Publication Date

3-2019

Subjects

Beginning teachers, Career development, Mentoring, Professional development, Program evaluation, Surveys, Teacher retention, Teacher induction, Teaching profession, Primary secondary education, Australia

Abstract

This report, the second of three, presents insights into the development of the Two-Years-On survey to inform the South Australian Department for Education’s Early Career Teacher Development (ECTD) program evaluation, conducted by the Australian Council for Educational Research (ACER). The focus of Report 2 is a review of existing similar surveys and the development of this new survey for the evaluation in 2019 and possible ongoing use for program monitoring. The program was launched in January 2017 and is designed to support the induction and professional development of early career teachers (ECTs) in their first two years. The program involves a blended experience of online and face-to-face learning with mentoring support to assist ECTs in developing their portfolio of practice and progressing from the ‘graduate’ to ‘proficient’ career stage of the ‘teacher standards’. ACER was tasked to evaluate and inform program development by providing feedback gathered through data review, observation, focus-group, debriefing sessions and participant surveys. The aim of stage 2 of the evaluation was to develop the Two-Years-On survey for use as a quality-monitoring and evaluative tool for ECTs who commenced the program as part of the first cohort in January 2017. This report presents the development of the Two-Years-On survey and the learnings from the focus-group and cognitive lab conducted to inform its development.

Place of Publication

Camberwell, Victoria

Publisher

Australian Council for Educational Research

ISBN

978-1-74286-795-3

DOI

https://doi.org/10.37517/978-1-74286-795-3

Geographic Subject

South Australia

Download

Share

 
COinS