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Supporting early career teachers

Site leader companionEarly Career Teacher Development program

AcknowledgementsThis resource has been developed by the Leadership and Development team in South Australia’s Department for Education and Child Development.

We gratefully acknowledge the assistance of the content owners across the department for providing and reviewing content, and the early career teachers, mentors and site leaders who have helped to test and shape this resource.

Version 1.0 – Published January 2017

DisclaimerThis guide brings together information from multiple sources and organisations, assembled in good faith and accurate at the time of publishing. The information is of a general nature and should not be regarded as a substitute for professional advice.

Contact information and links to websites are included for convenience. Beyond this resource, the DECD intranet is the key source of information for DECD employees. These details may be subject to change. Users of this guide should check specific details with the relevant service provider.

Site leader companion — Early Career Teacher Development program

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The resource has been designed to be flexible, so you can use as much or as little of it as you need. The content explains the key steps to achieve full teacher registration as well as other departmental processes and services that can help you settle in.

Other information-based resources connected to this one include:

w The Guide – Information for early career teachers to support professional growth w Mentor companion – Mentoring early career teachers

Related informationInformation that relates to the content you are reading but is already covered in another part of the resource. Ends with “see > page XX”.

External linkInformation that is found on an external website. Includes the navigation path on the website if you are using a printed copy of this resource.

ECT Development program workshopLink to online registration for a workshop relevant to the content in that section.

ECT Development program online learning resourceLink to an online learning resource relevant to the content in that section.

Return to contents

Return to contentsAt the bottom of each page you will find a ‘return to contents’ link. This will save you a lot of scrolling time when using a digital copy of the guide.

Each resource is available on the DECD intranethttps://myintranet.learnlink.sa.edu.au > HR > Professional development > Teacher development > Early career teachers > Early career teachers

Finding your way aroundThroughout the resource, you will see coloured icons and boxes like the ones below.

Using this resource

Information for temporary relief teachersInformation that is specific to temporary relief teachers is shown in blue boxes

https://myintranet.learnlink.sa.edu.au/hr/professional-development/teachers/early-career-teachers/early-career-teachers


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Program guides

The Guide Information for early career teachers to support professional growth

The Guide is a foundation resource for early career teachers participating in the program.

It helps early career teachers new to DECD get going quickly and learn about opportunities and information available, guiding them through their first 2 years with the department.

Site leader companion Supporting early career teachers

The Site leader companion gives site leaders an overview of where they fit into the program and the importance of their role.

For convenience it has The Guide attached to the back.

Mentor companion Mentoring early career teachers

The Mentor companion provides information and tools our mentors will need to support our early career teachers within the program and beyond.



Early Career Teacher Development program

This 2-page overview explains the various elements and aims of the program for our early career teachers (ECTs).

During their first 2 years, engagement in this program will help ECTs gain confidence and build their capabilities. It provides a pathway for their development, building a solid foundation as a reflective teacher focused on professional growth. Full participation in the program will enable them to develop a professional portfolio of evidence aligned to the ‘proficient’ career stage of the teacher standards, therefore becoming eligible to apply for full teacher registration by the end of the program.

The program has been designed to accelerate an ECT’s development with targeted professional learning, accessible to all beginning teachers in DECD, with a focus on impact. They will also be guided to seek out learning opportunities aligned to their development goals.

From an ECT’s first day in DECD, we encourage them to build a professional network of experienced and expert colleagues. The program outlines the various roles of you and your colleagues in this network and guides you in the specific support you can provide to them.

Induction processes described in the program resources and induction programs at your site will help start their career.

The help provided by you and your colleagues will give the ECTs at your site access to key information in this rich and rewarding career pathway.

Beginning your career in DECD - animationhttps://vimeo.com/200609329

A3 poster of the infographic for use in your sitehttps://myintranet.learnlink.sa.edu.au > HR > Professional development > Teacher development > Early career teachers > Early career teachers

https://vimeo.com/200609329

https://myintranet.learnlink.sa.edu.au/library/document-library/fact-sheets/hr/professional-development/early-career-teachers/early-career-teacher-development-program-inforgraphic.pdf


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Workshops Online learning Working with colleagues

Self-directed opportunities

Site leader Mentors ColleaguesLine manager

Site induction Self-directed opportunites

BuddyDECD induction

Observation and feedback

Reflection Self-directed opportunites

Evidence

Pathways Opportunities Resources

Accelerate your development with targeted professional learning

Build a professional network of experienced and expert colleagues

Establish your career by participating in induction processes

Develop a portfolio of your work to demonstrate your progress

Access key information to guide your career development

Graduate teacher with provisional registration

Proficient teacher, ready to apply for full registration

Connect with these people for support

Line manager Site leader Mentors Colleagues


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Through effective induction, schools can help to ensure that new

teachers begin their teaching journey with the right foundation in place, establishing a firm basis for a strong

and effective teaching career.

Building the right foundation – Improving Teacher Induction in Australian Schools The Hay Group Report

http://www.aitsl.edu.au/docs/default-source/default-document-library/building_right_foundation_improving_teacher_induction_australian_schools_hay.pdf?sfvrsn=2


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Before we get too far, know

where to get helpA large amount of information is provided in this guide.

If at any point you:

w can’t find what you are looking for w aren’t sure if the information is applicable to your

situation w and you haven’t found the answer in your support

networkthen the Early Career Teacher Development program manager may be able to help or know who can.

Please get in touch. phone: 8226 4183 email: [email protected]

“A prudent question is one half of wisdom.”

Francis Bacon

mailto:DECD.EarlyCareerTeachers%40sa.gov.au?subject=


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ECT Development program site leader companionC

Role of the site leader

It takes years to achieve expertise within a profession. With this in mind, every beginning teacher in DECD can expect support and guidance from the Early Career Teacher Development program to develop their expertise from their first day.

As a leader within our organisation, your role in ensuring that all of the early career teachers, permanent, contract and temporary, have access to appropriate support as they self-manage their induction is critical. You will have the opportunity to play an integral role in overseeing the implementation of this program of professional development.

In the Early Career Teacher Development program you have the resources to build on existing induction and mentoring approaches at your site.

‘The Guide – Information for early career teachers to support professional growth’ has been included as an attachment at the back of this companion, ensuring you have the same information as your early career teachers.


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In this section

w Early Career Teacher Development program c3 w Outcomes of the ECT Development program c9 w Establishing a mentoring program c10 w Planning support for ECTs at the site c11 w Resources for site induction programs c13 w Who will work with your ECTs? c15 w Mentor support for ECTs in all contexts c17 w Beyond the first day c17 w Getting ECTs connected c19 w Sustainability c19


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Supports site leaders to:

w strengthen existing induction and mentoring programs w build the capacity of mentors and assign these exemplary practitioners to ECTs w facilitate development of practice-focused mentoring plan for ECTs w oversee site induction and mentoring programs and support progress of ECTs

to full registration w foster a culture of collaboration and professional learning that leads to impact.

Supports mentors to:

w aspire to improve their practice and be recognised as teacher leaders w provide targeted mentoring support to meet the needs of ECTs w build their professional engagement with colleagues.

Supports the ECT to:

w transition from the ‘graduate’ to the ‘proficient’ career stage in the Australian Professional Standards for Teachers

w transition from provisional to full teacher registration over 2 years (or equivalent) w become inducted into the teaching profession.

To improve teacher quality, the research suggests that we develop the strengths of our ‘expert’ teachers and use them to mentor our ECTs who are just beginning their journey as educators.

The Graduate to Proficient: Australian guidelines for teacher induction into the profession (AITSL, 2016) places particular focus on the value of practice-focused mentoring, in an induction program that also includes ‘leadership contact, participation in collaborative networks, targeted professional learning, observation and reflection on teaching, practical information and time allocation’. All of which are embedded and recommended throughout the ECT Development program.

Site leaders should assign their expert teachers to mentor colleagues within a local and contextualised program of induction. This will lay the groundwork to developing the capacity for new teachers to be reflective about their practice and cultivate a collaborative learning culture for all colleagues.

Outcomes of the ECT Development program

AITSL - Graduate to Proficient: Australian guidelines for teacher induction into the profession http://www.aitsl.edu.au > Teachers > Induction

AITSL - Induction for beginning teachers animation https://www.youtube.com/watch?v=hH29s-t7NWw

http://www.aitsl.edu.au/induction/guidelines

https://www.youtube.com/watch?v=hH29s-t7NWw

https://www.youtube.com/watch?v=hH29s-t7NWw


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Practice-focused mentoringPractice-focused mentoring is defined as: A strong professional relationship that attends to the professional development of early career teachers through ongoing observation, conversations, evidence about and assessment of practices, goal-setting aligned with standards of quality teaching, and technical and emotional support.

Graduate to Proficient: Australian guidelines for teacher induction into the profession (based on Achinstein & Villar’s (2004) definition of mentoring)

Sites will receive some funds to support the development of an intentional and planned program and/or schedule for ECTs that’s in diaries and on calendars.

w It may involve one or more ECTs and their mentors in a variety of ways, but also the leader and other teacher specialists and experts at the site or within the partnership as appropriate.

w Planning workshops with specialist/expert teachers and coaches will be arranged to ensure the ECTs have a teaching program and overview that is aligned to the year level and subject requirements for their first semester at a minimum.

w A Professional Learning Community (PLC) may be established where essential topics for ECTs are discussed and strategies shared – the Perspectives on Practice online modules and tasks developed for the ECT Development program could form the basis of these discussions.

w A 1:1 meeting should be held with the site leader where possible, where the big picture, local challenges and expectations can be discussed. Many ECTs report that they have never met the site leader for a discussion.

w Sessions about learning design, assessment and reporting could be scheduled.

w Opportunities for the ECT to observe great teachers should be facilitated often and include follow-up conversations.

w Regular classroom visits and observations of the ECT should also be scheduled as professional development and an opportunity to provide feedback.

A mentoring program is intended to complement the 1:1 relationship between the mentor and ECT and support the focus on practice-focused mentoring.

Establishing a mentoring program


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Planning support for ECTs at the siteHaving an ECT at your site is a great opportunity to contribute to the future quality of the teaching profession. To ensure that our ECTs don’t burn out, we want to support them to thrive as they transition into the profession.

The ECTs you work with will belong to 1 of 2 main categories:

w ECTs appointed to a permanent or year-long contract w ECTs appointed to temporary positions (Temporary Relief Teacher [TRT],

short-term contracts).How you provide this support will depend on:

w the number of ECTs at your site w the date at which they are appointed to a position w the type of induction programs already offered at your site.

Mentors will be integral to the support provided to our ECTs. Mentors will have access to targeted professional learning that builds on their expertise in modelling, guiding and collaborating with their mentees.

Related information – See ‘Connections to the performance and development cycle’ to consider how you could support your mentee to engage in the cycle > page 17 in The Guide

You may already be implementing an induction program or you may be looking for something new to support your beginning teachers. The ECT Development program aims to enhance what your site is already doing.

Induction is not a ‘one size fits all’ process. We encourage our ECTs to take responsibility for understanding and driving their engagement in induction processes. We encourage them to seek support from colleagues within their professional network.


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Don’t over complicate

ECTs are keen to begin teaching and are eager to be successful and work hard.

Consider the level of complexity of their role – the different subjects, year levels and learning settings they are required to manage. It’s best to limit complexity for our beginning teachers, and where possible, provide opportunities to consolidate their learning with plans for continuity.

As many ECTs are so keen, they may often over-extend themselves or exert their energies in the wrong direction. Ensure you, your mentors and line managers look out for this and incorporate a focus on wellbeing in your induction processes as well as through your general support of all colleagues.


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Some funds will be provided to sites that have an ECT appointed to a permanent or contract role and receiving the extra 0.1 (FTE) NIT resource (see Enterprise Agreement 2016).

These extra funds are being provided to support the establishment of a mentoring program and coordination of activities that ECTs can access to support their development.

These will include the equivalent of 6 release days to cover ECT attendance at 4 specialised workshop days during their first 2 years and 2 release days to support the mentors professional learning and planning for their role.

