New evidence reveals that supporting teachers’ professional growth and addressing feelings of isolation through high quality professional learning can make a huge difference in keeping great teachers in the classroom.
The current teacher shortage crisis has exacerbated many of the issues facing both new and experienced teachers. Many schools are struggling to staff classrooms, especially in rural and remote areas or in specialist subjects. This means teachers workloads are increasing, more teachers are teaching out-of-field, and emotional demand is placed on mentors and experienced teachers.
Effective professional development and induction can be the difference in teachers staying or leaving the profession. But research shows that induction is often confused with orientation rather than an ongoing phase of professional learning.
New research on developing thriving schools, teachers and students
In this free webinar, Director of the Teachers and Teaching Research Centre Laureate Professor Jenny Gore AM, will unpack initial key findings from a major national research project. The project, supported by the University of Newcastle and funded by the Australian Government, is part of the National Teacher Workforce Action Plan and aims to strengthen the induction of early career teachers and build collegiality with their more experienced colleagues.
Findings to date show that teacher participation has improved teacher retention, reduced burnout and improved wellbeing and professional community. It has also increased teachers’ confidence in their practice, and efficacy in the specific domains of classroom management, instructional strategies and student engagement.
This comes on the back of a series of randomised controlled trials which showed Quality Teaching Rounds improved teaching quality, teacher morale, school culture and student achievement in mathematics and reading.
Sign up to learn more about this research, the program, and effective induction more broadly.
Start times for other states and territories:
