A r c h i v e d I n f o r m a t i o n

From Students of Teaching to Teachers of Students: Teacher Induction Around the Pacific Rim - January 1997

Appendix C

APEC Members' Teacher Induction Programs

Highlights and Important Features

Organization

Program Type(s)

Participation

Financing

Point of Interest

Australia*

Teacher induction is the responsibility of the territories and provinces. Most have implemented a program, although method varies considerably.

Mentoring, Peer Probation, In-Service Training, Model Classroom Observations, and Team Teaching

Induction is not mandated at the national level. In most systems, 75-100 percent of new teachers participate.

Funding induction is a territorial responsibility, hence funding practices vary considerably.

Teacher induction in the Northern Territories, in particular, focuses on teacher retention -- for schools which are more isolated with a large Aboriginal population.

Brunei Darussalam

There are teacher induction programs which are informal and school-run.

Informal guidance, Observations and Orientations by the principal of the school

All beginning teachers participate in informal induction, to varying extents.

Neither the national government nor the local schools allocate any of their budget for induction activities, as the activities conducted are informal in nature.

A National Task Force highlighted teacher in-duction as an area of critical need and is assessing methods of establishing a more systematic in-service education for new teachers.

Canada**

Teacher induction is the responsibility of the various provinces. Not all provinces have established teacher induction programs.

Mentoring and Model Classroom Observations

Participation varies across the provinces and localities. In Quebec, all beginning teachers are mandated to participate in a probationary period.

Provinces, localities, and schools fund their induction programs.

Several provinces are seeking to reform their induction systems. In Quebec, a one year clinical training is being considered to replace the probation system.

* Note that Australia submitted responses compiled from several territories. These responses have been generalized, except in the case of the Northern Territories.

** Note that Canada submitted responses from two provinces, therefore information presented is not representative of the country as a whole.
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[Appendix B]

[Appendix C (part 2 of 4)]

	Organization	Program Type(s)	Participation	Financing	Point of Interest
Australia*	Teacher induction is the responsibility of the territories and provinces. Most have implemented a program, although method varies considerably.	Mentoring, Peer Probation, In-Service Training, Model Classroom Observations, and Team Teaching	Induction is not mandated at the national level. In most systems, 75-100 percent of new teachers participate.	Funding induction is a territorial responsibility, hence funding practices vary considerably.	Teacher induction in the Northern Territories, in particular, focuses on teacher retention -- for schools which are more isolated with a large Aboriginal population.
Brunei Darussalam	There are teacher induction programs which are informal and school-run.	Informal guidance, Observations and Orientations by the principal of the school	All beginning teachers participate in informal induction, to varying extents.	Neither the national government nor the local schools allocate any of their budget for induction activities, as the activities conducted are informal in nature.	A National Task Force highlighted teacher in-duction as an area of critical need and is assessing methods of establishing a more systematic in-service education for new teachers.
Canada**	Teacher induction is the responsibility of the various provinces. Not all provinces have established teacher induction programs.	Mentoring and Model Classroom Observations	Participation varies across the provinces and localities. In Quebec, all beginning teachers are mandated to participate in a probationary period.	Provinces, localities, and schools fund their induction programs.	Several provinces are seeking to reform their induction systems. In Quebec, a one year clinical training is being considered to replace the probation system.