The intention is that:

w the teachers you identify as mentors will engage in professional learning to build their capacity

w you will assign a mentor to each teacher in their first year, appointed to a permanent or year-long contract position

w you will oversee your site’s induction program for your ECTs and support their participation in practice-focused mentoring activities such as:

w classroom observation w subject specific mentoring w time for mentor/mentee professional conversations and planning w professional learning within the site and across the partnership w collaboration between ECTs and mentors in professional learning

communities.

Resources for site induction programs

Acts, awards and agreements on the DECD Intranethttps://myintranet.learnlink.sa.edu.au > HR > Working in DECD > Employment conditions > Acts, awards and agreements

Early career teacher intranet pageTo find out more information about resources available to sites, see the Leaders briefing kit on the ECT intranet page.

https://myintranet.learnlink.sa.edu.au > HR > Professional development > Teacher development > Early career teachers > Early career teachers

https://myintranet.learnlink.sa.edu.au/hr/working-in-decd/employment-conditions1/acts,-awards-and-conditions



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Induction is a shared responsibility between the site leader, line manager, buddies, mentors and ECTs. In addition, other key staff at your site will have a role to play including:

w ICT support staff w administrative officers w work health safety representative.

The main areas to focus on are:

w what to do before your new teacher starts w introductions and tour of site/facilities w administrative information needed by the new teacher w computers + ICT required w communication procedures, protocols and expectations to discuss w a ‘plan of action’ for the first week.

DECD induction websiteBeyond the resources provided in the ECT Development program, local induction can be guided by DECD induction processes. The DECD induction website, including the induction checklists, is an excellent starting point.

https://myintranet.learnlink.sa.edu.au > HR > Working in DECD > Induction

Beyond what – thinking about the howWhile the key focus for a beginning teacher is usually on what they will teach within the curriculum, it is vital for ECTs to think about how they will teach it. It is essential that they are guided to develop productive relationships with their learners, plan for establishment of daily routines, understand classroom expectations and learn skills to manage low-level unproductive behaviour. It is often these aspects that derail lessons and leave ECTs feeling overwhelmed and powerless. Give these areas a high priority within your site induction program.

https://myintranet.learnlink.sa.edu.au/hr/working-in-decd/induction


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Who will work with your ECTs?Depending on your site, there could be a number of specialist staff involved in supporting your ECTs in addition to the assigned mentor/s. Your role in bringing these people together is crucial.

Related informationFor more information about the topics within the program of professional learning > page 13 in The Guide

Key areas in the ECT Development program w productive relationships w literacy and numeracy w building your professional identity w differentiation w assessment and reporting.

Related informationSee ‘Build a professional network of experienced and expert colleagues’ > page 21 in The Guide

Planning for a collaborative approach to professional learningEveryone supporting an ECT should share a common understanding of what is to be achieved through mentoring and induction. There should be a consistent and collaborative approach to developing the skills of ECTs through observation, performance conversations, and effective focused feedback about their development and classroom practice.

Resources within the ECT Development program focus on a range of topics relevant to all teachers. For this reason, they may be used more broadly in a whole site context or within particular professional learning communities as a source for professional development and revision.


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Consider sustainability and succession planning when building the capacity of your site’s mentors. Those demonstrating and working within a mentor role can be guided by the ‘highly accomplished’ and ‘lead teacher’ career stages of the teacher standards. The program, with its focus on professional growth aligned to the teacher standards and the collection of evidence in a professional portfolio, provides sites with an opportunity to focus on teacher leadership and potential recognition for teacher leaders to engage in the national certification process.

https://myintranet.learnlink.sa.edu.au > HR > Professional development > Teacher development > National certification > National certification of highly accomplished and lead teachers

Teacher leadership, looking

to the future

https://myintranet.learnlink.sa.edu.au/hr/professional-development/teachers/national-certification/national-certification-of-highly-accomplished-and-lead-teachers


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Beyond the first dayIn the first 12 months of their employment, there is a great deal that your ECT will need to know. ECTs should be provided with very direct support for the design of the learning and assessment program for their area of responsibility, so that it aligns with the plans of experienced peers and site curriculum and pedagogical expectations. A focus on developing a short-term then longer-term overview for the term, semester and year should be supported as a priority and will greatly assist the ECTs as they manage the transition into their role.

As they develop and grow in confidence they will be able to adapt their plans and program based on the needs of the students and the outcomes achieved.

Mentor support for ECTs in all contextsWhile it is reasonably straightforward to plan for those ECTs who are permanently placed at your site or those who have a 1-year contract, it is important to be inclusive of the other ECTs who will work at your site. Not all ECTs will begin at the start of the school year, and temporary relief teachers need the support from sites as they manage their own induction.

How this can be achievedThere are multiple ways to ensure that all ECTs have the benefit of a strong induction program. It will support all teachers to fulfill all responsibilities of their roles. What you offer should be relevant to the context of your site.

Multiple strategies w Include all ECTs in your communication about induction. w Have a structured program where temporary relief teachers can be

invited to attend professional learning opportunities. w Use networks and collaboration to connect ECTs with others and with

other opportunities beyond those offered at your site. w Provide time for mentors and mentees to meet to ensure that quality

induction is effective and prioritised. w Create opportunities for classroom observation as a regular form of

professional learning across the site. w Make time to connect with your ECTs and to offer your ongoing

professional support. w Create opportunities for teachers to collaborate.


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Related informationSee ‘Access key information to guide your career development’ > page 57 of The Guide

Their development will be supported by the Perspectives on Practice online learning resource, designed to support ECTs to:

w evidence their development in a learner reflection journal w apply learning in ECT development tasks w reflect on learning with their mentor w compile their collection of evidence within a professional portfolio aligned

to the teacher standards.In addition, ECTs have identified a number of areas where additional support would be beneficial:

w strategies for promoting productive student behaviour and managing unproductive behaviour

w working with parents/carers w working and living in the same community w providing effective feedback to students w using other policies and procedures such as organising camps and

excursions w preparing for report writing and parent/carer events w learning design – moving from adopting learning programs from

colleagues to adapting and creating their own w student engagement and academic stretch w using data to inform practice w working with students with specific learning difficulties or disabilities.

It’s essential for the line manager and mentor to work closely with the ECT to identify needs and provide targeted and on-going support. Some of these areas will be addressed through practice-focused mentoring implemented in the site’s induction program. In addition, the mentor training and resources will equip mentors with strategies and the means to provide this focused support.

Of course, everyone needs ‘think and consolidate’ time as well!


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Getting ECTs connectedOur ECTs have told us they want to be connected within the profession to fellow ECTs and those who can provide them with the support they require.

One way you can help support your ECT is to help build professional learning communities. This could be within your site or in other ways such as through:

w Twitter w Facebook teaching communities including those established by DECD

and the Australian Institue for Teaching and School Leadership w professional organisations listed on the Council of Education

Associations of South Australia’s (CEASA) website w partnership groups (hub groups or via social media) w the Teachers Registration Board of SA.

CEASA website http://ceasa.asn.au

SustainabilityAfter planning for the provision of quality support for your current ECTs and mentors, it is vital that you consider the sustainability of your program beyond the first year. It’s a good idea to work with your leaders, mentors and partnership colleagues to plan for your induction programs to be developed, evaluated and enhanced in an ongoing way.

DECD ECT Facebook pagehttps://www.facebook.com/EarlyCareerTeachers

http://ceasa.asn.au

https://www.facebook.com/EarlyCareerTeachers



Contact the departmentCorporate OfficePhone: (08) 8226 1000Free call: 1800 088 158Email: [email protected]

Location31 Flinders StreetAdelaide SA 5000

Postal addressGPO box 1152Adelaide SA 5001

Websitehttps://www.decd.sa.gov.au

https://www.decd.sa.gov.au

Information for early career teachers to support professional growth

The GuideEarly Career Teacher Development program

AcknowledgementsThis resource has been developed by the Leadership and Development team in South Australia’s Department for Education and Child Development.

We gratefully acknowledge the assistance of the content owners across the department for providing and reviewing content, and the early career teachers, mentors and site leaders who have helped to test and shape this resource.

Version 1.0 – Published January 2017

DisclaimerThis guide brings together information from multiple sources and organisations, assembled in good faith and accurate at the time of publishing. The information is of a general nature and should not be regarded as a substitute for professional advice.

Contact information and links to websites are included for convenience. Beyond this resource, the DECD intranet is the key source of information for DECD employees. These details may be subject to change. Users of this guide should check specific details with the relevant service provider.

The Guide — Early Career Teacher Development program

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If you are an early career teacher (ECT) or even an experienced teacher joining the Department for Education and Child Development for the first time, this resource will help guide you, and those who will be supporting you, through your early years with us.

The resource has been designed to be flexible, so you can use as much or as little of it as you need. The content explains the key steps to achieve full teacher registration as well as other departmental processes and services that can help you settle in.

Content in the guide is arranged by key scenarios you are likely to go through as you progress in your career. You can jump to the scenario that most suits your situation and use the related information links (see below) to find other content that interests you.

Other information-based resources connected to this one include:

w Site leader companion – Supporting early career teachers w Mentor companion – Mentoring early career teachers

Related informationInformation that relates to the content you are reading but is already covered in another part of the resource. Ends with “see > page XX”.

External linkInformation that is found on an external website. Includes the navigation path on the website if you are using a printed copy of this resource.

ECT Development program workshopLink to online registration for a workshop relevant to the content in that section.

ECT Development program online learning resourceLink to an online learning resource relevant to the content in that section.

Return to contents

Return to contentsAt the bottom of each page you will find a ‘return to contents’ link. This will save you a lot of scrolling time when using a digital copy of the guide.

Finding your way aroundThroughout the resource, you will see coloured icons and boxes like the ones below.

Using this resource

Information for temporary relief teachersInformation that is specific to temporary relief teachers is shown in blue boxes




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ContentsWelcome to the Early Career Teacher Development program 3

w Early Career Teacher Development program 5

w Quick start guide 7

Accelerate your development with targeted professional learning 11

w The ECT Development program workshops and online learning 13

w Self-directed professional learning 15 w Connections to the performance and development cycle 17

Build a professional network of experienced and expert colleagues 21

w The many roles of our mentors 23 w Site-based support 25 w Working with your mentor 27 w Expanding your support network 29

Establish your career by participating in induction processes 31

w Induction into DECD 33 w Starting at a school or preschool 35 w Induction as a temporary relief teacher 38

w Planning for yourself 39 w Workspace and ICT access 41 w Your work health and safety 41

Develop a portfolio of your work to demonstrate your progress 45

w Approaches to developing your portfolio 47

w Your performance and development pathway 49

w Collecting evidence as a temporary relief teacher 51

w What makes ‘rich’ evidence? 53

w Looking to the future 53 w An example of a rich evidence set 54 w Writing about the evidence 55

Access key information to guide your career development 57

w Australian Professional Standards for Teachers 59

w Transitioning to full registration 61 w Planning for your students 63 w Teaching: it’s your career 66

The nuts’n’bolts of joining and working at DECD 67

w Quick start supplement to seeking employment with DECD 69

w Provisional registration 70 w As a new DECD employee 71 w Proactively look for a position 71 w Register your interest for employment with DECD 72

w Types of teaching employment 74 w Personal statements 76 w DECD portals 77

Glossary and list of acronyms 80

Contact and further information 83


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So you chose to become a teacher. Good choice.

Teaching is one of the most rewarding careers around. It comes with great responsibility, giving you the opportunity to be a positive force in the minds and lives of thousands of young people. Everyone remembers their teachers.

As a teacher in the Department for Education and Child Development (DECD), we want to make sure you have the information, guidance and quality professional learning to thrive in this rewarding profession from the beginning. The Early Career Teacher Development program has been designed to help you do this over a 2-year period, within a network of professional support.

As you grow your confidence and capabilities, your engagement in all aspects of the program will support your first career goal, transitioning from the ‘graduate’ to ‘proficient’ career stage of the Australian Professional Standards for Teachers.

Some say ‘it takes a village to raise a child’ – growing great teachers is a similar process and investment. Building your own network of supportive colleagues will be integral to your success and wellbeing as you begin your lifelong learning journey in education.

