Support for Graduate Teachers. (a) It is the responsibility of the individual Graduate Teacher to achieve accreditation at the level of Proficient Teacher within the required timeframes. The Employer will support the Graduate Teacher to obtain accreditation at the Proficient Teacher level, which will include participation in an orientation and/ or induction program, providing regular feedback, and may include providing a mentor teacher and other measures that the Employer may deem appropriate.
(b) A Graduate Teacher is required to engage in ongoing discussions with their Employer regarding their progress in meeting the Proficient Teacher standard. In the event that either a Graduate Teacher or their mentor(s) have concerns in regard to the support being provided, they should discuss the matter with the relevant supervisor or Coordinator. If concerns remain, the matter should be referred to the Principal. In the event that the matter remains unresolved, the matter may be dealt with in accordance with Clause 18 - Dispute Procedures.
(c) Where an Employer considers that a Graduate Teacher may not complete their accreditation at Proficient Teacher standard within the legislated timeframes, the Employer will advise the Teacher of this and the reasons why at the commencement of the final term of the teacher’s second year of teaching. The representative of the Employer will meet with the Teacher to develop a plan to support the Teacher to reach Proficient Teacher level.
Support for Graduate Teachers. (a) It is the responsibility of the individual Graduate Teacher to achieve accreditation or registration at the level of Proficient Teacher within the required timeframes. The Employer will support the Graduate Teacher to obtain accreditation or registration at the Proficient Teacher standard, which will include participation in an orientation and/ or induction program, mentoring, and appropriate classroom release for both the Graduate Teacher and their mentor(s) and other measures that the Employer may deem as appropriate. Additional provisions may be contained in the Diocesan Annexures to this Agreement or Work Practices Agreements.
(b) A Graduate Teacher is required to engage in ongoing discussions with their mentor(s) regarding their progress in meeting the Proficient Teacher standard. In the event that a either a Graduate Teacher or their mentor(s) have concerns in regard to the support being provided by the Employer, they should discuss the matter with the relevant supervisor or Coordinator. If concerns remain, the matter should be referred to the school Principal. In the event that the matter remains unresolved, the matter may be dealt with in accordance with Clause 44 - Dispute Resolution Procedures.
(c) Where an Employer considers that a Graduate Teacher may not complete their accreditation or registration at Proficient Teacher standard within the legislated timeframes, the Employer will advise the Teacher of this and the reasons why, no later than three-quarters of the way through the applicable accreditation or registration timeframe for the Teacher. The representative of the Employer will meet with the Teacher to develop a plan to support the Teacher to reach Proficient Teacher standard.
Support for Graduate Teachers. Teachers in their first year of teaching shall participate in an induction process of one year's duration, unless the teacher and the School agree that the induction process shall continue for a further year. The induction process shall be under the terms and conditions established by the School to assist the teacher's professional development. The School shall provide a written statement to the teacher one term before the end of the teacher's first year, outlining the teacher's progress and development. The School shall report regularly to the teacher on the progress of the induction process and shall comment and make suggestions that will assist the teacher's professional development. Graduate teachers shall receive training in undertaking risk assessments as part of their induction. Graduate teachers in their first year of service will be provided with one additional period of non- contact time of one lesson period per week. The additional release time unlike DOTT time is not discretionary, but will be used for professional interaction with senior staff, specialists, mentors or any other purpose by agreement with the Principal. The additional non-contact time may be accumulated and used for larger activities with the approval of the Principal. A teacher returning to teaching after an absence of five or more years shall be offered support through an induction process as considered appropriate and agreed between the School and the teacher at the time of appointment following such absence. The School will seek to provide additional release time to a teacher who is mentoring a Graduate Teacher All teachers in Lutheran schools are required to be accredited by the Lutheran Church of Australia . Accreditation involves the completion of required study that is relevant to the responsibility held, and is maintained by ongoing study and reflection. The School has responsibility to ensure that educators are properly equipped for their tasks in accordance with this policy. Letters of appointment for all educators shall include the Church’s expectations of the person for theological development. Teachers new to Lutheran schools who require Accreditation to teach Christian Studies and choose to undertake study towards a Graduate Certificate in Religious Education, in lieu of the EQUIP program, shall be given opportunity to apply for and be granted paid leave to attend course required workshop days or study days in school time equivalent to that required for attendance...
Support for Graduate Teachers. (a) It is the responsibility of the individual Graduate Teacher to achieve accreditation at the level of Proficient Teacher within the required timeframes. The Employer will support the Graduate Teacher to obtain accreditation at the Proficient Teacher level, which will include participation in an or ientation and/ or induction program, providing regular feedback, and may include providing a mentor teacher and other measures that the Employer may deem appropriate.
(b) A Graduate Teacher is required to engage in ongoing discussions with their Employer regarding their progress in meeting the Proficient Teacher standard. In the event that a ei ther a G raduate Teacher or their mentor (s) have concerns in regard to the support being provided, they should discuss the matter with the relevant supervisor or Coordinator. If concerns remain, the matter should be referred to the Principal. I n the event that the matter remains unresolved, the matter may be dealt with in accordance with Clause 18 - Dispute Procedures.
(c) Where an E mployer considers that a Graduate Teacher may not complete their accreditation at Proficient Teacher standard within the legislated timeframes, the Employer will advise the Teacher of this and the reasons why at the commencement of the final term of the teacher’s second year of teaching. The representative of the Employer will meet with the Teacher to develop a plan to support the Teacher to reach Proficient Teacher level.
Support for Graduate Teachers. 19.1 Graduate Teacher Release Time
(a) Graduate Teachers in their first year of service will be provided with an average of two
Support for Graduate Teachers. Graduate Induction/Graduate Teacher Development Program
(a) Employers recognise the challenges for newly employed graduate teachers as they begin their teaching career. They are committed to the appropriate induction and support for new graduate teachers to assist them with the continuing development of their knowledge, skills and attitudes.
(b) The graduate teacher mentor programme shall be for a minimum period of the graduate’s first 12 months of teaching. The graduate teacher may request and/or the Principal may determine to extend access to quality mentoring provided through this programme beyond their first year of teaching, in consideration of the graduate teacher’s particular professional needs or the level of proficiency attained.
(c) The support offered to new graduates will normally be discussed and outlined as part of the initial school-level induction and orientation program.
(d) Part-time graduate teachers have access to the program and may complete it over a longer timeframe.
(e) The Australian Professional Standards for Teachers and Teacher Registration Board requirements shall serve as a guide for the graduate professional learning.
Support for Graduate Teachers
