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Department of Education, Training and Employment

Induction guidelines

Queensland state schools

1201

89_8

© The State of Queensland (Department of Education, Training and Employment) 2014

1 Department of Education, Training and Employment Induction Guidelines

Purpose

In line with the Department of Education, Training and Employment (DETE) Induction Strategy these guidelines outline:

• requirements for induction of all employees including newly appointed, transferred and promoted employees, and those returning from extended leave

• central and regional resources available to support school leaders in designing a quality induction program.

What should be included in a quality induction program?

Quality induction programs include the following elements:

• Orientation and socialisation — welcomes new employees and provides general information to help them connect with colleagues, the school, the local community and the organisation. It includes introductions and information about school philosophy, organisational structure, history, policies and processes.

• Mandatory induction — relates to components of induction that must be delivered to all employees, including casuals, to ensure compliance with legislation and policy. The Department offers an online mandatory induction program that may be used, where appropriate, in conjunction with local face-to-face induction. The program comprises information that should be prioritised during induction. All employees are required to review the mandatory components of their induction on an annual basis. This may be addressed in staff meetings. It is not necessary for employees to complete online courses every year.

• Role specific information — enables each employee to consider their existing skills, knowledge and experience and supports individual needs over time.

• Personal and professional development — relates to Developing Performance conversations and mentoring and coaching opportunities.

• Reporting — involves confirming an employee understands the information and recording their completion of the program.

• Evaluation — provides employees with opportunities to give feedback on the quality and delivery of programs. This ensures continuous improvement in induction through evaluation and monitoring.

Resources supporting school-based induction programs

Resources and opportunities available to support school-based induction include:

• the DETE induction website • induction guidelines • an online mandatory induction program • induction planners • OneChannel programs • Learning Place courses, resources and professional networking • BSM Connect • Beginning and Establishing Teachers Association • professional development opportunities through professional associations • regional and cluster networks and events.

2 Department of Education, Training and Employment Induction Guidelines

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DETE professional learning delivery model

The DETE professional learning delivery model encourages the development of blended induction programs that:

• integrate face-to-face instruction with online components

• extend learning with support from mentors and coaches

• foster collaboration

• incorporate opportunities for networking and cultivating positive peer relationships.

This inclusive model also gives more employees opportunities to participate in professional learning, due to the ‘anywhere, anytime’ access to online resources as well as the flexible scheduling of programs.

Professional learning continuum

Induction guidelines

Induction

online resources

Developing

performance framework

Mentoring and coaching

Regional networking

events

Professional requirements

3 Department of Education, Training and Employment Induction Guidelines

Time frame

The length of an induction program for an employee varies depending on the nature of their employment conditions, the complexity of their role and level of their responsibility.

• For employees on probation, the induction period will run concurrently with and support the probation process.

• For internal transfers, secondments and higher duties, the period will be shorter and will align with a review of the employee’s Developing Performance plan.

• For casual and voluntary staff, and contractors, school leaders will determine when to provide induction information. They will consider the time frame of employment, the hours employed, the nature of the work, and the geographical location of the employee.

• Permanent employees must complete all mandatory components of induction within the first school term of their employment – preferably within 20 working days. Priority should be given to Student Protection, Code of Conduct and Curriculum Activity Risk Assessment training, as appropriate for the role.

• Temporary and casual employees must complete mandatory components of induction within the first school term of their engagement – preferably within 20 working days – or three months from their first engagement where employment is not continuous. Priority should be given to Student Protection, Code of Conduct and Curriculum Activity Risk Assessment training, as appropriate for the role.

Mandatory induction

Mandatory induction is delivered to all employees including temporary and casual as directed by:

• relevant commonwealth and state legislation

• Code of Practice or regulation linked to legislation

• relevant directives

• Department of Education, Training and Employment policies.

All employees are required to complete appropriate mandatory induction in either a face-to-face or online environment. School leaders must also ensure employees review mandatory components of their induction on an annual basis either in face-to-face sessions – for example staff meetings where attendance is recorded – or, where suitable, using online courses.

Mandatory induction must cover the following:

• code of conduct and ethical decision-making

• student protection

• health and safety

• information management – as specified in induction planners

• emergency management and fire safety

• internal controls.

Teachers and school leaders are also required to complete:

• curriculum risk assessment.

4 Department of Education, Training and Employment Induction Guidelines

Emergency management and fire safety training must be completed at the school taking into account the local context.