This program will help you establish a network of mentors and exemplary colleagues with the skills to have a significant positive impact on your professional growth.

Yes there is a lot to learn. But don’t worry, you’re not expected to know everything from day one. The Early Career Teacher Development program brings together all the ‘go to’ information you will need to ‘press play’ on your teaching career.

Welcome to the Early Career Teacher Development program


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There is no system in the world or any school

in the country that is better than its teachers.

Sir Ken Robinson

Early Career Teacher Development program

During your first 2 years, engagement in this program will help you gain confidence and build your capabilities. It provides a pathway to your development, building a solid foundation as a reflective teacher. Full participation in the program will enable you to develop a professional portfolio of evidence aligned to the ‘proficient’ career stage of the teacher standards.

The program has been designed to accelerate your development with targeted professional learning, accessible to all beginning teachers in DECD, with a focus on impact. You will also be guided to seek out learning opportunities aligned to your development goals.

From your first day in DECD, we encourage you to build a professional network of experienced and expert colleagues. The program outlines the various roles of your colleagues in this network and guides you in the specific support you can seek from them.

Induction processes described in the program resources and induction programs at the sites in which you work will help you start your career.

As you participate in the program, you will develop a portfolio of your work to demonstrate your progress in becoming a ‘proficient’ teacher focused on ongoing professional growth, therefore becoming eligible to apply for full teacher registration by the end of your first 2 years.

As a beginning teacher the resources provided to you, as well as those in your support network, will give you access to key information in this rich and rewarding career pathway.




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Workshops Online learning Working with colleagues

Self-directed opportunities

Site leader Mentors ColleaguesLine manager

Site induction Self-directed opportunites

BuddyDECD induction

Observation and feedback

Reflection Self-directed opportunites

Evidence

Pathways Opportunities Resources






Graduate teacher with provisional registration

Proficient teacher, ready to apply for full registration

Connect with these people for support

Line manager Site leader Mentors Colleagues


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Quick start guideThe quick start guide helps you get going quickly and learn about opportunities and information available. With so much going on, you proabably won’t have time to read everything you need straight away. Remember, this is only a basic overview, so try to get to the more detailed sections in this booklet as soon as you can.

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Contract or permanent teacher

£ Speak to your line manager about your engagement in the performance and development cycle of goal setting, professional learning and review. > Page 17

£ Review additional professional development requirements for term 4 week 10 leave. > Page 19

£ Log into DECDplink for a list of professional development courses and opportunities offered by DECD. > Page 77

£ Log into the Teachers Registration Board of SA’s professional learning portal and familiarise yourself with the requirements to list your mandatory professional development hours. > Page 19

Temporary relief teacher

£ Self-manage your engagement in the performance and development cycle of goal setting, professional learning and review with support from your mentor. > Page 17

£ Seek out opportunities to receive feedback for inclusion in your professional portfolio. > Page 23

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Speak to your site leader to find out the name of your:

£ site-assigned mentor £ site-assigned line manager £ site-assigned buddy.


Seek out and build rapport with:

£ a mentor from your professional network. > Page 23

£ someone to act as your evaluator. > Page 61

£ Seek out and build your professional network of educators with a range of experiences. > Page 21


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Dev

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ess Temporary relief teacher

Collecting evidence against certain teacher standards can be challenging in temporary roles, if you don’t have continuity in day-to-day planning and assessment. It is therefore really important to be ready to target evidence collection from the very start of any contract you may be appointed to.

£ Review the advice about seeking alternative methods of evidence collection. > Page 51

£ Familiarise yourself with teacher registration requirements in relation to the Australian Professional Standards for Teachers, transition from provisional to full registration and the mandatory minimum professional learning requirements. > Page 59

£ Engage in ongoing collection of ‘rich evidence’ of your practice from the very start. Develop your understanding of how to write about your evidence and align it to the teacher standards. This evidence then needs to be compiled in your professional portfolio. You could have a ‘keep box’ for evidence, as you would for tax receipts. > Page 45

Prepare a scaffold for your professional portfolio:

£ Decide on digital, hardcopy or blend of both > Page 47 £ Choose a system or layout to arrange evidence, map it out, write

about it and align it to the teacher standards > Page 47 £ Discuss expectations with your evaluator if you have one, or seek

advice from your professional network if you don’t. > Page 61

Esta

blis

h yo

ur c

aree

r by

part

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atin

g in

indu

ctio

n pr

oces

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£ Self-manage and participate in the site-led induction to DECD. > Page 31

£ Self-manage and participate in the site-led induction processes. > Page 35

£ Familiarise yourself with your workspace and equipment. > Page 41

£ Familiarise yourself and be proactive in your induction. > Page 31 £ Familiarise yourself with your general work health and safety

responsibilities. > Page 41 £ Review your social media privacy settings. > Page 40


£ Self-manage your induction to DECD. > Page 31

£ Participate in appropriate inductions at each site where you teach in temporary roles. Ask questions if you have not been given all the information you need. > Page 38


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Acce

ss k

ey in

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evel

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£ Work with your mentor to develop an approach to planning. > Page 27

£ Plan for effective use of your non-instruction time (NIT). > Page 39

£ Familiarise yourself with the resources you can access to support your planning within the curriculum and pedagogical frameworks relevant to your teaching context. > Page 64

These will include:

£ Early Years Learning Framework, Australian Curriculum, South Australian Certificate of Education > Page 64

£ SA Teaching for Effective Learning framework (SA TfEL). > Page 64


£ Seek out ideas for planning from your mentor and colleagues in your professional network. > Page 27


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Before we get too far, know

where to get helpA large amount of information is provided in this guide.

If at any point you:

w can’t find what you are looking for w aren’t sure if the information is applicable to your

situation w and you haven’t found the answer in your support

networkthen the Early Career Teacher Development program manager may be able to help or know who can.

Please get in touch. phone: 8226 4183 email: [email protected]

“A prudent question is one half of wisdom.”

Francis Bacon



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Targeted professional learning to accelerate your development1


Research into early career teacher resilience and our work with beginning teachers has highlighted key areas of learning that can help you to succeed. We have incorporated these areas into our ECT Development program within the professional learning opportunities and resources, with the aim of accelerating your development.

As you complete the program, you will engage in a range of online, workshop-based and collaborative site-based professional learning as an individual and with the support of a range of mentors and other colleagues. We’ve provided a structure of learning that you can register for and begin straight away. Based on your identified goals, you will also seek out self-directed opportunities that support your development.

Your approach to planning professional learning will all depend on your individual needs, the nature of your employment and the context of your site. It is essential that you consider planning achievable goals throughout your induction and engagement in the program, and the performance and development cycle is a great way to help you do this.


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In this section

w The ECT Development program workshops and online learning 13

w Self-directed professional learning 15 w Connections to the performance and

development cycle 17




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The ECT Development program workshops and online learning

The targeted professional learning provided in the ECT Development program, along with your self-directed learning opportunities, will enable you to build a solid foundation for your ongoing professional growth.

Setting up for successhttps://www.plink.sa.edu.au > Catalogue > For teachers > Early Career Teacher Development program > (Register/Open Session)

All workshop and online learning resource registrations are available through DECDplink.https://www.plink.sa.edu.au

The Teacher Standards – Supporting Your Developmenthttps://www.plink.sa.edu.au > Catalogue > For teachers > The Teacher Standards – Supporting Your Development

Online learningThe online learning resources within the program feature a focus on induction, along with the starting points for key topics and concepts relevant to all teachers.

Please begin here:

WorkshopsIt is expected that all beginning teachers attend the 2-day workshops in the first and second year of the program.

Year 1

Year 2Being a powerful educatorhttps://www.plink.sa.edu.au > Catalogue > For teachers > Early Career Teacher Development program > (Register/Open Session)

In a contract or permanent roleYou will have access to the workshops during the school term and term breaks. The workshops will be available in metropolitan Adelaide and regional areas throughout the year.

In a temporary roleYou will have access to the workshops during the term breaks.

Code of Ethics Awareness for the SA Public Sectorhttps://www.plink.sa.edu.au > Catalogue > For teachers > Code of Ethics Awareness for the South Australian Public Sector

https://www.plink.sa.edu.au/pages/coursedescription.jsf?courseId=1906649&catalogId=1089745






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Perspectives on Practice: Productive Relationships — Getting Started —https://www.plink.sa.edu.au > Catalogue > For teachers > Early Career Teacher Development program > (Register/Open Session)

Perspectives on Practice: Assessment and Reportinghttps://www.plink.sa.edu.au > Catalogue > For teachers > Early Career Teacher Development program > (Register/Open Session)

Perspectives on Practice: Literacy and Numeracyhttps://www.plink.sa.edu.au > Catalogue > For teachers > Early Career Teacher Development program > (Register/Open Session)

Perspectives on Practice: Thinking About Differentiationhttps://www.plink.sa.edu.au > Catalogue > For teachers > Early Career Teacher Development program > (Register/Open Session)

Perspectives on Practice: Productive Relationships – Beyond the Behaviour — https://www.plink.sa.edu.au > Catalogue > For teachers > Early Career Teacher Development program > (Register/Open Session)

Perspectives on Practice online seriesThe Perspectives on Practice series includes a range of blended learning tasks to help you develop knowledge about the key topics, implement this knowledge into your practice, and reflect on your progress and the progress of your students.

Throughout completion of each topic, it is a requirement that you seek out a suitable mentor to guide your learning and reflections. Your mentor will verify your engagement in the learning.

It is expected that you complete each topic by the end of the 2-year program.

Access each one in order of your preference and with relevance to your identified goals.

Perspectives on Practice: Building Your Professional Identity https://www.plink.sa.edu.au > Catalogue > For teachers > Early Career Teacher Development program > (Register/Open Session)

Other courses may be added as the program progresses. Check the ECT Development program learning catalogue on plinkhttps://www.plink.sa.edu.au







https://www.plink.sa.edu.au


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Beyond the workshops and online resources provided within the program, the self-directed professional learning opportunities you seek out will include a range of topics, sources and formats. Align these opportunities to your goals and be open to professional learning provided within sites, partnerships, DECD, subject associations and other education-based sources.

Working with othersMany teachers will agree that the best resource we have is each other. In the professional learning you engage in throughout the ECT Development program and beyond, aim to work together with your colleagues and mentors. Ways to work together include:

w seeking out opportunities to observe your colleagues in the classroom w inviting colleagues to observe you and provide feedback that you can

reflect upon together w collaborating with colleagues to identify learning goals and engage in the

learning together w seeking out opportunities to network with a range of colleagues for

support, guidance and the opportunity to contribute to reflective discussion and planning.

Self-directed professional learning

Lesson observation tool — https://www.decd.sa.gov.au > HR > Professional development > Teacher development > National certification > Australian Professional Standards for Teachers

https://myintranet.learnlink.sa.edu.au/hr/professional-development/teachers/national-certification/australian-professional-standards-for-teachers


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Be brave and ask questions

If the answer isn’t what you were looking for, keep asking. You are not expected to know it all at once. Your learning will be ongoing throughout your career.


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Performance planningPerformance planning is the first of 3 key elements in the DECD P&D cycle and involves identifiying your work priorities and areas of need for professional development. Essentially, it is about setting explicit goals based on:

w the needs of your students w the priorities of your site and DECD w the teacher standards w your career aspirations.

The DECD Performance and Development (P&D) cycle will support your ongoing professional growth as you progress through your teaching career. By using it as a foundation for development, you will be able to work with your line manager and/or mentor to track your progress much like you will track the progress and achievements of your students.

Connections to the performance and development cycle

Professional learningProfessional learning is the second element and focuses on skills and knowledge development to assist you in achieving your goals and work priorities.

There is a wide range of informal and formal types of professional learning. Certain areas of development are particularly pertinent to the needs of many beginning teachers. The ECT Development program has been designed to include these areas, with professional learning resources that aim to improve your practice and build your capacity within a network of professional support.

Areas of professional learning could include:

w classroom observation – of colleagues and by colleagues w professional learning communities w practice-focused mentoring w courses, seminars, workshops w online learning w professional readings w action research.


