“You are my friends … I call you friends because I have

made known to you everything that I have learnt

from my Father.You did not choose me,

no, I chose you; …

My commandment to you is to love one another.”

(John 15:14-17)

InductionThe Induction Resource is for Graduate,

Returning to work and Casual Relief Teachers, Teachers in new roles and newly appointed

Teacher Aides and School Officers.

An Effective Induction Program based on …. the Effective Schools Model

EffectiveSchools

St Thomas’ Induction Policy is based on our school vision:

St Thomas’ is a Catholic school where everyone is known, welcomed and valued. Our school community shares a faith in Christ and his

values. We recognise learning is lifelong and progressive. St Thomas’ is an energised

environment where everyone shines.

MottoA Place for all to Shine

 

Aims for you as a staff member at St Thomas’ Primary School…That you become part of a learning community

where sharing and building expertise is common practice.That your professional practice is supported and extended.That you build staff relationships where there is a shared responsibility for each others success and the success of every student in the school.That through shared inquiry, your practice continuously improves to support improved student learning outcomes.

What to expect from the Induction Program…

The Induction Program for new staff at St Thomas’ occurs when a member of staff commences work at our school, returns to work or takes on a new role. Whether they are a graduate teacher, experienced teacher, teacher aide, casual relief teacher or school officer, we as a school feel it is very important for staff to go through an induction program to build their capacity as a staff member and to make them feel welcome in their new environment.

The intended outcomes for our Induction Program for all staff are that they will:

• have a clear understanding of what is expected and know who to approach for professional guidance and/or practical help.

• have their ideas and expertise listened to and valued.• receive feedback in order to practise reflection.• be able to act in the best interest of students.• be open to on-going learning.• be a supported and valued member of the community.

What is an effective teacher ?

Effective teachers just “know” this…and their TEACHing reflects an

understanding that it is their own LEARNing (and reflective “savvy”)

that creates a culture of reflection, growth and real improvement…

Effective teachers have high expectations to ensure that every student learns • Demonstrates a commitment to every student’s success, regardless of their background

• Promotes the expectation that students put effort into learning at school.

Effective teachers know their students well and build on what

they already know • This enables the teacher to set clear and appropriate learning goals

• Build appropriate ILP’s

Effective teachers maximise each student’s engaged learning time

• Make the purpose of the lesson clear.

• Focus on activities that have relevant educational goals.

Effective teachers develop quality relationships with students to promote optimal educational outcomes.

• Provide a supportive, challenging and optimistic learning environment

• Students can expect to be accepted, respected and valued at all times

Effective teachers structure and pace teaching and classes to match the learning needs of all students

• Instructions are clear and the task matches the learners needs

• Learning is scaffolded• Teaching strategies and classroom

organisation reflect the wide range of abilities found in a typical classroom

Effective teachers adopt a repertoire of techniques to make learning challenging, enjoyable, vivid and real.

• Provide a variety of activities appropriate to level and preferred learning styles of students.

• Make full use of all resources available.• Look outside the 4 walls of the classroom for learning experiences.

Effective teachers constantly monitor students learning to determine strategies for further improvement and growth• Constant monitoring of student learning to establish appropriate starting points for teaching.

• Provide positive , constructive feedback

Effective teachers encourage and support students to take increased responsibility for the management of their own learning

• Create a learning environments which model and promote self management

• Support students to develop an array of self management skills.

A SCENARIO.Introducing…

St Utopia’sSt Utopia’s is located in the southern suburbs of Melbourne, and has operated for 42 years. It is a

mid-sized school. On its AAP, St Utopia’s articulates the following school goals for 2012...

• To create a flexible environment that meets the needs of students of different abilities,

needs, backgrounds and culture.• To help students to become independent,

interdependent, self motivated and self managing, taking responsibility for self and

others.• To improve standards in Reading and

Mathematics, and improve student’s capacity to think scientifically.

• To enhance community engagement at the school, local and global levels.

Lily...

is in her second year of teaching at a Catholic school. She is well liked by

students, as her lessons are resource-rich, and hands-on.

Collegial feedback indicates that Lily is beginning to develop skill in

differentiating instruction, but has some way to go. Lily has expressed an interest in learning more about

ICT. Lily’s class this year will have a number of students with LNSLN

funding.

Hal...

has been teaching for sixteen years, seven in this school. He is the

school’s ‘IT guru’. Collegial observations show that Hal runs a ‘tight ship’ in the classroom, with

clear goals for every lesson, activities focussed on these goals,

and detailed assessment of student learning. Hal doesn’t really see the

need to set goals for his own development: he’s already doing a good job. Hal is heavily involved in sports in his spare time, including

after school during the week.

Lata...

is new to the school, and country. She is an teacher of twenty-six years experience, all of which has been in South Africa. Lata will be taking up the position of Literacy Leader. Lata

is well-credentialed, having occasionally lectured in tertiary institutions, as well as being a

published author. When asked in her job interview, Lata identified a need to get to know the school, Catholic system and AusVELS as learning

priorities. Lata will be part-time in the classroom.

Matt...

has been teaching for four years. He lacks confidence teaching outside his specialty areas, even though this is

required of him in his current role. He is particularly daunted by teaching Maths; survey feedback shows students are

aware of this and it’s affecting learning confidence. Collegial observations of his classroom teaching show that Matt needs to create more opportunities for feedback. Art is one of Matt’s

passions: he has submitted a proposal to develop an innovative Art program at his school. This will involve visiting other schools in the area, and forging partnerships with local

council and local businesses.

IN PAIRS OR GROUPS OF THREE:

A. Select one of the four teachers

B. Draft four professional learning goals for this teacher that take into account school

priorities and personal priorities/preferences

C. Select four appropriate models of professional

learning that will best help this teacher achieve his/her

goals (*be prepared to justify)D. Identify four forms of evidence/feedback that may

be collected to monitor/evaluate progress

You

r Ta

sk:

What’s Next ?