engage in casual and temporary teaching, provided they hold an appropriate Australian working visa and work according to the guidelines outlined in the visa.

Hours of Work

For the purpose of calculating salary and leave entitlements, ordinary daily hours of work for teachers and administrative staff are 7 hours 21 minutes per day. Remuneration for teachers is based upon total teacher performance as a professional and not exclusive to the ordinary daily hours identified above.

Ordinary daily hours of work for School Assistant 2, 2/3 and 3s will usually be 6 hours and 15 minutes per day. School Assistant 4s daily hours will usually be 6 hours and 45 minutes per day. Ordinary daily hours of work for Building Service Officers will usually be 7 hours and 36 minutes per day.

Part time employee’s work hours are pro rata of full-time.

LeaveA leave application must be submitted for approval prior to taking planned leave and within 10 working days of an initial absence for unplanned leave (unless there is exceptional circumstances e.g. hospitalisation). Periods of leave not covered by an approved application for leave will be treated as an unauthorised absence and may lead to disciplinary and/or salary action.

All teachers and school assistants are required to complete fortnightly absence records for leave purposes. Absence record forms are available on Index https://index.ed.act.edu.au/our-people/recruitment-and-employment/5-leave-and-workplace.html

HR21 is the ACT Government's employee self-service portal. ACT Government employees with HR21 access are able to apply for personal and annual leave online. HR21: https://hr21/HR21.htm

Payroll information can be obtained from Index as well as the Shared Services Customer Portal: http://sharedservices/actgovt/ or Phone: 99 or 620 79000.

Personal LeavePersonal leave includes sick leave, carer’s leave and leave in special circumstances.

Personal leave can be taken without documentary evidence for up to 3 consecutive working days and a maximum of 7 days for personal illness or the illness of a member of the immediate family or household within an accrual year. Documentary evidence includes:

a. a medical certificate from a registered health practitioner; and/or

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b. a statutory declaration for not more than three consecutive days and a medical consultation has not been sought.

A permanent employee or an employee contracted for a full school year is entitled to 3.6 weeks full pay personal leave per accrual year. This is 18 days or 132.3 hours for full-time employees.

Teachers on contract for less than one year but for a term or more receive a pro rata amount on the first day of the contract. At the end of a temporary contract any accrued annual leave and leave bonus is paid out as final entitlements.

Advice on leave accrual can be obtained from Payroll, Shared Services Centre by phoning 99 or 620 79000.

Annual LeaveAll permanent and temporary employees accrue four weeks (20 days or 147 hours) annual leave (pro rata for part time) for each completed year. Permanent teachers in schools and school assistants access their annual leave, in conjunction with public holidays and Christmas Shutdown over the December/January stand down period.

Other Forms of LeaveA number of leave options are available to employees depending on the individual’s circumstances. Leave options can include, but may not be limited to:

Long Service Leave Maternity Leave Paid Primary Care Giver Leave Compassionate Leave Bonding Leave Grandparental Leave.

Further details on available leave types can be found in the relevant Enterprise Agreement.

Stand Down

Stand down applies to school-based teachers, principals and school assistant 2s, 2/3s, 3s and 4s who commence duty on or before the first school day of a calendar year and work without a break in service.

Stand down does not apply to office-based teaching staff. Office-based teachers must use a form of leave, flex time or time in lieu if they wish to access time off during the stand down period.

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The designated annual leave period in December/January and prior to commencement of the new school year constitutes a paid stand down period. The working days between the published school dates during the school year also constitute a paid stand down period.

Teachers may be required for duty during the stand down period to participate in professional learning or other professional responsibilities.

School Assistant 4s are required to work six days (in addition to four days of Professional Learning) during the stand down periods between school terms to undertake duties as directed, for example program preparation. This will normally be 2 days within each stand down period, subject to negotiation with the principal.

SuperannuationThe ACT Government pays 9.5% of an employee's salary into an employee's choice of superannuation fund. Employees may also contribute to their superannuation fund. If an employee chooses to contribute 3% or more of their salary, the Directorate contributes a further 1% into the fund, bringing the rate to 10.5%. Superannuation contributions can also be salary sacrificed.

From the commencement of employment it is important to consider the financial capacity to retire when determining contributions to superannuation funds. It is recommended that financial advice is sought for the best possible outcome.

Local Tools to Support the Appropriate use of Social MediaThe Media and Communications Section within the Directorate assists schools in dealing with journalists and other media representatives. The Section can help to maximise your school’s coverage in newspapers and magazines and on television and radio.