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We develop the potential of our

people, motivate their growth and instil the

confidence within them to keep progressing in their role and career.

Leadership in DECD strategy 2016-2018


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Professional learning required as a DECD employeeIt is a requirement for all DECD employees to engage in professional learning as part of ongoing engagement in the P&D cycle. If you are in a contract or permanent position, you are required to declare the completion of 37.5 hours of professional learning undertaken outside of normal working hours, in order to have the final week of term 4 as annual leave.

Professional learning hours required for teacher registrationAll teachers, whether provisionally or fully registered, are required by the Teachers Registration Board (TRB) to undertake 60 hours of professional learning over a 3-year term of registration. On their website, the TRB outlines what constitutes professional learning.

The TRB also provides a ‘Teachers Portal’ for you to be able to record and track your hours of professional learning as you go. Each time you make an entry you are required to align the professional learning activity to the teacher standards.

Teachers Registration Board of SA – Teachers Portalhttps://online.trb.sa.edu.au

TRB Professional learning guidelines and further informationhttps://www.trb.sa.edu.au > Professional learning

https://online.trb.sa.edu.au/

https://www.trb.sa.edu.au/about-professional-learning


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Feedback and reviewFeedback and review is the third element of the P&D cycle. It provides you with an opportunity to reflect on the development of your practice in relation to your goals. It is an important opportunity for recognition and celebration of your achievements, with particular consideration of the evidence you have collected that demonstrates your positive impact on student learning outcomes. With your line manager, you will be encouraged to identify strengths shown in the achievement of your goals and areas that need further development.

Engaging in this element will involve a focus on the evidence you have collected of your knowledge, practice and engagement aligned to the teacher standards. It may involve:

w self-reflection, especially in your learner reflection journal and annotations of your evidence

w line manager and/or mentor feedback w feedback from classroom observations w feedback from students and parents/carers w analysis of achievement and perception data.

Documenting your developmentThe performance and development plan (PDP) is a template that documents your engagement in each phase of the cycle. Sites may have their own version of the template that aligns to site, partnership and system priorities. It is important to revisit your plan regularly and reflect on your progress. The P&D cycle is ongoing and should be the foundation of your planning for development, with the support of your line manager and/or mentor.

More information on PD planning and resourceshttps://myintranet.learnlink.sa.edu.au > HR > Professional development > Performance and development

https://myintranet.learnlink.sa.edu.au/hr/professional-development/performance-management


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Build a professional network of experienced and expert colleagues2


A supportive network of colleagues is an essential factor in your development as a beginning teacher. Your experienced and expert colleagues will be able to provide you with the guidance you need for your professional growth.

Throughout your engagement in the ECT Development program your professional network would ideally include your site leader, a range of mentors, a line manager and other colleagues.

Draw on and learn from these colleagues, as well as peers with similar levels of experience, friends and family as you progress through your teaching career. Your overall support network will be crucial in joining you to celebrate successes and progress, no matter how big or small. You should also look to them to guide your development of resilience throughout your range of teaching experiences and seek their support as you maintain your emotional wellbeing.


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In this section

w The many roles of our mentors 23 w Site-based support 25 w Working with your mentor 27 w Expanding your support network 29

Early Career Teachers: Preparing for the Profession DECD webisodeThis DECD webisode tells the story of a group of ECTs working in the Barossa Valley during their first year out of university. Their story highlights the benefits of developing a professional network of support.

https://www.decd.sa.gov.au > Working in DECD > Working as a teacher > Teacher initiatives > DECD TV webisodes > Early Career Teachers: Preparing for the Profession

https://www.decd.sa.gov.au/working-decd/working-teacher/teacher-initiatives/decd-tv-webisodes/developing-performance-building-learning-culture-seaford-k-7-school/early-career-teachers-preparing-profession









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Mentors and approaches to mentoring will be varied during your engagement in the ECT Development program and the role of mentors will evolve throughout your career.

Mentors may be assigned to a beginning teacher mentee at a site for an extended period during the ECT Development program to provide practice-focused mentoring.

The many roles of our mentors

Alternatively, a mentor may work with a mentee for coaching in a particular curriculum area or specific element of practice for a short period of time.

Both ongoing and short-term approaches to mentoring will likely involve classroom observation of each other, for the mentee to learn from the expert and experienced colleague, and for the mentor to provide feedback, guidance and facilitate reflective conversations.

Line managers and site leaders will also provide mentoring, and in some cases the various roles will cross over within this professional network of support.

Related informationMore about the ‘graduate’ to ‘proficient’ transition and the role of the evaluator as outlined by the Teacher Registration Board > Page 61

As a temporary relief teacherAs a temporary relief teacher, you may be teaching across multiple sites while you build your network of support. It is recommended that you be proactive in building rapport with colleagues from the sites at which you work. Without an assigned site leader or line manager, it will be important for you to seek out a mentor from within your network to guide you through the program. You will also need to consider seeking out a potential evaluator to verify your transition from ‘graduate’ to ‘proficient’.

Practice-focused mentoringPractice-focused mentoring is defined as: A strong professional relationship that attends to the professional development of early career teachers through ongoing observation, conversations, evidence about and assessment of practices, goal-setting aligned with standards of quality teaching, and technical and emotional support.

Graduate to Proficient: Australian guidelines for teacher induction into the profession (based on Achinstein & Villar’s (2004) definition of mentoring)


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Great discoveries and improvements invariably involve the cooperation

of many minds.Alexander Graham Bell


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The ECT Development program supports sites to build on existing induction and mentoring programs and tailor these to meet the needs of the early career teachers at the site.

A summary of roles and responsibilities within the program

Site-based support

Site

le

ader

w Oversee implementation of site induction program for ECTs and support progress.

w Assign expert and experienced practitioners as mentors to ECTs. w Facilitate development of practice-focused mentoring plan for ECTs. w Support engagement of mentors and ECTs in targeted professional

learning. w Support ECTs in their transition from ‘graduate’ to ‘proficient’.

As a temporary relief teacher or in a short-term contractIf you are in a temporary role, your access to site-based support will be varied. Be proactive about requesting involvement in site-based induction support and professional learning. This will be especially beneficial to you within a site you work in regularly.

Work on building rapport with key colleagues who are responsible for early career teachers at the site, and share with them your desire to become involved in the learning with other colleagues. As a temporary teacher, showing your enthusiasm to learn and be part of a school community is an important part of making an impression and building your professional identity. Find out how you can participate in staff professional learning programs on student-free days.Ea

rly c

aree

r tea

cher

s

w Self-manage induction with guidance and feedback from colleagues within professional network.

w Engage in the professional learning and requirements of the ECT Development program.

w Develop a professional portfolio of work to demonstrate your progress.

w Work toward the ‘proficient’ career stage of the teacher standards.


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Men

tor

w Engage in professional learning to build mentoring skills. w Support ECT during induction, including engagement in the ECT

Development program. w Engage in ongoing practice-focused mentoring. w Develop a schedule of ongoing support. w Engage in mentoring relevant to particular skills, curriculum areas or

year levels. w Link mentee to the necessary information and colleagues to support

their orientation to the site. w Contribute to the ongoing development of induction processes

related to the site, DECD and the teaching profession. w Support the ECT’s transition from ‘graduate’ to ‘proficient’. w Inform the site leader/delegate and line manager about how your

mentee is progressing.

Line

man

ager

w Guide ECT during induction, including engagement in the ECT Development program.

w Support ECT to engage in the P&D cycle, including documentation in the performance and development plan (PDP) and regular review and feedback based on a range of evidence.

w Engage in regular classroom observation as a key source of feedback provided in professional conversations.

w Contribute to the ongoing development of induction processes related to the site, DECD and the teaching profession.

w Support the ECT’s transition from ‘graduate’ to ‘proficient’. w Is often identified as the ‘evaluator’ who will confirm that the ECT

has demonstrated their progress from the ‘graduate’ to ‘proficient’ stage for the purpose of attaining full registration.

Col

leag

ues

w Contribute to a collaborative culture of ongoing professional learning.

w Guide ECTs within site induction program as an assigned ‘buddy’. w Support program of classroom observation to support skill

development of ECTs in identified areas. w Provide expertise to guide planning and review in identified areas to

support student learning. w Contribute to the ongoing development of induction processes

related to the site, DECD and the teaching profession.


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Once you have established communication with your mentor, you may then want to plan for your non-instructional time (NIT) the same way that you plan for your students and their learning.

Working with your mentor

As a contract or permanent teacherIf you are in your first year of teaching and appointed to a long-term contract or permanent position, it is likely that you will be assigned a site-based mentor to support your induction. Meet with your mentor to establish a structured plan of support and build a productive professional relationship.

As a temporary relief teacher If you are in a temporary role, be proactive in seeking out a mentor or supportive colleague within your professional network. You may already have colleagues who provide mentoring to you, such as supervising teachers from your pre-service placements.

When working at sites in temporary roles, seek out mentors who are working in a similar teaching context. Often mentor and mentee relationships happen by accident, to the benefit of all.

Related informationSee ‘Planning for yourself’ for more planning ideas > page 39


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ModelWatch your mentor model a new strategy. Then try it yourself.

AskAsk questions. Curiosity is central to all learning.

IntegrateShare eLearning ideas and incorporate them into your practice.

FocusSet goals for your professional development plan and career development.

DebriefTalk about what worked well and what you want to improve.

ReflectShare your learning. Keep a journal.

DesignReview assessment tasks to build inclusivity for all learners.

CollaborateExplore opportunities to network broadly with teachers in other sites and online.

FeedbackSeek feedback from observations of your teaching. Keep a record for ongoing reflection.

QuestionWork together to develop quality questions to deepen students’ learning.

ConnectDiscuss how your professional knowledge links to your practice and engagement.

Re-thinkUnderstand your teaching from the perspective of students and colleagues.

12 ways to work with a mentor


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Beyond the support network it is a good idea to build your contacts through the ECT Development program. There are so many great services, groups and resources out there to further expand your support network.

w Engage with the information and advice provided through the DECD ECT Facebook and Twitter.

w Search for support groups for ECTs online in other social media groups.

w Seek out professional learning communities in your area.

w Join relevant subject associations to seek out networking and professional learning opportunities.

w Build your network and make connections with other educators during attendance to professional learning events.

Expanding your support network

DECD ECT Facebook pagehttps://www.facebook.com/EarlyCareerTeachers

DECD ECT Twitterhttps://twitter.com/DECD_ECT

SA TfEL Teacher’s Companionhttps://www.facebook.com/groups/tfeltalk




https://twitter.com/DECD_ECT



https://www.facebook.com/groups/tfeltalk




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Perspectives on Practice: Making an impression‘Making an impression’ shares key points to help early career teachers to positively approach the first few steps in developing a new and successful career. Watch teachers share their experiences and tips about understanding professional responsibilities, creating a valuable first impression and building a professional identity.

https://www.plink.sa.gov.au > Catalogue > Multimedia > Perspectives on Practice > Making an Impression

Early Career Teachers: Preparing for the Profession DECD webisodeThis DECD webisode tells the story of a group of early career teachers working in the Barossa Valley during their first year out of university. Their story highlights the benefits of developing a professional network of support.

https://www.decd.sa.gov.au > Working in DECD > Working as a teacher > Teacher initiatives > DECD TV webisodes > Early Career Teachers: Preparing for the Profession

Access to subject associationsThe Council of Education Associations of South Australia (CEASA) oversees the state-based education associations that you can join, along with access to national associations. As a member of a subject association relevant to your context, you can access a range of professional learning and networking beyond the sites you work with.http://www.ceasa.asn.au

https://www.plink.sa.edu.au/pages/mediacontent.jsf?catalogId=1733969&mediaId=1924252



















http://www.ceasa.asn.au









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Establish your career by participating in induction processes3


As a beginning teacher, understanding induction processes and fully participating in them from the beginning will accelerate your development as you build your professional identity.

By self-managing your own induction, with the support and guidance of your professional network of colleagues, you will optimise your success and the success of your students.

