Key Findings

The main findings from the project included:

• While most participants were satisfied, or very satisfied with most elements of their induction experience, they also identified areas of challenge, particularly related to programme content, and classroom management.
• Though respondents felt programme content was not covered sufficiently during induction, it appears support for new teachers was more satisfactory once they were in the classroom. On average, new teachers felt in the classroom they were given an adequate amount of training and support for programme content, and also planning and preparation. Support and training structured around the areas of classroom management and instruction averaged slightly less than adequate.
• The project findings on induction processes and the needs of new teachers emphasise the importance of robust support systems offered by vocational education organisations at induction to ensure the experience from the beginning of employment is positive and valuable. The potential benefits are numerous: improved classroom instruction combined with industry skills, retention of a committed workforce, and learner engagement and achievement.

Key Recommendations

The key recommendations from the project were:

Induction processes and planning | The Induction Pack for Trainers has provided structure around which induction processes and planning by tertiary organisations can better support the needs of teachers newly recruited from industry. New teachers confirmed there is little time for preparation and familiarisation of content prior to delivering to a class for the first time. Responding to identified needs the Induction Pack includes a strategy and templates for trainers to use with new teachers to assist in managing workload, understanding learners, and provides information on teaching methods, programme content and location of resources.

Effective resources | For induction to be most effective it is recommended organisations utilise Ako Aotearoa’s other freely available resources, and particularly Signposts and Goalposts as outlined in the Induction Pack. Providing these to new recruits before they start work will allow much of the new terminology to be absorbed avoiding the common first day ‘information overload’.

Skills and competency of mentors | It is important for providers to invest time in the skills and competency of mentors and buddies so they fully understand the importance of their role and responsibilities in induction and the impact they may have on new teacher experiences. It should not be assumed that managers or programme leaders possess all the skills necessary to complete lesson observations: professional development coaching will ensure support is provided to develop the skills needed in these senior roles.

Ongoing review processes | To ensure the induction process for new teachers continues to match the changing requirements of an organisation it is important that there is ongoing reviewing of the effectiveness of the process through self-evaluation by new teachers, and evaluation feedback gathered from managers of new teachers, as well as their students. The self-evaluation template included in the Induction Pack should be utilised as part of performance planning and as new teachers grow into their role.