Publicising our schools in the local media is a great way to highlight the innovative work being done by teachers and students. If you have an idea that you think could make a great story, run it past your principal in the first instance. With their approval, contact the Media and Communications Section and one of our team members will assist you in gaining coverage through mainstream media, social media channels or on the Directorate website. Please note: it is vital that you contact the Media and Communications Section, not the media directly.

Schools and individual teachers may be approached by the media to comment on issues. Directorate staff members (in schools or in central office) may not comment on issues without approval as what is said will often be taken as the official Directorate comment. This approach is consistent with the Teachers’ Code of Professional Practice. This ensures that all Directorate comments are made from a whole-of-directorate perspective. A staff member

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can seek approval to comment on particular issues or programs from the Directorate’s senior executive through the Media and Communications Section. The Section can then provide the appropriate advice and support prior to the interview. Please note: If you are approached by the media, advise your principal and the Media and Communications Section.

The Media and Communications Section can be contacted on 6205 4196 or by emailing DET Media@act.gov.au.

What is Social Media?Social media are online services and tools used for publishing, sharing and discussing information. They can be blogs, discussion forums, iPhone applications, social networking websites such as Facebook, MySpace and Twitter, wikis, discussion boards and any other services that allow individual users to upload and share information online.

Your responsibilities as an ACT Government employeeAll officers of the ACT Government have professional obligations under the Public Sector Management Act 1994 and the Teachers’ Code of Professional Practice.

Inappropriate or unauthorised use of social media may be considered a breach of those professional obligations, and may result in disciplinary action affecting employment. Examples of inappropriate use of social media may include:

• online bullying and harassment of colleagues

• the publishing of defamatory information about one’s workplace

• unauthorised social media interactions with students and minors

• the misuse of workplace-based social media applications.

Staff must not interact with school students through social media unless there is an educationally valid context.

Further guidance can be found on the People and Performance Advice page on Index (Advice for staff using Social Media) and the ACT Government Social Media Policy Guidelines.

Induction GuidesIn the spirit of Respect, Integrity, Collaboration and Innovation, the Directorate wishes to demonstrate every reasonable effort to ensure new teachers, education support and administrative staff are welcomed into the organisation and are provided with key information in a timely manner.

It is acknowledged that the most powerful induction experiences occur within the school. Dual responsibility for induction sits with People and Performance (who will provide

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ACT Education and Training Directorate – Planning for Effective induction in Schools

administrative support and advice) and the staff member’s supervisor (who will ensure induction activities have occurred).

The following guides are designed to support schools to develop a structured induction program. The tasks and activities identified in the guides should be completed within the specified time period.

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ACT Education and Training Directorate – Planning for Effective induction in Schools

Appendix A

Teacher Induction Guide

Details of New Teacher and Supervisor

Employee Details

Name

School

Classification

Start Date

Supervisor Details

Name

School

Classification

Start Date

1. Pre-commencement Phase This phase relates to the period prior to the commencement of work.

Preparing

Prepare a timetable for the first week’s activities reflecting professional learning, staff and team meeting requirements

Prepare a catalogue of key documents (vision statement, school strategic plan and annual operating plan, curriculum documents, curriculum planning templates, class list, weekly timetable)

Appoint a new teacher coordinator to be responsible for induction

Assign an initial support person – a ‘buddy’ for the purpose of orientation during the first weeks of employment

Assign a contract/probation panel (Supervisor and Mentor)

Organise all system access forms and forward to relevant parties

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Organise name badge

Send a letter of welcome/congratulations to the teacher

Telephone teacher as follow up and make arrangements for school visit

Invite teacher to professional learning days, school/team planning sessions

Plan activity covering introduction to school context, ethos, professional responsibilities

Provide new teacher ‘starter pack’ of classroom consumables and printing/photocopying codes

Advise office staff of new appointment

Add new teachers name to staff lists/circulation lists

Plan for induction into the local community

Introduction, Welcome (First Day)

Principal to accompany new teacher to Education and Training Directorate New Staff Welcome

Meeting with Principal, to include introduction to key school staff and to Professional Learning Team or unit

Class allocation and timetable provided – reduced teaching load for graduate teacher in first 12 months

Review key documents/timetables relating to the week ahead

Outline School, Network, Directorate Organisational Chart and roles of key personnel

Provide key staff contacts list

Provide name badge

IT facilities confirmed – teacher logon, online mandatory training modules access

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Planned activity provided including school philosophy, school culture/contextual understanding e.g. school song, school values, school mission statement, professional dress; induction into the community

Introduction of teacher to buddy; immediate induction needs of the teacher identified; opportunity to work with buddy in the classroom provided