The 3 interrelating areas of your induction include:

Ҙ induction to the Department for Education and Child Development

Ҙ induction to the teaching profession through the Australian Professional Standards for Teachers

Ҙ induction to the site or sites where you work.Each of these areas will require careful consideration as you build your understanding of your teaching role. Participating in the ECT Development program will guide you through these key connections.


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In this section

w Induction into DECD 33 w Starting at a school or preschool 35 w Induction as a temporary relief teacher 38 w Planning for yourself 39 w Workspace and ICT access 41 w Your work health and safety 41

Australian Institute for Teaching and School Leadership’s (AITSL) – My induction AppRegister your interest in the My Induction App for advice and activities to support your induction.

http://www.aitsl.edu.au > Teachers > Induction > My induction app

AITSL’s Induction for Beginning Teachers – animationhttps://youtu.be/e6nOcW-P6NY

http://www.aitsl.edu.au/induction/my-induction-app

https://youtu.be/e6nOcW-P6NY

https://youtu.be/e6nOcW-P6NY


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Induction into DECDThe Department for Education and Child Development (DECD) is responsible for our state’s public education system.

We believe that every child and young person deserves the opportunity to be their best in life. They deserve a strong start, an excellent education in great schools, skilled teachers who invest in their success and to feel safe and happy. Working here means that you are joining an organisation that strives for and considers these goals as paramount.

Together, we work for some 180,000 children and young people under our care, along with their parents and caregivers.

We have approximately 900 sites – preschools, children’s centres, primary schools, high schools, area schools, and special schools. These account for well over half of all students in South Australia, about a third of whom live in regional or remote areas.

As a beginning teacher in public education, you will be joining DECD, an organisation which had over 28,000 employees last year.

Understandably we don’t expect you to remember everyone’s name.

As you engage in the range of induction processes, it will be important to consider the professional identity you are building and the impression you plan to make to students, parents/carers, colleagues and the wider community.

Code of Ethics Awareness for the SA Public Sectorhttps://www.plink.sa.edu.au > For teachers > ECT Development program

Perspectives on Practice: Making an impression videoWatch this short video to hear advice from some beginning teachers and their colleagues about approaches to induction and building your professional identity within school communities and beyond.

https://www.plink.sa.gov.au > Catalogue > Multimedia > Perspectives on Practice > Making an Impression

Perspectives on Practice: Building Your Professional Identity https://www.plink.sa.edu.au > Catalogue > For teachers > Early Career Teacher Development program > (Register/Open Session)








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Induction is multi-layered and will vary dependent on your context. Induction is driven at the local level, and every DECD site’s induction process will differ depending on the needs of the individual and the workplace.

It doesn’t matter if it’s your very first day as a temporary relief teacher (TRT), or starting a longer-term position as a seasoned early career teacher. There are a few things you’ll need to know when you start at any site.

Little things like car parking, start and break times and that emergency fire drill no one told you about can have a big effect on how you settle into a site.

Induction is multi-layered


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Site leaders or line managers will help you through the induction process from your first day. This may include:

w providing you with a staff handbook about the workplace and the way it operates

w working through the induction checklist with you and supporting you to access and navigate the induction website for ‘big picture’ information about DECD.

Starting at a school or preschool

Induction checklistThis contains all the necessary tasks you’ll need to complete during your induction, along with a suggested timeline. If you are in a contract or permanent position, access your induction checklist and work through it with your line manager or delegated induction buddy.

The checklist is arranged under the following stages:

w Pre-commencement actions – documentation, forms, resources w Orientation to the workplace, including work health and safety (WHS) w Understanding roles, responsibilities and expectations w Performance and development w Induction review and completion.

https://myintranet.learnlink.sa.edu.au > HR > Working in DECD > Induction > Welcome to DECD > Induction checklists for managers or buddies

https://myintranet.learnlink.sa.edu.au/hr/working-in-decd/induction/welcome-to-decd2/induction-to-decd-for-managers


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Induction to the siteWhen beginning work at a site, whether you are a temporary relief teacher, contract or permanent teacher, there are many questions to consider, including these:

w What time should I arrive on my first day? w Where should I park? w Is there a specific dress code? w Is there a map of the work site? w Will I have my own work space? w What is the daily routine – times for starting, finishing, recess and lunch? w Who should I contact if I am unwell? w Who are my colleagues? If I am job sharing/team teaching can I contact

this person? w What are the expectations I need to be aware of? w What policies and procedures do I need to follow? w Where/who do I go to for additional support? w How can I access information about the students? w Do any students have access to extra support? w How am I expected to use school services officer (SSO) support? w Are extracurricular activities an expectation? w What learner management system does the site use to record

attendance? eg Daymap, Academy etc.The induction process aims to answer many of these questions and indeed several other questions you may not have even thought to ask.


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We will create and nurture an environment

that supports our graduate teachers

to achieve high professional standards.

Teaching for impact: a strategy to support teacher development 2016-2018, DECD


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Induction as a temporary relief teacherAs a temporary relief teacher (TRT), your induction will be different, especially if you are working at multiple sites. When working at a site for the first time, aim to arrive with plenty of time to get yourself organised and to allow the site an opportunity to induct you into their TRT processes.

Don’t be afraid to askIf you are not provided with the following, be sure to speak up and ask for:

w keys or codes for the areas that you are required to access w school map and yard duty expectations w information about invacuation/evacuation procedures w toilet and kitchen facilities w class list(s) w behaviour management policy (steps to follow and protocol for help) w access to computers and photocopiers w lesson instructions and resources left by class teacher. (Also have

your own plan as a backup.)


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Related informationProfessional portfolio and other resources to support your transition from ‘graduate’ to ‘proficient’ > page 45

Planning for yourselfAll teachers in permanent and contract roles are allocated non-instruction time (NIT) used to manage their roles and responsibilities in a number of ways.

ECTs in permanent positions or long-term contract roles in their first year are provided with extra NIT. Your letter of appointment will indicate whether you are eligible for this resource.

Thinking about how you can use your NIT and planning for your own learning is an effective way to use this time efficiently.

Working through your induction checklist is an example of something you could do during this time.

Personal planning ideas w Assign some time in your week that is just for you to reflect on your

needs and plan what’s next. w Undertake the online learning in the ECT Development program via

DECDplink and work on your learner reflection journal. w Use the Australian Professional Standards for Teachers to reflect on

teaching and write brief annotations that describe the evidence you are collecting that aligns to the ‘proficient’ focus area descriptors.

w Develop your professional portfolio using the teacher standards as a guide.

w Expand and review your performance and development plan with a focus on goal setting, professional learning and feedback/review.

w Source and review relevant policies to support your understanding of responsibilities such as assessment and reporting, care and supervision, social media guidelines.

w Journal or blog your observations and reflections as a developing teacher. This provides a rich, qualitative record of events and activities in the first years of teaching.


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Establish your career by participating in induction processes3Induction into the workplace

Social media and cyber safety intranet pagehttps://myintranet.learnlink.sa.edu.au > ICT > Corporate ICT support > Security and virus management > Online safety and social media

Are your social media skills

‘teacher smart’ ?The protective practices for staff in their interactions with children and young people state that all staff should be aware of the following expectations in considering the use of social networking sites:

w They have considered the information and images of them available on their sites and are confident that these represent them in a light acceptable to their role in working with children and young people.

w They do not have children or young people in their education community as ‘friends’ on their personal/private sites.

w Comments on their site about their workplace, work colleagues or children or young people, if published, would not cause hurt or embarrassment to others, risk claims of libel, or harm the reputation of the workplace, their colleagues or children and young people.

Social media privacy settingsIf you have not done so already, make sure you have updated your social media privacy settings in line with DECD’s policies and recommendations.

Your students are going to be curious about you and some may search for you online.

https://myintranet.learnlink.sa.edu.au/ict/ict-support/security-and-virus-management/online-safety-and-social-media


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Work health and safety video promoting awareness of the Work Health and Safety Act 2012https://vimeo.com/60983250

Work health and safety (WHS) is everyone’s responsibility. Every DECD site is different, therefore work health and safety issues specific to the site must be addressed as a priority through the local induction processes. Your line manager or delegate will explain work health and safety responsibilities to you, including the responsibility to maintain your work environment in a safe manner and to report any hazards.

From your first day you should be aware of:

w work health and safety legislative requirements, policies and procedures w your health and safety representative w the work practices you will be undertaking w ways to manage your own wellbeing.

Your work health and safety

ICT security intranet webpagehttps://myintranet.learnlink.sa.edu.au > ICT > Corporate ICT support > Security and virus management > ICT security

Your site will arrange:

w workspace or classroom with access to a desk, chair, telephone and computer (if appropriate)

w security access/ID card/keys

w ICT access: computer logon, email account and telephone (number).As a new DECD employee you will need to familiarise yourself with ICT policies. See the ICT security intranet web page for workplace specific ICT policies that will assist you to provide a secure ICT environment for department information.

Workspace and ICT access

Don’t have your LearnLink login?Accessing LearnLink for the first time or help with troubleshooting LearnLink access. > page 77


https://myintranet.learnlink.sa.edu.au/ict/ict-support/security-and-virus-management/ict-security


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First aid in education and care settingshttps://myintranet.learnlink.sa.edu.au > HR > Health and safety > First aid > First aid in education and care settings

First aidAs part of your induction, you will learn about first aid procedures specific to the workplace, including who the first aid officers are, and the location of first aid supplies and rooms. There is also specific information available about first aid in education and care settings available on the intranet.

Emergency proceduresLine managers will provide you with information about emergency and evacuation procedures including:

w evacuation and invacuation procedures, routes, and assembly points w emergency exit locations w emergency wardens/officers w emergency contact numbers w what to do in the event of a fire or other emergency on your floor.

Emergency procedures/information must be clearly displayed in the workplace. Follow up with your line manager if you are yet to hear about these.

Emergency management in siteshttps://myintranet.learnlink.sa.edu.au > HR > Health and safety > Emergency procedures > Emergency management in sites

Education Centre emergency procedurehttps://myintranet.learnlink.sa.edu.au > HR > Health and safety > Emergency procedures > Education Centre emergency procedure

https://myintranet.learnlink.sa.edu.au/hr/health-and-safety/first-aid/first-aid-resources

https://myintranet.learnlink.sa.edu.au/hr/health-and-safety/emergency-procedures/emergency-and-evacuations-in-early-childhood-settings

https://myintranet.learnlink.sa.edu.au/hr/health-and-safety/emergency-procedures/education-centre-emergency-procedures


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Employee Assistance program (EAP)https://myintranet.learnlink.sa.edu.au > HR > Health and safety > Staff wellbeing > Employee Assistance program (EAP)

Employee Assistance programThe Employee Assistance program (EAP) is a confidential and free service provided by DECD that allows employees and managers, and their immediate family members, to receive counselling for both personal and work-related matters. It is completely confidential and free of charge. Don’t hesitate to contact them if you need to – it’s a very handy service.

Don’t over complicateWe know you’ll be keen to begin teaching and are eager to be successful and work hard.

Your role will be complex – the different subjects, year levels and learning settings they are required to manage.

As many ECTs are so keen, they may often over-extend themselves or exert their energies in the wrong direction. Be aware of your stress levels and talk to a colleague or your line manager if you’re overwhelmed.

https://myintranet.learnlink.sa.edu.au/hr/health-and-safety/staff-wellbeing/employee-assistance-program-eap


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Your wellbeing is important

Your wellbeing is an important part of who you are as a teacher. Teaching is a complex business. We recommend that you set yourself limits and stick to them. Schedule time in your week to look after yourself, rest and relax with friends and family. Good time and priority management is the key.

Work stress as well as work conditions and habits can all take their toll on your energy levels and motivation. The ‘Maintaining wellness in the workplace’ page on the intranet provides tips for managing this.

More information on maintaining your wellbeinghttps://myintranet.learnlink.sa.edu.au > HR > Health and safety > Staff wellbeing > Maintaining wellness in the workplace

https://myintranet.learnlink.sa.edu.au/hr/health-and-safety/staff-wellbeing/maintaining-wellness-in-the-workplace


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Develop a portfolio of your work to demonstrate your progress4


The ECT Development program will help you to build a professional portfolio. This is where you will bring together evidence of many elements of your teaching experiences, capture your development and impact through annotations and bring it all together in a portfolio, supporting you to transition from ‘graduate’ to ‘proficient’ in the teacher standards.

