Abstract
Abstract The Irish Teaching Council introduced a new model of school-based and National Induction Programme for Teachers (NIPT) called Droichead (meaning ‘bridge’ in Gaelic) in 2013/14. The Droichead process is an integrated professional induction framework for newly qualified teachers. It was designed to provide whole-school support for teacher induction in both primary and post-primary schools. This study explores the implementation of Droichead in a post-primary school, and to gain insights as to its effectiveness and the potential to bring about improvements. The study found that NQTs are un-prepared to assume full teaching duties after initial teacher education (ITE), and can benefit greatly from having mentors from within the school to guide them through their first year of teaching. The benefits of the process include emotional support for NQTs, practical help in terms of learning new teaching strategies, the promotion of reflective practice and assisting the professional development of teachers. Droichead was found to promote peer observation and can help leaders change the culture of an organisation to better embrace and support peer observation and review. The programme also promoted and developed leadership skills among the mentors, who cited a renewed enthusiasm for teaching from their involvement in Droichead. There were conflicting views on the involvement of the senior leadership team in the programme, and it would seem that the success of their inclusion depends largely on the individual style of leadership. The negative aspects of the Droichead process related to the ‘Cluster meetings’ which are compulsory for NQTs and were seen as being too similar to their initial teacher education.
Highlights
Unlike other professions, such as medicine and law, newly qualified teachers (NQTs) are required to assume full professional responsibilities from the first day they enter a classroom (Killeavy 2006)
Reflective journal writing is common-place amongst undergraduate programmes, and Ligadu (2012) proposes that NQTs reflective journal-writing should be a major component of an induction programmes
As the number of individuals directly involved in Droichead in the case study school was quite small, it was decided to interview everyone involved in the programme
Summary
Unlike other professions, such as medicine and law, newly qualified teachers (NQTs) are required to assume full professional responsibilities from the first day they enter a classroom (Killeavy 2006). The National Induction Programme for Teachers (NIPT) outline their main objective as promoting the professional development of NQTs by way of systematic support in their first year of teaching. In doing so, this lays the foundations for subsequent professional growth and development. 20 Michael Nally, Brian Ladden professional conversations that take place on their own professional learning and practice Another key part of the induction process is observations by the NQT of more experienced teachers, as well as observation of the NQT by the Professional Support Teacher (PST). They must attend or engage with one additional professional learning activity
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