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.
The report brings together all of the available data on initial teacher education (ITE) in Australia. It includes data on ITE students and early career teachers, as well as ITE institutions and programs.
William Powell and Ochan Kusuma-Powell - How to Teach Now
Dylan Wiliam - Feedback is only successful if students use it to improve their performance.
Jennifer Morrison - An award-winning teacher proposes three attitude shifts that would help teachers learn to love data.
Cindy Harrison and Joellen Killion The ways teachers can lead are as varied as teachers themselves. Teacher leaders assume a wide range of roles to support school and student success. Whether these roles are assigned formally or shared informally, they build the entire school's capacity to improve. Because teachers can lead in a variety of ways, many teachers can serve as leaders among their peers. So what are some of the leadership options available to teachers? The following 10 roles are a sampling of the many ways teachers can contribute to their schools' success.
Five guidelines can build students' higher-order thinking skills. Productive classroom discussions—those that enable students to invent, create, imagine, take risks, and dig for deeper meanings—can only take place in a climate in which students feel safe to offer their ideas. Teachers can create such a climate by being mindful of the essential conditions of interactive teaching.
Our free My Induction app includes expert advice and activities to help you start your teaching career.
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).