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Since 2004, all teacher training graduates can undergo an induction year during which they are supported by their colleagues and mentors and have the opportunity to participate in the support programme offered by institutions of higher education. The objective of the induction year is to support new teachers and improve their professional skills. |
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Osaava Verme is a collaborative network between the Finnish teacher education institutions, including the vocational teacher education institutions and teacher education departments of universities. The main aim is to promote a life long continuum of teachers' professional development through building bridges between the pre-service and in-service teacher education. The project is based on the idea of peer group mentoring, developed in collaboration with Finnish Institute for Educational Research and a number of university teacher education departments. The method has been developed by the funding of Finnish Work Environmental Fund in 2008-10.
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The INNOTE project include partners from the Netherlands (coordinator), Czech Republic, Finland, Germany, Hungary, Slovakia and the United Kingdom. The aim of the INNOTE project is to enrich each other, to develop and pilot a comprehensive induction and mentoring program, with regard to research proven data and the countries´own flavours. A comparative analysis of the current mentoring practices and collecting best practice examples will be the starting point. |
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The aim of TISSNTE project was to develop a five-day intensive programme for 'mentors', this definition included teachers in schools who had the task of inducting new teachers. The principal outcome was to be the TISSNTE 'Suitcase of Support' |
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The National Induction Programme for Teachers aims to provide information and to support Newly Qualified Teachers (NQTs), mentors, principals and staff in their work with NQTs in Ireland. |
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The Training and Development Agency for Schools (TDA) is the national agency and recognised sector body responsible for the training and development of the school workforce in the UK. |
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NTC’s Professional Development for Mentors and Leaders offers an extensive library of Professional Development that provide professional growth opportunities to help build the knowledge, skills and understanding critical for California mentors, coaches and program leaders in a range of district contexts. |
The Flying Start induction toolkit for beginning teachers has been updated to ensure its currency and relevancy. This third edition of the Toolkit is a resource that beginning teachers can turn to in their first critical months of teaching. It provides beginning teachers with all the 'need-to-know' information in regards to Education Queensland as an organisation, in addition to practical tips, hints and classroom activity ideas.
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Early Career Teacher Resilience project aims to find out how early career teachers deal with threats to their wellbeing. It will identify what internal strengths and external strategies promote teacher resilience. It will provide the evidence base for interventions that will increase teacher commitment and reduce teacher attrition. |
The New Teacher Induction Program (NTIP) supports the growth and professional development of new teachers. It is a step in a continuum of professional learning for teachers to support effective teaching, learning, and assessment practices. It provides another full year of professional support so that new teachers can continue to develop the requisite skills and knowledge that will support increased success as teachers in Ontario.
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