There are 5 components (5Cs) that are essential to quality induction. Induction processes need to:

  • be customised to suit the needs of beginning teachers in each localised school context

  • connect beginning teachers with more experienced teachers and other beginning teachers

  • develop knowledge, understanding and practices relating to the school context

  • develop knowledge, understanding and practices relating to the curriculum

  • develop knowledge, understanding and practices relating to the classroom.

School-based induction processes need to use customisation and connections to support beginning teachers' knowledge, understandings and practices in relation to context, curriculum and classroom.