We commissioned a number of research pieces to uncover current induction practices occurring nationally and internationally in both education and non-education settings.
The Annotated Bibliography focuses on induction policies and practices, mainly in education settings.
The Hay Group were commissioned to provide a report into best practices in education relating to induction of beginning teachers.
Leading for impact: Australian guidelines for school leadership development (Leading for impact), sets out evidence–based guidance to support a nationally coherent and standards-based approach to leadership development in all jurisdictions and schools. To assist schools and systems/sectors to reflect on their approach to leadership development, AITSL has developed two reflection tools, one for use by systems/sectors and the other by schools. The reflection tools bring the recommendations within Leading for impact to life by articulating what schools and jurisdictions can do at increasing levels to develop leadership capacity. By demonstrating progression across the rubric for each action, the school or jurisdiction can see what it looks like to improve their approach to leadership development and contribute to developing a pool of aspiring leaders across the education system. The tools will support users to reflect on their organisation’s leadership development approaches against the recommendations provided in Leading for impact.
Leading for Impact guide
Leading for Impact Guide
There is broad agreement in the education sector around the value of induction as a support for beginning teachers, but less clarity about how to best implement it in practice. Early career teachers’ perspectives on their actual induction experiences provide important feedback for the profession and an opportunity to increase the effectiveness of induction practice.
There is a perception in Australia that there is a high attrition rate of teachers both during their initial teacher education (ITE) and within the first five years of graduation from ITE. If this is correct, there are implications for governments that fund ITE and staffing implications for education sector employers and schools. The impact of attrition may be the loss of quality teaching graduates, which could in turn impact the development of a strong workforce of experienced, high calibre teachers – critical for student outcomes.
The research is clear: improving feedback practices can significantly improve student learning and the quality of teaching in classrooms. Effective feedback practices provide the bridge between assessment and learning. High quality feedback can improve student learning by as much as eight months. There’s a strong evidence base behind the impact of feedback. It is a cost-effective approach to enhancing student outcomes and it can be implemented in any education context.
An effective principal will have a significant impact on student learning in their school by shaping its culture and creating a shared vision. This is the ultimate reward of leadership. However, new principals, who have usually been highly successful teachers, encounter some common challenges when they take on the role. It can be confronting to come to grips with the extent and nature of the demands that a principal experiences.
Bullying occurs in many forms, including overt physical aggression, covert teasing, harassment online or in the classroom. It has lasting effects for victims, bullies, peer groups, families and school communities. It is an issue facing each and every school in Australia. In fact, a largescale survey conducted in 2009 found that one in four Australian year four to nine school children had been bullied (Cross et al., 2009). It has also been estimated that approximately one in five Australian young people had been cyberbullied in a twelve month period (Katz et al., 2014).
Online study in higher education is growing at a rapid pace in Australia. This is particularly the case for initial teacher education (ITE). The past decade has seen a dramatic rise in the numbers of ITE students choosing to prepare themselves for teaching by enrolling away from campus. Despite this growing trend, little is known about online ITE in Australia, particularly with regard to who studies it, where they live, what influence it has on outcomes and graduate quality, and what quality assurance mechanisms are in place to support quality delivery.
Nationally certified Highly Accomplished and Lead Teachers (HALTs) are expert teachers and reflective practitioners who lead and support colleagues towards better outcomes for learners. Being certified equips HALTs with an understanding of their own impact in leading improvements in teaching and learning within and beyond their schools.
Teacher quality is the single most important in-school factor influencing student achievement (Hattie, 2009). However, the relationship between teacher quality and student achievement is mediated by the amount of time students spend in the classroom. Irrespective of the reasons for absences, non-attendance affects student outcomes.
In accessing this resource, I acknowledge the following principles and will abide by relevant protocols: Aboriginal people and Torres Strait Islander people, as the owners and custodians of the cultural knowledge contained in these resources, have developed important rules and protocols for sharing and using that knowledge over hundreds of centuries. While these protocols vary between communities, they are underpinned by a number of common principles; respect Indigenous people’s ownership of their cultural knowledge and expertise, respect the diversity and complexity of the many different Indigenous cultures in Australia, consult with relevant Aboriginal communities before using the material contained in these resources. Complying with the accepted protocols of other cultural groups promotes interaction based on good faith and mutual respect, encouraging ethical conduct.
KPMG was engaged by the Australian Institute for Teaching and School Leadership (AITSL) to support its Board in considering the case for the development of a tool to support Australian teachers and principals to better understand the progress of students to be able to more effectively address their individual learning needs.
The Initial Teacher Education Data Report 2018
Promoting excellence so that teachers and school leaders have the maximum impact on student learning in all Australian schools.