Encourage engagement with mandatory online training modules prior to students returning: Workplace Health and Safety, RED Framework (Workplace Bullying), Teachers’ Code of Professional Practice, Mandatory Reporting

2. Laying Foundations Phase

Week 1

Daily contact with Principal or New Teacher Coordinator

Welcome lunch, morning tea for new staff

Daily discussions between peer-support buddy and teacher to identify immediate needs; shadowing opportunities provided

Tour of school (staff room, resource centre, administration block, store rooms) – school map

Tour of playground areas (boundaries, playground duty arrangements, bus duties)

Student attendance/absence procedures outlined (protocols for marking roll)

Staff relief procedures outlined and demonstration of HR21

Outline safety procedures and key contacts (e.g. REDCO, HSR, Hazard Reporting, Accident/Incident Reporting, EAP)

Outline and practice emergency evacuation and lockdown procedures

Outline team, whole staff planning requirements for the term ahead

Examine the term/year calendar, key assessment dates, requirements

Outline beginning teacher support program and new educator support guidelines (reduced teaching load, access to professional learning days)

Ensure internal and external communication has occurred welcoming new staff members (e.g. school newsletter, website)

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ACT Education and Training Directorate – Planning for Effective induction in Schools

Access to teaching resources and borrowing privileges provided

Weeks 2 – 8

Continued contact with Principal (providing feedback and acknowledgement)

Continued meetings with peer support buddy; support team teaching to take place; shadowing continues

Training for nominated mentors provided by University of Canberra

Within four weeks: first contract/probation panel meeting or establishment of professional pathways (formal mentoring and supervision relationships commence)

Opportunities for classroom observation and feedback provided by mentor, supervisor

Opportunities to observe other teachers’ lessons are arranged

Opportunities to team teach and work shadow with colleagues

Opportunities provided for collaborative curriculum planning/programming

Regular sessions organised for new teachers to meet and share common experiences

Coaching in school and system assessment and reporting procedures (School Assessment, PIPS, NAPLAN, A-E reporting, parent-teacher interviews, learning journeys)

Assembly routines discussed

Protocols to follow when concerned about a student e.g. special needs referrals

Relationships and professional boundaries with students and parents including social media protocols

Protocols for communicating with parents/carers e.g. phone call, email, school newsletter, term outlines, parent-teacher interviews, learning journeys, student behavioural incident, online portals, student health care management plans

Key Directorate policies e.g. Recordkeeping, Privacy, Duty of Care, Volunteers, Managing Critical Incidents, Acceptable Use of IT – how to navigate Index

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ACT Education and Training Directorate – Planning for Effective induction in Schools

Attend information session with Teacher Quality Institute regarding registration and professional learning requirements to maintain registration

Celebrate, acknowledge success

3. Continuing Professional Growth Phase

First year

Principal continues to have supportive communication with new teachers

Continued opportunities for observing colleagues are supported; focus on developing teaching practice

Continued opportunities for classroom observation and feedback provided by mentor, supervisor

Opportunities provided for professional dialogue with peers; off-site opportunities are explored and accessed

Mentors continue to be supported to undertake UC training; mentor collegiate discussion opportunities

New teachers supported to identify teaching practice needs (using Australian Professional Standards for Teachers and Classroom Practice Continuum)

Collaborative planning time continues to be provided; access to professional learning opportunities and documentation of all professional activities undertaken encouraged

Principals attend Teacher Quality Institute registration information sessions

Formal regular meetings held between mentee and mentor - discussions support analysis of teaching and learning

Formal regular contract, probation or professional pathways meetings

Professional Learning Committees/Communities within the school

Professional Associations and System Networks

Provisionally registered teachers attend TQI forums

New teacher supported to record their professional learning requirements to maintain TQI registration

Celebrate and acknowledge success

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ACT Education and Training Directorate – Planning for Effective induction in Schools

Evaluation of induction program undertaken at intervals – 6 months, 12 months

Principal: Please sign on completion of above items and retain with contract/probation report or Professional Pathways documentation.