The online learning resources and associated tasks in the program have been designed to help you develop your portfolio. You will also need to collect evidence outside of this learning. It is a matter of collecting ‘rich’ evidence of what you are already doing.

When you regularly share your portfolio with a mentor, line manager, site leader or other colleagues, you will:

Ҙ engage in ongoing reflection of your work with consideration of the teacher standards

Ҙ understand your progress in relation to performance and development goals

Ҙ be able to share your successes and strengths Ҙ have a strong basis for feedback and reflection Ҙ be able to provide colleagues with ideas that have

worked for you – potentially building their capacity too.


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As a result of documenting the evidence of your knowledge, practice and engagement in your portfolio, you will be able to fulfill the requirements of your application to transition from provisional to full teacher registration through the Teacher Registration Board. This is achieved by sharing and discussing your professional portfolio with your ‘evaluator’, who will verify you have holistically demonstrated the 7 teacher standards at the ‘proficient’ career stage.

In this section

w Approaches to developing your portfolio 47 w Your performance and development pathway 49 w Collecting evidence as a temporary relief teacher 51 w What makes ‘rich’ evidence? 53 w Looking to the future 53 w An example of a rich evidence set 54 w Writing about the evidence 55


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As part of your initial teacher education degree, it is likely you were required to develop a professional portfolio that helped to demonstrate your knowledge, practice and engagement aligned to the ‘graduate’ career stage of the teacher standards. Many early career teachers use the scaffold or structure from this portfolio as a starting point for their portfolio as they begin their career and work towards transitioning from ‘graduate’ to ‘proficient’.

The major difference between the portfolios is the focus on purposefully collecting and aligning your evidence to the ‘proficient’ focus area descriptors.

Digital or hardcopy or both?The format of your professional portfolio is very much up to you. It is a document that will be built upon over time, so you will want to choose an approach and format that is manageable and preferable for your own context. There are advantages to a digital ‘ePortfolio’ especially in being able to share it with colleagues beyond your site.

For example, if you are working with a mentor from another site, you can easily share your progress and achievements documented in an ePortfolio with a link. You can also upload a range of multi-modal artefacts and demonstrate the interrelationship of each, in alignment with the teacher standards.

There is a range of presentation software and online applications to choose from to use for a digital portfolio. It’s important to choose a style that works for you. Ensure you familiarise yourself with the security settings and storage capabilities from the outset.

If you choose to build a hardcopy portfolio, it is still possible to provide a comprehensive collection of evidence to share. You could incorporate digital components within this type of portfolio as well.

Whatever methods you choose for your professional portfolio, ensure you speak to your mentor and colleague about ideas and approaches, including considerations about confidentiality in digital portfolios.

Approaches to developing your portfolio


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A portfolio of work is a curated experience.

It’s an applicant’s chance to shape the way that I’m viewing his or her approach,

methods, process and best thinking

Liz Danzico


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This infographic represents the essential elements and the ongoing cycle of professional growth for all teachers.

Exemplars and authentic artefacts of your teaching can be captured in a professional portfolio. This can provide evidence of your growth and developing knowledge, practice and engagement against the Australian Professional Standards for Teachers at the ‘proficient’ career stage or beyond. This will be a great support to your performance and development conversations and planning processes.

Setting goals that will support your development and that are aligned to TfEL, the EYLF and the relevant curriculum and assessment frameworks for your level of schooling will guide your engagement with relevant professional learning and provide areas for reflection, feedback and planning for next steps in your career.

Implementation

Refl ect, plan & design

Professional portfolio

SA TfELSACE

Australian Curriculum

Assessment EYLF/RRR

Teacher standards

Professional learningFeed

back

and

refl e

ction

Goal setting

Your performance and development pathway


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Your development and the role of evidence animationWhether you’re an early career teacher or an aspiring teacher leader, it is crucial to understand the role of evidence in demonstrating and reflecting on your professional growth. This animation outlines the processes involved in collecting evidence of your work aligned to the Australian Professional Standards for Teachers.


When we discuss evidence of our practice, we use the term ‘artefact’ to describe an individual piece of evidence that demonstrates a teacher’s achievement against one or more of the focus area descriptors.

For example, artefacts could include a copy of the performance and development plan, feedback from a lesson observation, an excursion letter to parents/carers, an email from a colleague, an image in the local newspaper or a post on your site’s Facebook page. You and your mentee are generating evidence all the time.

An ‘evidence set’ is a group of artefacts, or pieces of evidence, related by a general theme or event. For example: a unit of work, a class assembly presentation or a professional learning program.

The language of evidence



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Collecting evidence as a temporary relief teacherIf you are working in a temporary role it is important to make the most of all of your teaching experiences to purposefully collect evidence. In temporary roles, it can be challenging to collect evidence on particular standards, especially in relation to things like planning and assessment if you do not have your own class or classes for on ongoing period of time.

It is a good idea to work with a mentor to map your existing evidence and plan to collect evidence through the opportunities that you have in demonstrating your teaching practice. This may include what you are able to collect through volunteer-related teaching roles or with consideration of providing evidence of hypothetical artefacts related to what you would do in particular contexts with your own students.


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Categories of evidenceAny evidence you collect can be classified under those listed below. Often evidence may be relevant to more than one.

Teaching and learning programs w Teaching and learning program w Lesson plan w Individual student learning plans

Classroom observations w Observation notes and feedback

from a line manager or mentor w Video of lesson

Reflection and feedback w Student conference notes w Student feedback w Parent interview notes w Peer feedback w Performance review feedback

Student assessment and learning w Differentiated assessment tasks w Assessment tools and strategies w Student assessment w Display of student work

Collaboration and communication w Video clip of team teaching w Resources co-constructed and

shared with colleagues w PLC meeting notes/meeting logs w Blogs and correspondence

Professional learning w Performance and development plan w Action research w Activities within professional

associations w Online course


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Whatever evidence you purposefully collect in your teaching role, it’s important to ensure it is ‘rich’. Rich evidence effectively demonstrates what you have done and the impact it has made on others. If you are working towards the ‘proficient’ level, collect evidence that aligns to this career stage.

To do this, it’s important to look at the ‘focus area descriptors’ within the teacher standards. See the example below.

Professional knowledge

1 Know students and how they learn1.1 Physical, social and intellectual development and characteristics of studentsGraduate Proficient Highly Accomplished Lead

Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.

Use teaching strategies based on knowledge of students’ physical, social and intellectual development and characteristics to improve student learning.

Select from a flexible and effective repertoire of teaching strategies to suit the physical, social and intellectual development and characteristics of students.

Lead colleagues to select and develop teaching strategies to improve student learning using knowledge of the physical, social and intellectual development and characteristics of students.

What makes ‘rich’ evidence?

https://myintranet.learnlink.sa.edu.au > HR > Professional development > Teacher development > National certification > National certification of highly accomplished and lead teachers

While your focus is on moving to ‘proficient’ in the teacher standards at this point, it is worth being aware of aspiring for recognition in the future as a ‘highly accomplished’ or ‘lead teacher’. By establishing a routine of collecting, annotating and aligning your evidence to the teacher standards now, you are on the way to demonstrating the practices required for the national certification process. This will require you to demonstrate reflection and evidence of professional growth. Teachers can apply to be recognised as ‘highly accomplished’ after 2 years, and ‘lead teacher’ after 3 years in the profession.

Looking to the future

https://myintranet.learnlink.sa.edu.au/hr/professional-development/teachers/national-certification


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54

Consolidate your understanding

and plan to implement

An example of a rich evidence set

Attend a professional

learning workshop

Discuss key ‘take aways’ and resources with

your mentor

Share and reflect on

learning with colleagues at a

meeting

Adapt a unit plan, targeting

focus areas of the teacher

standards

Deliver the unit plan and

invite your mentor to observe a

lesson

Formative assessment of

students, provide feedback, adapt

for all

Summative assessment of

students, report to parents/carers

Seek feedback

from students

Seek feedback from your

mentor

Evidence

w Performance and development plan featuring related goal

w Professional learning certificate

w Workshop booklet with your reflections

Evidence

w Meeting agenda w Minutes w Notes/handouts related to

preparation of discussion at meeting

w Mentor discussion notesEvidence

w Planning notes using TfEL learning design templates

w Unit and lesson plans w Activity materials you create w Mentor discussion notes w Assessment documents

Evidence

w Observation feedback from mentor

w Examples of formative assessment tools

w Student work w Photos of students as they are

learning w Feedback provided to

students w Sample assessment rubric w Notes regarding alterations to

the learning design w Student feedback using TfEL

review tools


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The CARES annotation modelThe CARES annotation model is one way to structure your annotations. Use it to capture the story of an ‘evidence set’.

w Context – of the activity, lesson, topic, event w Action – what you did w Results – the results, what happened w Evaluation – your reflection on the actions and results w Standards – the relevant focus areas of the teacher standards that

you have evidenced

So you now have an ‘evidence set’ based on your teaching and learning experience. Many of the artefacts you have collected are part of a common teaching experience. By putting them all together, you have a great story to share with your mentor and other colleagues.

You will also be able to align the evidence set to the relevant focus area’s descriptors of the teacher standards.

However, your evidence alone will not reveal the story behind the experience. To really capture a rich evidence set, write about the various parts of the experience using annotations.

Annotating your evidenceTo effectively capture the story of your professional knowledge, practice and engagement, your annotations should describe:

w background information about the evidence and how it fits into the ‘big picture’ of your teaching and learning goals

w what you did, why and how w specific reasoning for selection of resources, strategies or professional

learning w the outcomes of your actions and progress so far w your reflections and how these have been used to inform your practice

and professional growth.

Writing about the evidence


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More information on transitioning to full registrationwww.trb.sa.edu.au > Teacher Registration > Transition from Provisional to (full) Registration

Remember to demonstrateTo demonstrate you are working at the ‘proficient’ career stage of the teacher standards remember:

w evidence purposefully collected, aligned to the ‘proficient’ career stage of the teacher standards, annotated, and collated in a professional portfolio will help you to share your progress and achievements

w sharing stories of your practice encourages reflection and recognition and builds the capacity of others, having a positive impact on student learning outcomes.

http://www.trb.sa.edu.au/transition-to-full-registration


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Access key information to guide your career development5


Being proactive in your first years of teaching will maximise your opportunities.

The ECT Development program recognises that the first years of teaching will be both a demanding and rewarding stage of your career. This is the case for many professionals as they settle into their new roles. To support you through this transition we’ve identified the key information, resources and support that other beginning teachers have told us they want and need.

You will have many new things to learn in your first years of teaching. There will be the day-to-day tasks and responsibilities including:

Ҙ building relationships with your students Ҙ planning, delivering and assessing Ҙ engaging learning experiences Ҙ understanding routines and administrative

processes Ҙ managing your classroom safely and productively.

As a provisionally registered teacher, you will also need to work towards transitioning to full registration, by demonstrating you have moved from ‘graduate’ to ‘proficient’ in the Australian Professional Standards for Teachers.


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The Guide, the ECT Development program and the support you receive from your site, your mentors and others in your professional network will help you to achieve this goal.

In this section

w Australian Professional Standards for Teachers 59 w Transitioning to full registration 61 w Planning for your students 63 w Teaching: it’s your career 66


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The Australian Professional Standards for Teachers are DECD’s performance expectations and provide a framework for development of teachers across 4 career stages. They provide a roadmap as you build your career and knowledge, practice and engagement as a teaching professional.

Where it beginsOnce you have successfully finished your initial teacher education degree, as an early career teacher you can apply for provisional registration with the Teacher Registration Board. At this time you are considered to be working at the ‘graduate’ career stage of the Australian Professional Standards for Teachers (teacher standards). This is formally endorsed when your degree is conferred.

Working toward ‘proficient’One of your first goals should be to plan for achieving full registration. Before applying, it will be necessary to demonstrate your knowledge, practice and engagement aligned to the ‘proficient’ career stage of the teacher standards. You will need to demonstrate holistically that you have achieved ‘proficient’ in each of the 7 teacher standards. Once achieved, you are expected to maintain this through ongoing professional planning, learning and reflection.

