Modelled on the most impactful elements of the Early Career Capacity Building program which was evaluated by Social Ventures Australia in 2016, the New Teachers program is designed specifically for teachers in their first three years in the profession. With a strong sense of actionbias, Education Changemakers works to significantly increase the retention of new teachers and to help them not only survive but to thrive. The year-long New Teachers program is made up of the following components:
We provide assistance with the MARKETING of this opportunity, and the SELECTION of participants for the program, including liaison with school principals and regional leaders and ongoing communication regarding logistics and scheduling.
The initial TWO DAY WORKSHOP is a learning experience that focusses on connecting or reconnecting the early career teachers with their sense of purpose in the profession, promoting longevity and drive. New teachers need to deeply understand their purpose in education so that they can weather the challenges they face. The new teachers are provided with the tools they need to identify problems and missed opportunities with regards to delivering EFFECTIVE FEEDBACK. They come up with a multitude of solutions and leave equipped with the confidence to test ideas in their classrooms.
‘I am looking forward to refining this feedback method and continuing to work towards improving student outcomes. Thank you to my fellow teachers who shared ideas about feedback delivery!’ - Early Career Teacher, 2016
Throughout the year, all course participants have access to feedback on their teaching practice. The team at EC are available for coaching calls and to watch filmed lessons. When possible, we visit classrooms, too. We guide new teachers through real-time reflections of their teaching so that the drive for CONSTANT IMPROVEMENT is modelled and promoted as best practice.
The next ONE DAY WORKSHOP begins with an evaluation of the feedback practices employed by the beginning teachers after the first workshop, capitalising on the collective genius in the room to provide insights into further iterations of the practices trialled and sharing stories of best practice. Design thinking principles are leveraged to understand and promote STUDENT ENGAGEMENT. Teachers leave with new ideas about best practices for student engagement to test efficiently in their lessons.
All participants in the program will be encouraged to connect with a MENTOR at their school site. Any early career teacher without a mentor available at their school will be connected to an experienced teacher and member of the broader EC Tribe, in the same locality wherever possible. Between workshops, these mentoring relationships are fostered within school contexts using tools and strategies provided by the EC Team during workshops.
‘My mentee has a lot of the qualities I had as a beginning teacher. I don’t want her to experience the same lack of support that I received when I was first starting out. I’m committed to making her journey easier and to continuing to develop our mentoring relationship.” - Mentor of an Early Career Teacher, 2016’
Offered FREE OF CHARGE to the mentors of the program participants, Education Changemakers will lead a day of professional learning for the experienced teachers identified by and paired with our new teacher participants. In our MENTORING SHORT COURSE, the team will develop the capacity of these mentors by diving deeply into effective mentoring strategies and the ‘how to’ of setting up conditions for supportive and productive relationships that are conducive to educational change. The mentors will leave this day with the skills they need to support the new teachers throughout the year, an understanding of the processes the new teachers will be working through, and with coaches from Education Changemakers they can call at any stage for further support with their mentoring role.
The third session is a ONE DAY WORKSHOP with a focus on POSITIVE EDUCATION and behaviour management. By this stage, the new teachers have encountered students in their schools with whom they need to develop more productive relationships conducive to learning and the EC team will introduce the new teachers to the latest evidence informed positive education practices. This day will use the methodologies of case studies and developing persona prototypes to best identify the strategies of positive education to help shape behaviour and to develop a culture of learning.
All program participants are provided with MEMBERSHIP to our New Teachers Community for the year. Membership of this community provides new teachers with opportunities to spend time with other early career teachers socially and professionally, to connect with others online meaningfully and collegially, and with access to relevant learning resources distributed by EC.
In our final ONE DAY WORKSHOP, we focus on developing the skills and confidence needed for new teachers to LEAD UP in the profession. We believe that when these professionals are allowed time and space to develop and then share best practices, their sense of mastery, autonomy and purpose is capitalised and they are more likely to stay in the profession. For the second half of this final day, the early career teachers’ mentors are invited to join the group by way of reflecting upon and celebrating the progress made by the early career teachers throughout the year.
‘I’ve been really challenged today and pushed outside my comfort zone. But I feel really proud of myself! Pitching my ideas to the room here - which I really didn’t want to do - has given me more confidence in my ability to do other things in my professional life, too.” - Early Career Teacher, 2016 ’
Our team work closely to monitor not only the changes that take place professionally and personally in the participants, but also the IMPACT on the students that are influenced by heir change projects. We provide consistent REPORTING to the local and regional education offices to provide feedback on the program and help to spread best practice between schools. Impacts are shared by written reports after each workshop with photos.
NEW TEACHERS CAN TAKE PART IN THE PROGRAM, CREATING A POWERFUL
RETURN FOR INVESTMENT.
LEAD FACILITATORS COME TO EVERY WORKSHOP WE RUN.
OF ALUMNI SAY THEY WOULD RECOMMEND THE PROGRAM TO THEIR PEERS.
“These have been the best days of my year, and that is saying something - days with my students
are pretty great! It is the best PL I have been on.”
“I now know I have a go-to person for anything I need help with and that they’ll support me or
direct me to who can support me.”