“You are my friends … I call you friends because I have madeknown 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 innew roles and newly appointed Teacher Aides and School Officers.
An Effective Induction Program based on …. the Effective Schools Model Effective Schools
St Thomas’ Induction Policy isbased 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. Motto A 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 wheresharing and building expertise is common practice.That your professional practice is supported and extended.That you build staff relationships where there is a sharedresponsibility for each others success and the success ofevery student in the school.That through shared inquiry, your practice continuouslyimproves to support improved student learning outcomes.
What to expect from the Induction Program…The Induction Program for new staff at St Thomas’ occurswhen a member of staff commences work at ourschool, returns to work or takes on a new role. Whether theyare a graduate teacher, experienced teacher, teacheraide, casual relief teacher or school officer, we as a schoolfeel it is very important for staff to go through an inductionprogram to build their capacity as a staff member and to makethem 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 toapproach 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.
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 highexpectations to ensure that every studentlearns•Demonstrates a commitment to every student’ssuccess, regardless of their background•Promotes the expectation that students put effortinto learning at school.
Effective teachers know their students well and build on what they already know•This enables the teacher to set clear andappropriate learning goals•Build appropriate ILP’s
Effective teachers maximise each student’sengaged 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 andoptimistic learning environment•Students can expect to beaccepted, respected and valued at all times
Effective teachers structure and pace teachingand classes to match the learning needs of allstudents •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 oftechniques to make learningchallenging, enjoyable, vivid and real.•Provide a variety of activities appropriate tolevel and preferred learning styles of students.•Make full use of all resources available.• Look outside the 4 walls of the classroom forlearning experiences.
Effective teachers constantly monitor studentslearning to determine strategies for furtherimprovement and growth•Constant monitoring of student learning toestablish appropriate starting points for teaching.•Provide positive , constructive feedback
Effective teachers encourage and supportstudents to take increased responsibility for themanagement of their own learning•Create a learning environments which modeland promote self management•Support students to develop an array of selfmanagement skills.
St Utopia’s St 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, selfmotivated 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 feedbackindicates that Lily is beginning to develop skill in differentiating instruction, but has some way to go. Lily has expressed aninterest 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 goodjob. 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 teachingoutside his specialty areas, even though this is required of him in his current role. He is particularly daunted by teaching Maths; surveyfeedback shows students are aware of this and it’s affecting learning confidence. Collegial observations of his classroom teaching showthat 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.
Your Task: 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