Induction experiences for new graduates are aligned with the Induction Guidelines
1. Percentage of early career teachers who report experiencing a formal induction program based on the Induction Guidelines
There is currently no single data set that shows a comprehensive national picture of the induction experiences of early career teachers in Australia, and the data that is available does not specifically relate to policies aligned with the Induction Guidelines
Australian and international literature about the benefits of induction for beginning teachers is extensive. However, there has been a lack of data in Australia about the extent to which induction is offered to early career teachers. This section presents data on induction from the 2019 AITSL Stakeholder Survey of 2,975 school leaders, experienced teachers, and early career teachers.
- School leaders were significantly more likely to indicate that early career teachers had received formal induction (69%) than early career teachers themselves (40%)
- Early career teachers on a permanent contract were most likely to have received formal induction, according to both school leaders (86%) and early career teachers themselves (50%)
- Only 18% of casual-relief teachers indicated they had received formal induction.
Provision of formal induction to early career teachers by employment type, 2019
(Source: 2019 ITE Data Report, p. 102)
The Induction Guidelines set out the four key focus areas for effective induction: Professional Practices, Professional Identity, Wellbeing, and Orientation.
Baseline data on these four key focus areas, gathered through the 2019 AITSL Stakeholder Survey and reported in the ITE Data Report 2019 (p. 103), show that the level of alignment is already quite strong – but needs to be strengthened in the area of teacher wellbeing and that school leaders and early career teachers tend to report the same perceptions:
2. Induction strategies being employed in schools include strategies that align with the Induction Guidelines
Multiple strategies are identified in the Induction Guidelines as being effective in induction processes, including practice-focused mentoring, targeted professional learning, and regular interaction with leaders.
The 2109 AITSL Stakeholder survey asked early career teachers about the strategies they participated in, and school leaders and teacher mentors about the strategies used in their school. Both groups reported that mentoring/coaching was the most common induction strategy, however, school leaders and mentors were significantly more likely to indicate that early career teachers had participated in a range of activities.
Induction strategies used in schools, 2019
(Source: 2019 ITE Data Report, p. 104)