Principal’s Name

Principal’s Signature

Date

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ACT Education and Training Directorate – Planning for Effective induction in Schools

Appendix B

Administrative and School Support Staff Induction Guide

Details of New Administrative/Support Staff Member and Supervisor Employee Details

Name

School

Classification

Start Date

Supervisor Details

Name

School

Classification

Start Date

1. Pre-commencement Phase Preparing

Prepare a timetable for the first week’s activities reflecting professional learning, staff and team meeting requirementsPrepare a catalogue of key documents (vision statement, school strategic plan and annual operating plan, class list, weekly timetable)Prepare a key contacts document

Appoint a coordinator to be responsible for administrative/support staff induction

Assign an initial support person – a ‘buddy’ for the purpose of orientation during the first weeks of employment Assign a Supervisor for Performance Development Plan (PDP)

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ACT Education and Training Directorate – Planning for Effective induction in Schools

Organise system access forms and forward to relevant parties

Organise name badge

Send a letter of welcome/congratulations to the administrative/support staff member

Telephone administrative/support staff member as follow up and make arrangements for school visitPlan activity covering introduction to school context, ethos, professional responsibilitiesAdvise office staff of new appointment

Add new administrative/support staff members name to staff lists/circulation lists

Plan for induction into the local community

Introduction, Welcome (First Day)Principal to accompany new administrative/support staff member to Education and Training Directorate New Staff Welcome Meeting with Principal, to include introduction to immediate supervisor and key personnel at the school Review key documents/timetables relating to the week ahead

Outline School, Network, Directorate Organisational Chart and roles of key personnel

Provide key staff contacts list and roles and responsibilities of key personnel

Provide name badge

IT facilities confirmed – edunet logon, online mandatory training modules access

Planned activity provided including school philosophy; school culture/contextual understanding e.g. school song, school values, school mission statement, professional dress; induction into the communityIntroduction of administrative/support staff member to buddy

Encourage engagement with mandatory online training modules prior to students returning: Workplace Health and Safety, RED Framework (Workplace Bullying), Teachers’ Code of Professional Practice, Mandatory Reporting

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ACT Education and Training Directorate – Planning for Effective induction in Schools

2. Laying Foundations Phase

Week 1Daily contact with Induction Coordinator and Supervisor (usually Business Manager for administrative staff and teacher/SLC for support staff)Welcome lunch, morning tea for new staff

Tour of school (staff room, resource centre, administration block, store rooms) – school map

Tour of playground areas (boundaries, playground duty arrangements, bus duties)

Staff relief procedures outlined and demonstration of HR21

Outline safety procedures and key contacts (e.g. REDCO, HSR, Hazard Reporting, Accident/Incident Reporting, EAP)

Outline and practice emergency evacuation and lockdown procedures

Introduce First Aid Officer and show location of supplies and First Aid room

Examine the term/year calendar, key requirements

Ensure internal and external communication has occurred welcoming new staff members (e.g. school newsletter, website)Ensure necessary supervision, support and ongoing information as required

Weeks 2 – 8Continued contact with Induction Coordinator and Supervisor (providing feedback and acknowledgement)Within four weeks: first formal Performance Development Plan (PDP) meeting held

Opportunities provided for shared planning with class teacher (for support staff)

Regular sessions organised for new administrative/support staff members to meet and share common experiencesCelebrate, acknowledge success

ACT Education and Training Directorate – Planning for Effective induction in Schools

3. Continuing Professional Growth Phase

First yearContinued opportunities provided for shared planning with class teacher (for support staff)

Access to professional learning opportunities provided

Assembly routines discussed

Protocols to follow when concerned about a student e.g. special needs referrals

Relationships and professional boundaries with students and parents including social media protocolsProtocols for communicating with parents/carers e.g. phone call, email, school newsletter, learning journeys, student behavioural incident, online portals, student health care management plansKey Directorate policies e.g. Recordkeeping, Privacy, Duty of Care, Volunteers, Managing Critical Incidents, Acceptable Use of IT – how to navigate IndexContinued formal Performance Development Plan (PDP) meetings

Celebrate; acknowledge success

Evaluation of induction program undertaken at intervals – 6 months, 12 months

Principal: Please sign on completion of above items and retain with contract report or Performance Development Plan (PDP) documentation.

Principal’s Name

Principal’s Signature

Date

ACT Education and Training Directorate – Planning for Effective induction in Schools

BibliographyAITSL (2012), Australian Charter for the Professional Learning of Teachers and School Leaders. Victoria: Education Services Australia.

AITSL (2012), Australian Teacher Performance and Development Framework. Victoria: Education Services Australia.

AITSL (2012), Australian Professional Standards for Teachers. Victoria: Education Services Australia.

Victorian Department of Education and Training (2006), Induction in Effective Schools: planning for effective school based induction. Victoria: Teacher and SSO Development Unit.

ACT Education and Training Directorate (2009), School Improvement Framework. Australian Capital Territory: Government Publishing Services.

OECD (2014), TALIS 2013 Results: An International Perspective on Teaching and Learning, TALIS, OECD Publishing.

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