1. “You are my friends … I call you
friends because I have made
known 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)
2. Induction
The Induction Resource is for Graduate, Returning
to work and Casual Relief Teachers, Teachers in
new roles and newly appointed Teacher Aides and
School Officers.
4. St Thomas’ Induction Policy is
based 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
5. Aims for you as a staff member at St
Thomas’ Primary School…
That you become part of a learning community where
sharing and building expertise is common practice.
That your professional practice is supported and extended.
That you build staff relationships where there is a shared
responsibility for each others success and the success of
every student in the school.
That through shared inquiry, your practice continuously
improves to support improved student learning outcomes.
6. What to expect from the
Induction Program…
The Induction Program for new staff at St Thomas’ occurs
when a member of staff commences work at our
school, returns to work or takes on a new role. Whether they
are a graduate teacher, experienced teacher, teacher
aide, casual relief teacher or school officer, we as a school
feel it is very important for staff to go through an induction
program to build their capacity as a staff member and to make
them feel welcome in their new environment.
7. 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 to
approach 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.
10. 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…
11. Effective teachers have high
expectations to ensure that every student
learns
•Demonstrates a commitment to every student’s
success, regardless of their background
•Promotes the expectation that students put effort
into learning at school.
12. Effective teachers know their students well
and build on what they already know
•This enables the teacher to set clear and
appropriate learning goals
•Build appropriate ILP’s
13. Effective teachers maximise each student’s
engaged learning time
•Make the purpose of the lesson
clear.
•Focus on activities that have
relevant educational goals.
14. Effective teachers develop quality
relationships with students to promote
optimal educational outcomes.
•Provide a supportive, challenging and
optimistic learning environment
•Students can expect to be
accepted, respected and valued at all times
15. Effective teachers structure and pace teaching
and classes to match the learning needs of all
students
•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
16. Effective teachers adopt a repertoire of
techniques to make learning
challenging, enjoyable, vivid and real.
•Provide a variety of activities appropriate to
level and preferred learning styles of students.
•Make full use of all resources available.
• Look outside the 4 walls of the classroom for
learning experiences.
17. Effective teachers constantly monitor students
learning to determine strategies for further
improvement and growth
•Constant monitoring of student learning to
establish appropriate starting points for teaching.
•Provide positive , constructive feedback
18. Effective teachers encourage and support
students to take increased responsibility for the
management of their own learning
•Create a learning environments which model
and promote self management
•Support students to develop an array of self
management skills.
19.
20. 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, self
motivated 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.
21. 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 feedback
indicates that Lily is beginning to develop
skill in differentiating instruction, but has
some way to go. Lily has expressed an
interest in learning more about ICT. Lily’s
class this year will have a number of
students with LNSLN funding.
22. 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 good
job. Hal is heavily involved in sports in his
spare time, including after school during
the week.
23. 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.
24. Matt...
has been teaching for four years. He lacks confidence teaching
outside his specialty areas, even though this is required of him in his
current role. He is particularly daunted by teaching Maths; survey
feedback shows students are aware of this and it’s affecting learning
confidence. Collegial observations of his classroom teaching show
that 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.
25. 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
