Policies on the induction of new teachers

Peer Learning Cluster or other group

Background

The issue of induction (early career support) for new teachers is of particular concern in a context of shortages of teachings skills and high attrition rates.

This PLA derives from the response given by the Ministers of Education to European Commission Communication 'Improving the Quality of Teacher Education'.

• Have access to effective early career support programmes at the start of their career;
• Have access to adequate mentoring support throughout their careers;
• Are encouraged and supported throughout their careers to review their learning needs and to acquire new knowledge, skills and competence through formal, informal and non-formal learning, including exchanges and placements abroad. 

The purpose of the PLA was to explore in detail:

• The advantages of structured Induction programmes;
• The links between Induction, initial teacher education and continuing professional development;
• The common features of successful programmes, the roles of key stakeholders and conditions for the successful implementation of such programmes. 

Preparatory material was circulated prior to the event by the host country and the Commission.  

Description

Key lessons from the PLA:

The benefits of induction policies and the main features of induction as a support mechanism have been discussed, leading the participants to point out the following elements as essential components of an induction programme:

• A system of mentoring;
• A peer system;
• An expert system;
• A self-reflection system. 

• Induction needs to be seen as part of a continuum;
• The roles and responsibilities of all stakeholders need to be clearly defined;
• The qualities and competences of the respective stakeholders are essential;
• Investment of adequate financial and time resources are required;
• Close co-operation across the various phases of initial training and professional development is essential;
• The learning environment in the new teacher’s school needs to be supportive and recognize diverse needs;
• Regular review and evaluation of induction policies and provision is essential.  

Main policy questions to be tackled:

In the light of all the induction systems reviewed, participants notably noted that the following kinds of policy questions :

• How to ensure that all schools have the opportunity to take part in induction programmes;
• How to ensure consistency of implementation across schools;
• How to involve beginning teachers as much as possible in the design and evaluation of the  programme;
• How to keep the administrative burden for all parties manageable;
• How to ensure ongoing evaluation of the effectiveness of relationships between stakeholders;
• How to foster awareness and ownership of the programme by all stakeholders, in particular school leaders;
• How to ensure appropriate resourcing, etc. 

For further reading:

PLA_Policies on the induction of new teachers_Oct. 08.pdf