The ECT Development program is designed to support you to achieve this in your first 2 years in the profession. All DECD teachers are expected to demonstrate achievement of the ‘proficient’ career stage.

Australian Professional Standards for Teachers

Get a copy of the teacher standardsDownload a PDF copy of the teacher standards or access them at the Australian Institute for Teaching and School Leadership (ATSIL) website.

http://www.aitsl.edu.au > Teachers > Australian Professional Standards for Teachers > Teacher Standards

http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list


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The ‘highly accomplished’ and ‘lead teacher’ career stages in the teacher standards provide an opportunity for teacher leaders. Those mentoring, supporting, leading and having a significant impact on their colleagues and students through exemplary practice can apply to be officially recognised through the national certification process.

Looking beyond ‘proficient’

Related informationSee ‘Looking to the future’ for further information on the national certification process > page 53


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Related informationSee the ‘Develop a portfolio of your work to demonstrate your progress’ section for further information > page 45

In the ‘Develop a portfolio of your work to demonstrate your progress’ section you learned about how to capture ‘rich’ evidence of your development as a teacher. Gathering evidence and engaging in ongoing reflection is an expectation of all teachers. However, for a beginning teacher it is also a requirement for you to be eligible to transition to full registration.

This is achieved by sharing and discussing your professional portfolio with your ‘evaluator’, who will verify you have holistically demonstrated the 7 teacher standards at the ‘proficient’ career stage. If you are not sure who your evaluator will be, speak to your site leader or line manager.

Your employment context will influence how this happens.

The SA Teacher Registration Board outlines the guidelines and provides the documentation for your transition to full registration.

Transitioning to full registration

Working toward ‘proficient’ as a contract or permanent teacherIf you are in a permanent position or long-term contract, your evaluator will be a colleague from your site, most likely your line manager. From the beginning, be proactive in collecting evidence of your professional knowledge, practice and engagement and aligning this to the ‘proficient’ career stage of the teacher standards. Make times to meet regularly with your mentor and/or line manager to get feedback about your progress and reflect on the evidence you collect.

Once the evaluator has verified your ‘proficient’ status, your site leader will sign your application.

Working toward ‘proficient’ as a temporary relief teacher If you are a temporary relief teacher (TRT) or on a short-term contract you will need to seek out a mentor to act as your evaluator (someone who meets the requirements of this role as outlined by the Teachers Registration Board of SA). If you work as a TRT regularly in a site you could ask a member of the leadership team to act as your evaluator. It is your professional responsibility to seek out an appropriate evaluator.

Your goal is to ensure your evaluator is familiar with your teaching practice and is able to provide a holistic judgement of your capabilities. It is important to therefore collect evidence and maintain your portfolio from when you begin in any role and continue to do so, no matter the context of your employment.

The SA Teacher Registration Board outlines the guidelines and provides the documentation for your transition to full registration.


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Graduate – Provisional registration

w Know and understand w Select and apply w Design and interpret

Proficient – Full registration

w Create and adjust w Design and implement w Collaborate and communicate w Use and develop w Plan and evaluate

Final note on gaining full teacher registrationWhile our ECT Development program is designed to support your transition to full teacher registration over 2 years, the Teachers Registration Board of SA allows 3 years for this to occur. Any requests for extension of your provisional registration beyond this time can be made to them.

Remember, you don’t need to provide evidence for every one of the 37 focus areas in the teacher standards.

More information on transitioning to full registration and the role of the evaluator — www.trb.sa.edu.au > Teacher Registration > Transition from Provisional to (full) Registration

Actions to demonstrate your transition from ‘graduate’ to ‘proficient’The focus of your professional portfolio and your interactions with your ‘evaluator’ will be demonstrating the actions described in the ‘proficient’ career stage of the teacher standards.

http://www.trb.sa.edu.au/transition-to-full-registration


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Accessing information about your students is vital to your planning. This will include:

w knowing the age group and number of students w having an understanding of literacy and numeracy levels w having information about behaviour support required for individual students w having information about students/children with special needs or

disabilities who may require additional support.This information will help you as a teacher to start ‘on the front foot’ and support you to begin building productive and positive relationships with students and their families.

Your site will provide you with access to student records that contain this essential information about individual students. This will support your planning and understanding of individual student needs.

The range of professional learning offered in the ECT Development program, along with the guidance you will receive from your colleagues, will help you plan for your students.

Planning for your students


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Key resources to support your planning for students

SA Teaching for Effective Learning (TfEL) frameworkhttps://www.decd.sa.edu.au > Teaching > Teaching for Effective Learning > Teaching for Effective Learning framework

Download a PDF copy of the teacher standards http://www.aitsl.edu.au > Teachers > Australian Professional Standards for Teachers > Teacher Standards > Download (PDF)

Early Years Learning framework https://www.education.gov.au > Early Childhood and Child Care > National Quality Framework for Early Childhood Education and Care > Early Years Learning Framework

Australian Curriculum http://www.australiancurriculum.edu.au

South Australian Certificate of Education https://www.sace.sa.edu.au

Visit the Leading Learning site for help in learning design and the Teaching for Effective Learning (TfEL) frameworkhttp://www.acleadersresource.sa.edu.au

https://www.decd.sa.gov.au/teaching/teaching-effective-learning/teaching-effective-learning-framework

http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list

https://www.education.gov.au/early-years-learning-framework

http://www.australiancurriculum.edu.au/

https://www.sace.sa.edu.au/

http://www.acleadersresource.sa.edu.au/


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A teaching career in public education is unlike

any other – that’s why we want tomorrow’s

teachers to be the best; ‘classroom ready’ and

aspiring to make a difference to children

and students in South Australia

Teaching for impact: a strategy to support teacher development 2016-2018, DECD


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The public education system offers a range of ways for teachers to gain new experiences, knowledge and capabilities. Familiarise yourself with your possible career options.

View the Teaching for Impact strategy on the DECD Intranethttps://myintranet.learnlink.sa.edu.au > HR > Professional development > Teacher development > Teaching for Impact 2016 to 2018

Teaching: it’s your career

The public education system offers a range of ways for teachers to gain new experiences, knowledge and capabilities. Investigate the possibilities.

Career pathways for DECD teachers

Collaboration for improvement

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Teaching it’s your career

https://myintranet.learnlink.sa.edu.au/hr/professional-development/teachers/teaching-for-impact-2016-2018


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The nuts’n’bolts of joining and working at DECD

There are a number of reasons you might find yourself in this section of the guide; you might be:

Ҙ new to DECD or thinking about joining Ҙ returning to DECD or returning to the classroom

after an extended absence Ҙ transferring to a new role or location within DECD Ҙ an existing employee still finding your way around Ҙ or you just got lost... psst, the table of contents is

on page 2Whatever your reason you will find practical information on joining DECD, as well as other ‘housekeeping’ information such as an overview of the DECD information portals.


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In this section

w Quick start supplement to seeking employment with DECD 69

w Provisional registration 70 w As a new DECD employee 71 w Proactively look for a position 71 w Register your interest for employment

with DECD 72 w Types of teaching employment 74 w Personal statements 76 w DECD portals 77


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£ Make sure you have your provisional registration from the Teachers Registration Board of SA (TRB) before applying to DECD. > Page 70

£ Meet minimum requirements for employment on DECDjobs. (https://jobs.decd.sa.gov.au/) > Page 70

£ Visit DECDjobs and submit and maintain a current employable teacher registration (ETR) application with DECD. > Page 70

£ Identify the requirements for personal statements. > Page 76 £ Once you meet the minimum requirements for employment, you will be

emailed an ‘authority to teach’ letter. > Page 71 £ Check you have a LearnLink username and password for access to the

DECD intranet, your DECD email and DECDplink. > Page 77Join

ing

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£ Sign up with local temporary relief teacher cluster schemes. > Page 74 £ Make contact with schools and preschools, build rapport and provide

your resumé. > Page 74 £ Keep your eye on short- and long-term advertised teaching vacancies

listed on DECDjobs. > Page 72 £ Make sure you tailor your personal statement for the role. > Page 76

Quick start supplement to seeking employment with DECD


Temporary relief teaching (TRT) is a great ‘foot in the door’ to see how things are done at different schools and preschools, gain experience and begin to establish your professional profile within the education community.

https://www.decd.sa.gov.au/working-decd/ancillary-staff/authority-teach-or-work-letter


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The Teachers Registration Board of SA (TRB) regulates the teaching profession in South Australian across all 3 sectors: government, independent and Catholic. The object of the TRB is to establish and maintain a teacher registration system to ensure its members are competent, fit and suitable to care for children.

When applying for provisional registration, you need to lodge an ‘application form for teacher registration’, available on the TRB website. You will need to submit a range of supporting documents.

Graduates are able to lodge this application form in their final semester of studies. We recommend that you lodge your application early, so that you will be ready to start working as soon as possible after finishing your degree.

You won’t be able to commence teaching until you have your provisional registration approved. DECD will then provide you with an authority to teach.

Provisional registration application formtrb.sa.edu.au > Teacher Registration > I’m an Australian teacher education graduate

Provisional registration

Minimum requirements, advertised vacancies and the ETRFor full information about teacher requirements and registration go to this page on the DECD internet.

https://www.decd.sa.gov.au > Working in DECD > Working as a teacher > Teacher employment requirements and registration

http://www.trb.sa.edu.au/australian-teacher-education-graduate

https://www.decd.sa.gov.au/working-decd/working-teacher/teacher-employment-requirements-and-registration


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w Once you have completed all requirements for the employable teacher register you will be notified with an ‘authority to teach’ letter emailed to you. You can now be matched to contract positions.

w You can also apply for advertised temporary and permanent teaching positions.

w Each advertised vacancy has its own application and a separate application is required for each position (in addition to the employable teacher register application.).

Proactively look for a position

As a new DECD employee, it is your responsibility to:

w actively participate in the induction program and seek clarification if you need it

w be proactive in building your support network by establishing productive professional relationships with your line manager, leaders, mentors and colleagues, asking for help where required

w be accountable for performance expectations, behavioural standards and legislative responsibilities that relate to your role

w contribute to a safe, healthy and happy workplace w think about your own performance and identify relevant learning goals.

As a new DECD employee


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Register your interest for employment with DECD

Employable teacher register (ETR)To register for employment with DECD you will need to access the employable teacher register (ETR).

w Submit an application for the year in which you are seeking employment. This will allow you to be considered for contract (temporary) and temporary relief teaching employment.

w Applications are valid for each calendar year. (A new application must be submitted each year.)

w Complete the application before the due date published on the website.

w Your application can be edited and updated at any time as you work toward completing the ‘minimum teaching requirements’. Submit your application early even if you haven’t received the required professional learning certificates and verification.

https://www.decd.sa.gov.au > (Search for) Employable teacher register (ETR) application instructions

https://www.decd.sa.gov.au/doc/employable-teacher-register-etr-application-instructions


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More information on volunteeringhttps://www.decd.sa.gov.au > Supporting students > Your child’s education > Volunteering in children’s centres, preschools and schools

Volunteering is a great way to build

connectionsOffering to volunteer in schools is a great way to build connections within an educational community to further enhance your skills and open up the possibility of opportunities for paid employment. The best way to become a volunteer is to contact your local preschool or school to discuss what volunteering options are available that may match your interests, availability and skills. You may also seek opportunities within your professional networks.

Some suggestions include:

w supporting learning and reading assistance programs

w becoming a sports coach w assisting on excursions or supporting site-specific

programs.Volunteering benefits everyone involved. Students especially benefit from the support of volunteers who bring life skills, expertise, knowledge and diversity to a range of activities in schools and early childhood settings.

https://www.decd.sa.gov.au/supporting-students/your-childs-education/volunteering-childrens-centres-preschools-and-schools


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Types of teaching employment

TRT cluster scheme contact listhttps://www.decd.sa.gov.au/doc/decd-trt-cluster-schemes

When working in DECD there are 3 different types of employment: temporary, contract and permanent.