To support the delivery of face-to-face induction, school leaders may use elements of the online mandatory induction program. This program is located on the Learning Place and can be accessed through the DETE induction website. Supply teachers can access the Learning Place once registered with the Teacher Applicant Centre.

The online mandatory induction program comprises six courses: • Code of Conduct and ethical decision-making

• Health, Safety and Wellbeing: If you are aware of it, take care of it

• Keys to managing information

• Student protection training

• Curriculum Activity Risk Assessment

• Internal controls. School leaders who plan and deliver their own version of mandatory induction are required to include assessment activities. This will ensure they are able to verify inductee understanding and will mitigate potential risk.

Social media – staff-student interaction and your personal use Due to the increased use of social media, school leaders should discuss potential issues, risks and expectations with staff – particularly where they can be identified as a departmental employee. The department’s Standard of Practice includes specific information about use of social media both generally and relating to communication and interactions with students. It is crucial that staff are regularly informed about the requirement to protect students from harm. This should include avoiding:

• inappropriate and unprofessional staff–student interactions at all times • interaction with students outside of school hours using

o social media – including other forms of networking o electronic communication – including texting or talking on the phone.

Such inappropriate behaviours include providing your private mobile or home phone number to students. This behaviour, except for justifiable educational or safety purposes, or unless authorised, may fall within definitions of:

• inappropriate interactions with students • sexual misconduct by staff • ‘grooming’.

Implications for staff may include:

• allegations against them • investigations • suspension of teacher registration • disciplinary actions including termination of employment.

See also Allegations Against Employees in the Area of Student Protection.

5 Department of Education, Training and Employment Induction Guidelines

Induction planners Induction planners are adaptable templates designed to support school leaders in providing general and role-specific information for inductees.

When using planners, school leaders and supervisors make appropriate changes to develop an induction program that is relevant to their school context and the needs of individual employees.

Elective induction programs School leaders Developing Performance Framework: Building Team Leader Capability is an online course for supervisors and school leaders who have a role in leading implementation of the Developing Performance Framework in their workplace and/or facilitating Developing Performance conversations with team members. It is a facilitated, interactive course focused on preparing them for this role.

ASCIA Anaphylaxis e-training for schools and childcare is provided by the Australasian Society of Clinical Immunology and Allergy with ready access to accurate and consistent anaphylaxis education.

Teachers The Restart Teaching Program supports teachers who have returned to the classroom after an extended absence. This program will help returning teachers understand the current curriculum frameworks, teaching and learning practices, legislative requirements and legal responsibilities that are central to their work with students in contemporary school settings.

Diversity Online Training Program provides a solid foundation for building an inclusive workplace, where people are valued for their diverse cultures, experiences, knowledge and abilities.

ASCIA Anaphylaxis e-training for schools and childcare is provided by the Australasian Society of Clinical Immunology and Allergy with ready access to accurate and consistent anaphylaxis education. Non-teaching staff Diversity Online Training Program is recommended for all school staff to support the development of an inclusive workplace, as above.

ASCIA Anaphylaxis e-training for schools and childcare is provided by the Australasian Society of Clinical Immunology and Allergy with ready access to accurate and consistent anaphylaxis education.

6 Department of Education, Training and Employment Induction Guidelines

Reporting and monitoring

School leaders are legally required to ensure all newly appointed employees are inducted and to keep up-to-date records of induction. Induction planners should be signed by both the employee and school leader or supervisor to verify the employee’s completion and understanding of the content.

The online mandatory induction courses contain assessment activities to verify employee engagement and understanding. On completion of each course, employees will be issued with a certificate, which needs to be:

• signed by the Principal/Supervisor

• retained by the employee

• copied and recorded by the school for audit purposes.

If a school leader chooses to plan and deliver their own version of mandatory induction, they are required to include assessment activities. This will enable verification of inductee understanding and mitigate potential risk.

In line with best practice, schools should give participants the opportunity to evaluate their induction and ensure feedback is taken into consideration when reviewing the programs.

Human Resources Branch is responsible for the overall evaluation and monitoring of online induction resources.

