What is a good
induction program?

Variety – your school induction program should help you build upon your background knowledge and skills through varied forms of assistance

Resources – you should be provided sufficient support and resources; you should be able to work closely with a mentor in your first and second year of teaching.

Workload and support – you should not be given an unreasonable workload; your school should encourage you to build your confidence and strengthen your work practice, respecting your teaching style.

Individualised program

The induction program should be developed and resourced according to your need.

It is important that you are provided with an overview and a timetable of the induction process.

Provision of information

You should be provided clear employment-related information. This should include and may not be limited to: duty statement, documents relating to ethos and mission of the school, superannuation entitlements and options, union coverage and benefits, salary and conditions entitlements, provision of training in school policies, procedures and general expectations, duty of care, mandatory reporting responsibilities and teacher/parent communication.

Provision and resourcing
of Mentor Teacher

You should be allocated a mentor teacher who will be regularly available to meet with you throughout the year to provide support. Your mentor will work with you throughout the induction process and in the activities required and recommended to assist you to move from Provisional to Full registration.

Role clarity

Your roles and responsibilities, as well as your Mentor’s, should be clearly defined.

Induction coordinator

Your school may have a staff member who has been allocated responsibility for overseeing the induction program. This is the person you can talk to should you need to raise issues or concerns with someone in addition to your mentor.

Professional development opportunities

You should be provided access to appropriate ongoing professional development activities; this includes the provision of information concerning teacher unionism and professional associations. Your mentor should also be provided with the opportunity for professional development regarding their responsibilities in assisting you.

Reduced teaching loads

Ideally you should be allocated a reduced teaching load of not less than two hours per week in your first year of teaching. If appropriate, this could be extended beyond your first year. As an early career teacher you should where possible not be expected to teach curriculum areas outside of your teacher training. Your allocation of classes should support you to build and consolidate your skills whilst minimising planning, assessment and reporting requirements.

Wellbeing counselling

You should have access to general wellbeing counselling services without any reference to professional competence. Most schools should have a counsellor or well-being co-ordinator you can talk to.

Other Support

Your IEU sub-branch and school OHS rep are also available to support you. Make sure you know who they are, and do speak to them about any issues, questions or concerns you have.