Temporary relief teacher (TRT) TRTs and temporary relief preschool teachers (TRPs) are employed by schools and preschools on a daily (casual) basis to temporarily replace absent teachers. Register your interest for relief teaching in the employable teacher register (ETR) via DECD jobs.

Find a DECD school or servicehttps://www.decd.sa.gov.au > Sites and facilities > Education and care locations > Find a school or service

Introducing yourself at schools

Introduce yourself to a number of schools where you would like to teach. The schools will then contact you when they require a TRT or TRP. Teachers must provide a copy of their current ‘authority to teach’ letter to each site leader prior to employment.

Registering with a TRT cluster scheme

Register with a TRT cluster scheme and you will be contacted when required. Teachers must provide a copy of their current ‘authority to teach letter’ to each registered cluster office prior to employment.

Related informationMore information on the employable teacher register (ETR) > page 72

https://www.decd.sa.gov.au/doc/decd-trt-cluster-schemes

https://www.decd.sa.gov.au/sites-and-facilities/education-and-care-locations/find-school-or-service


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Permanent teacherTeachers appointed to permanent teaching positions have ongoing tenure. Permanent positions advertised on DECDjobs are open to:

w temporary teachers who are qualified and meet minimum requirements for employment as identified in the ETR

w graduates in the final year of their teaching qualification who can meet minimum requirements for employment prior to beginning the appointment.

Recruitment and selection information sessions are conducted every year for all teachers. At these sessions you can meet human resources (HR) staff and find out more about the recruitment process.

ProbationTeachers will be notified on their appointment letter that they have been placed on probation and the length of the probation period. The probation process is outlined on the DECD intranet.

Pay requirements for new employeesBefore starting employment, you will need to complete the relevant forms to ensure timely payment of wages.

Pay enquiries and related forms for new staffhttps://myintranet.learnlink.sa.edu.au > HR > Working in DECD > Money matters > Pay enquiries for new staff

Contract teacher Contract teaching positions can be from 20 working days up to 24 months. You can register your interest in temporary contract work in the employable teacher register at any time.

Schools and preschools are able to access the information from the ETR when filling vacancies and may contact you directly, or may also advertise positions.

Related informationSee ‘Register your interest with DECD’ for further information on the employable teacher register > page 72

https://myintranet.learnlink.sa.edu.au/hr/working-in-decd/money-matters/pay-enquiries


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As an early career teacher you will need to prepare 2 distinctly different types of personal statements.

Use the language of the Australian Professional Standards for Teachers throughout each of your statements. This shows a potential workplace that you know about what makes a quality teacher.

More information about the structure of a personal statementhttps://www.decd.sa.gov.au/doc/personal-statement

Personal statements

Employable teacher register personal statement

w is like a profile of you as a teacher to be discovered by someone else

w can be viewed to consider your suitability for positions that become available and match your profile.

The criteria for the personal statement for the employable teacher register align to the Australian Professional Standards for Teachers. This statement will be viewed by multiple sites looking to fill contract positions that match your areas of expertise and experience.

For example, a site may have a vacancy for a middle school health and physical education/history teacher for 2 terms. The site leader will access the ETR database in search of teachers that match this vacancy. There may be several teachers matched to this search. Your personal statement will help the site to determine the most suitable candidate for the position. With this in mind, aim to write a personal statement that truly reflects who you are as a teacher.

Advertised teaching position personal statement

w is a response from you to the person who advertised the position

w is your personalised statement to the context of the particular vacancy and site.

Explore the site’s website to gain an understanding of the site values, features and priorities. Every site is different. Sending identical applications to multiple sites will not make your application stand out from the rest. Consider what you can bring to the advertised position and address the criteria with evidence of your practice.

Advertised teaching positions have a different requirement for the personal statement. The criteria include:

w relationships w student learning w curriculum w safe work practices.

For further support contact DECD Recruitment and CompliancePhone: 8226 1356 Email: [email protected]

https://www.decd.sa.gov.au/doc/personal-statement

https://myintranet.learnlink.sa.edu.au/hr/working-in-decd/money-matters/pay-enquiries

mailto:DECD.Recruitment%40sa.gov.au?subject=


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As a DECD employee, you’re going to need to know about a few portals. These are the communication sources and tools that will allow you to access crucial information and enhance your connectivity with the profession. If you are a permanent or contract teacher your site will help you with an initial login and access to your email.

DECD portals

LearnLink accessIf you need access before starting work in a DECD site, you will need to call the ICT Service Desk to have your password reset for the first time. This will enable you to access your LearnLink account including the DECD intranet. Have your employee ID number from your ‘authority to teach’ letter ready.

ICT Service Desk Phone: 8204 1866 Email: [email protected]

LearnLinkLearnLink is your DECD single sign-on portal for DECD employees that provides access to DECD email, the DECD Intranet and DECDplink among other services. Your employee ID number is used as your login, which is found on your ‘authority to teach’ letter.

https://www.learnlink.sa.edu.au

IntranetThe comprehensive range of resources and information found on the Intranet are specifically for DECD employees.

https://myintranet.learnlink.sa.edu.au

DECDplinkDECDplink is the department’s online professional learning system for accessing professional learning across a range of categories. DECDplink will keep a record of your progress and completion of DECD professional learning.


mailto:%20ictsupport%40sa.gov.au?subject=





















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Internet (website)The DECD website is accessible to the public. It provides information about DECD’s function, systems and gevernance as well as curriculum details and programs for South Australian children and young people.


Employee information kioskThe employee information kiosk (EIK) allows staff to access pay and other relevant information about themselves and their employment in the department.

It allows you to:

w access your payment summary (previously known as a group certificate)

w produce a statement of service and estimate long service leave payments

w access and print copies of payslips and payment summaries.

You can update your:

w personal details, such as addresses and emergency contacts w qualifications w subjects and major functions (where applicable).

You can view your:

w pay information w booked leave, claims and leave entitlements

w work rosters (where applicable).

Employees can access the EIK through the application portal using the same login details as the intranet.

https://www.eduportal.sa.edu.au










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Help us to keep improving

If you are an early career teacher, mentor or site leader, we really want your feedback to help us improve this resource.

If you feel information is missing or you frequently encounter an issue that isn’t addressed here, please contact:

ECT program managerphone: 8226 4029email: [email protected]

Register for updatesTo be notified when key changes are made to this resource, register your details at:

www.plink.sa.edu.au > For teachers > ECT Development program



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CARES (annotation model)The CARES annotation model is one way to structure your annotations.

Use it to capture the story of an ‘evidence set’.

w Context – of the activity, lesson, topic, event

w Action – what you did w Results – the results, what happened w Evaluation – your reflection on the

actions and results w Standards – the relevant focus areas

of the teacher standards that you have evidenced

CEASACouncil of Education Associations South Australia

CESACatholic Education South Australia

Code of Ethics for the SA Public SectorThe Code of Ethics for the South Australian Public Sector (effective 13 July 2015) is the code of conduct for all employees working in the department.

Contract (teacher)A teacher employed from 20 working days to 24 months

AcademyA learner management system provider

ACARAAustralian Curriculum Assessment and Reporting Authority

AISSAAssociation of Independent Schools of South Australia

AITSLAustralian Institute for Teaching and School Leadership

APSTAustralian Professional Standards for Teachers

Australian CurriculumThe Australian Curriculum sets the expectations for what all Australian students should be taught, regardless of where they live or their background. For F-10, it means that students now have access to the same content, and their achievement can be judged against consistent national standards.

‘Authority to teach’ letterTeachers who have met the minimum teaching requirements for employment on the DECDJobs employable teacher register (ETR) will be emailed an authority to teach letter for the year they have applied for employment.

Glossary and list of acronyms


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DaymapA learner management system provider

DECDDepartment for Education and Child Development

EAPEmployee Assistance program

Early Years Learning FrameworkA guide which provides general goals or outcomes for children’s learning and how they might be attained. It also provides a scaffold to assist early childhood settings to develop their own, more detailed curriculum.

ECTEarly career teacher

Education sectorsGovernment schools, Catholic schools and independent schools

ETREmployable Teacher Register

Evidence setAn ‘evidence set’ is a group of artefacts, or pieces of evidence, related by a general theme or event. For exampl: a unit of work, a class assembly presentation or a professional learning program.

Formative assessmentAssessment based on detailed day-to-day classroom observations and assessments made by teachers which identify starting points for teaching and learning

Graduate teacherGraduate teachers have completed a qualification that meets the requirements of a nationally accredited program of initial teacher education. The award of this qualification means that they have met the ‘graduate’ standards. (AITSL, 2011)

Highly Accomplished teachersHighly Accomplished teachers are recognised as highly effective, skilled classroom practitioners and routinely work independently and collaboratively to improve their own practice and the practice of colleagues. They are knowledgeable and active members of the school. (AITSL, 2011)

Intranet (DECD)The DECD intranet is the section of the website accessible to department employees only through the Learnlink username and password.

Lead teachersLead teachers are recognised and respected by colleagues, parents/carers and community members as exemplary teachers. They have demonstrated consistent and innovative teaching practice over time. (AITSL, 2011)

Learner management systemDaymap, Academy

Learner reflection journalA resource to document learning in the Perspectives on Practice online learning resources within the ECT Development program

LearnlinkThe LearnLink portal is a single reference point where approved information is available to department staff and students.

Mentor/ menteeMentoring occurs between a mentor and mentee with the purpose of developing the skills and knowledge of both parties, but in particular the less experienced person.

NITNon-instructional time at a site


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Partnership (public education)Department for Education and Child Development (DECD) local partnerships is a collective of geographically defined preschool and school sites, and the communities they serve. All government preschools and schools are part of the local partnership model. Working together they can achieve greater benefits for students and make better use of available resources.

Permanent (employment status)Teachers appointed to permanent teaching positions have ongoing tenure.

PDProfessional development

PDPPerformance and development plan

PLCProfessional learning community

PlinkPlink is DECD’s online professional learning system. The system is designed to support all employees on their professional learning journeys.

Proficient teacherProficient teachers meet the requirements for full registration through demonstrating achievement of the 7 teacher standards at this level. (AITSL, 2011)

Rich evidenceRich evidence effectively demonstrates what you have done and the impact it has made on others.

SACESouth Australian Certificate of Education

SiteSchool, preschool, children’s centre, high school, area school – any government-run education site for children from birth to 18

Social mediaSocial media (also referred to as social networking) refers to a range of online services and tools used for publishing, sharing and promoting interaction and dialogues.

Summative assessmentDescribes assessment that happens at the end of a unit of study to determine a student’s level of attainment

Teaching for Effective Learning framework (TfEL)Teaching for Effective Learning (TfEL) describes the department’s position on teaching and learning practices that lead to improved student engagement and achievement. Together with the Australian Curriculum, the TfEL framework provides the basis for the ongoing development of teaching and learning practices in South Australia.

Teacher standardsAustralian Professional Standards for Teachers

TRBTeachers Registration Board

TRTTemporary relief teacher

TRPTemporary preschool relief teacher

WebisodeDECD TV webisodes are short videos which profile different aspects of the work done by the Department for Education and Child Development.

WHSWork health and safety formerly known as occupational health and safety


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Contact and further information

ECT program managerEmail: [email protected]

Ph: 8226 4029

DECD ECT Facebook https://www.facebook.com/EarlyCareerTeachers

DECD ECT Twitterhttps://twitter.com/DECD_ECT

DECD Intranet page for ECTs https://myintranet.learnlink.sa.edu.au/hr/professional-development/teachers/early-career-teachers/early-career-teachers

https://myintranet.learnlink.sa.edu.au > HR > professional-development > Teacher development > Early career teachers > Early career teachers

ICT Service DeskHaving your employee ID number from your ‘authority to teach’ letter will help.

Phone: 8204 1866

Email: [email protected]






mailto:%20ictsupport%40sa.gov.au?subject=

Contact the departmentCorporate OfficePhone: (08) 8226 1000Free call: 1800 088 158Email: [email protected]

Location31 Flinders StreetAdelaide SA 5000

Postal addressGPO box 1152Adelaide SA 5001

Websitehttps://www.decd.sa.gov.au


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