Developing a supportive culture Mentoring Mentoring is a central feature of successful induction and offers structured individualised support to new employees. Mentoring relationships help develop a supportive culture where people learn from each other through sharing experiences, skills and knowledge. Mentoring arrangements are usually one-on-one, although an experienced mentor may work with a group of two or three mentees in either a formal or an informal mentoring arrangement. Formal arrangements usually involve training for a group of mentors and mentees in a structured program delivered over a significant time frame. Informal mentoring arrangements involve an experienced employee and a less experienced employee developing a supportive, trusting, professional relationship in which mentoring occurs without the need for formal meetings. Beginning teachers especially benefit from a mentoring relationship. From 2015, all beginning teachers will be mentored by experienced, high performing teachers through the initial years of their teaching career. High performing teachers will receive accredited mentoring training from semester two 2014 to guide the practice of beginning teachers. Mentors will be provided with release time and ongoing networking and professional development. Coaching School leaders may coach employees who are starting out in a promotional position. Effective coaching leads employees to increase their ownership of goals and responsibility for their work, which in turn enhances productivity. Coaches do not need to be experts in the area in which learning is desired as coaching is not about telling the employee what to do. An effective coach is a catalyst, helping the employee to increase self-awareness, deepen their understanding of a goal or problem, and develop and follow through on a plan of action.

7 Department of Education, Training and Employment Induction Guidelines

Obligations for induction

School leaders and supervisors

Employees

Mentors/buddies

Plan a comprehensive induction program, specific to all employee cohorts, including mandatory components.

Include assessment activities that verify understanding to mitigate potential risk when planning own version of mandatory induction.

Coordinate orientation and induction activities using induction planners.

Provide opportunities for employees to ask questions.

Select an appropriate mentor/buddy for new employees.

Ensure permanent employees complete all mandatory components of induction within the first school term of employment - preferably within 20 working days.

Ensure temporary and casual employees complete all mandatory components of induction within the first school term of their engagement – preferably within the first 20 working days – or three months from their first engagement where employment is not continuous.

Check casual teachers’ certificates of completion for the online mandatory induction program are current

Sign employees’ certificates on completion of online mandatory induction courses and retain copies on personnel files.

Sign and date completed induction planners and maintain records of induction for audit purposes.

Manage induction within the probation process where applicable.

Give employees the opportunity to evaluate their induction and ensure their feedback is considered when reviewing the program.

Assist employees with their Developing Performance plan.

Determine induction content for volunteers and contractors based on needs and the work context.

Actively participate in all stages of the induction program.

Complete all mandatory components of induction within the first school term of employment – preferably within 20 working days of commencement as a permanent employee.

Complete the online mandatory induction program within the first school term – preferably within 20 working days – or within three months of first engagement if employment is not continuous as a casual or temporary employee.

Take the initiative in the mentoring relationship.

Take responsibility for scheduling mentoring appointments.

Demonstrate flexibility and an understanding of other demands on mentor’s time.

Set clear goals in collaboration with mentor.

Accept constructive feedback from mentor and provide feedback when required.

Ask questions to clarify understanding and discuss any additional needs with supervisor.

Sign the induction planner verifying understanding and completion of the induction program.

Participate in induction program evaluation and provide school leaders with feedback about the process.

Show current certificates of completion for the mandatory induction program at the request of principals or school leaders if engaged as a casual teacher.

Sign induction planner verifying understanding and completion of the induction program as a casual employee participating in a face-to- face induction.

Assist inductee through orientation and induction.

Provide information about the local workplace context.

Provide information and advice as required.

Encourage the inductee to set clear goals.

Demonstrate strong planning and decision-making skills.

Check inductee understands information on a regular basis.

Provide constructive and positive feedback.

Assist inductee to access further information and training.

8 Department of Education, Training and Employment Induction Guidelines

Additional resources and information

Documents

• Valuing Performance Policy Statement

• DETE Induction Strategy

Useful websites

• DETE Induction

• Developing Performance Framework

• Professional Development

• Frameworks and Standards

• Policy and Procedure Register - School education

• OnePortal

• Awards and Agreements

• The Learning Place

• Smart Classrooms

• Application Centre

• ICT Service Catalogue

• Queensland Government Right to Information

• Queensland College of Teachers

• Corporate Initiatives

9 Department of Education, Training and Employment Induction Guidelines

Example of evaluation questions for local induction

Question Response

1

How useful did you find the mandatory induction you received?

2

Were you offered a variety of ways to access induction information?

3

What elements of induction were most useful in helping you get established in your role?

4

How effective were your interactions with supervisors and colleagues regarding induction information?

5

Please comment on any elements of your induction program you thought were especially helpful.

6

Identify any aspects of the induction program you found difficult. Would a different delivery method have helped your understanding?

7

How supported did you feel when undertaking your induction?

8

How confident are you that you will be able to access information you may need in your role as a result of your induction?

9

How helpful was your mentor in the induction process?

10

Please provide any suggestions to improve future induction.