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Supporting Teachers at Regional and Rural Schools Video Case Studies
During 2021, in collaboration with schools and networks the STARRS program captured and codified best practices in teacher development and retention in metropolitan and regional and rural hard-to-staff schools.
Bethal Primary School showcases the importance of attracting and developing high performing teachers.
Euroa Secondary College highlights the importance of network-wide focus on improved teaching and learning. It demonstrates how networks can mobilise teacher teams to work together and collaborate across networks.
Focuses on the recruitment of the right teacher to support the strategic direction of the school.
Demonstrates how a school can successfully and intentionally support a teacher to integrate into the school and local community.
Tools and Resources for school use
Gold Standard Induction Checklist (1).pdfGold Standard Induction Checklist for new teachers
The Gold Standard Induction Checklist was developed by STARRS Local Coordinators in collaboration with schools. The checklist provides schools leaders a clear framework to successfully provide newly appointed teachers with an effective ongoing induction into a new school community.
New teachers who are made to feel welcome, are provided with well-planned inductions, are supported by mentors, and have access to professional and social networks, are more likely to feel satisfied with their jobs and committed to the school and community
TFI Teacher Personas
A survey of teachers participating in the first year of the TFI program found that the financial incentive was not the most important factor in their decision to apply for a hard-to-staff position.
The STARRS team have surveyed and collated data, to being the development of different teacher personas. These personas will be completed in 2022, and available to school leaders and networks to support them to develop and retain TFI teachers within their school community and network. Two teacher personas were developed from the 2020 and 2021 TFI cohort. Keep reading below.
The Graduate or Early Career Teacher
The graduate or early career teacher who is likely to be impacted by a lack of induction and mentoring, no or few graduate peers, lack of curriculum team support and documentation, and lack of experience managing challenging student behaviour. Some are facing significant health and wellbeing challenges, loneliness and isolation.
School supports for this teacher can include:
Effective and ongoing school induction and mentoring.
Connection to graduate peers and curriculum team support (if not available within a school can be accessed across schools and networks).
Access to targeted professional learning based on teacher needs.
Health and wellbeing supports.
The Experienced Teacher
The experienced teacher who is more able in managing the demands of teaching and learning and making links within the school and wider community. This cohort were more likely to use professional development funding to support leadership development and subject specific expertise.
School supports for this teacher can include:
Effective and ongoing school induction and mentoring.
Access to targeted professional learning based on teacher needs.
Opportunities within the school for career development and progression.
Health and wellbeing supports.
*The STARRS team will be working with schools and teachers through 2022 to identify and develop additional teacher personas.
What did 2020 and 2021 teach us?
Shared experience builds and enhances teacher connection.
Teachers desire a chance to work together and support each other.
Collaborating with the local community, providing strong induction and welcome programs, including programs for partners/family members.
providing access to high quality ongoing professional learning and development and support such as mentoring and coaching.
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