Strong start, Great teachers is an innovative resource focussed on beginning teachers. Before you start navigating the resource it’s important to read ‘About’ this resource and understand the key ‘Principles’ that underpin it.
The Great Teaching, Inspired Learning reforms have a key focus on beginning teachers receiving high quality induction to support their entry to the profession and to enhance their teaching skills.
The Department has introduced a new model of enabling support that provides increased release time for all eligible beginning teachers as well as release time for experienced teachers to mentor beginning teachers.
This resource, Strong start, Great teachers sits alongside the new model of support. Together these two components are designed to ensure schools have access to a framework of support to guide the development of their school-based induction programs.
The Strong start, Great teachers resource provides information, advice, guidance and ideas that can be used by schools to create customised, school-based induction programs that meet the needs of their beginning teachers in the critical first years of teaching.
Strong start, Great teachers embeds the Australian Professional Standards for Teachers, the NSW Quality Teaching model and guidance in coaching and mentoring practices throughout its four phases.
The topics covered across the four phases, while not addressing every area of need, have been identified in the research and from the teaching standards as significant for beginning teachers.
The Great Teaching, Inspired Learning reforms have a key focus on beginning teachers receiving high quality induction to support their entry to the profession. Strong start, Great teachers is underpinned by two research-based principles.
Ideally induction involves 5 essential components represented in the 5C model of quality school-based induction.
Depending on the size of the school, other staff can take different roles to support the beginning teacher.
This section defines induction, its duration and purpose, roles and responsibilities and introduces the 5C research-based model of induction.
Phase 1 provides practical guides, advice, suggestions and planners to support beginning teachers and schools during the periods of initial contact, orientation and in the first weeks and first terms of teaching.
Phase 2 introduces the process of reflecting on practice through the lens of the teaching standards. Once introduced, the practice of reflecting on teaching through standards is seen as an essential and ongoing process for engaging in the further phases of Strong start, Great teachers.
Phase 3 continues the process of reflecting on teaching through standards and explores the areas of questioning and feedback.
Phase 4 continues the process of reflecting on teaching through standards and explores the areas of differentiating learning and peer and self-assessment for students.
A suite of NESA Registered Professional Development courses aligned to the Australian Professional Standards for Teachers at the Proficient, Highly Accomplished and Lead stages can be found on Teaching Standards in Action. For further information on induction see the section, Beginning teacher induction in the Australian Institute for Teaching and School Leadership (AITSL) website.