Graduate to Proficient: Australian guidelines for teacher induction into the profession
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Entering the classroom for the first time is both an exciting and a challenging experience for beginning teachers. Effective induction can ease this transition, as well as help strengthen a beginning teacher’s impact on students.
The Graduate to Proficient: Australian guidelines for teacher induction into the profession frame support for beginning teachers to make the transition from the Graduate to the Proficient Career Stage, based on the Australian Professional Standards for Teachers.
Induction for Beginning Teachers – animation
Start here to find out about AITSL’s vision for the effective induction of beginning teachers.
What are the guidelines?
The Guidelines were endorsed by all Ministers for Education on 21 July 2016. They set out a nationally consistent approach to ensure quality induction and support for beginning teachers as they navigate their first years in the profession.
The Guidelines are based on rigorous stakeholder consultation and research into what effective induction is, why it matters, the conditions for good induction, the focus for induction, the strategies that are most effective, and the roles played by various agencies and individuals in managing and delivering induction programs.
The Guidelines are an excellent starting point for school leaders and teachers to apply effective induction approaches in their schools.
"A way forward is reflected in the Graduate to Proficient: Australian guidelines for teacher induction into the profession (AITSL, 2016) which advocates for an integrated, contextual approach to induction that addresses multiple purposes, involves multiple stakeholders and utilises multiple strategies." Associate Professor Rosie Le Cornu
A new Spotlight paper “Induction of beginning teachers in Australia – What do early career teachers say?” focuses on findings from the AITSL Stakeholder Engagement Survey which indicate that school leaders and early career teachers have very different perspectives on induction practice. The Spotlight outlines further opportunities to improve induction practice in line with the Guidelines.
What else are we doing?
In their report Action Now: Classroom Ready Teachers, the Teacher Education Ministerial Advisory Group (TEMAG) identified that countries that have implemented effective induction processes see it as part of a wider culture of responsibility to the profession and a focus on continuous professional learning.
You can find out more about AITSL’s responses to the recommendations of TEMAG on our ITE Reform Beginning Teacher Induction page.