The National Induction Programme for Teachers aims to support the induction of newly qualified teachers (NQTs) into the teaching profession in primary schools in Ireland. The main objective of induction is towards promoting the professional development of NQTs by way of systematic support in their first year of teaching, thus laying the foundations for subsequent professional growth and development. Wong, (2004) describes induction as: ‘a comprehensive, coherent, and sustained professional development process aimed to train, support and retain new teachers and represents the first part of a lifelong professional development programme’.
A key characteristic of the programme is access by the NQT to a mentor at school level or in a neighbouring school. Mentors are experienced teachers who are fully probated, have a minimum of 5 years teaching experience and have undertaken professional training for the role. While a whole school approach to the induction of NQTs is promoted, the role of the mentor within the whole school context is crucial to the support of the newly qualified teacher. NQTs value and acknowledge the importance of having ‘someone there for them’ in their first year of teaching. The mentor is someone the NQT can turn to for personal, professional and pedagogical support throughout that crucial first year.
NQTs participating in the project value the following school school-based induction activities: meetings with the mentor, planning time, observation of other teachers teaching, linking with the National Services, observation and feedback and other related induction activities. Professional development for NQTs, mentors and principals is also provided throughout the year.
It is widely acknowledged that building strong professional learning communities through programmes such as the Induction Programme will benefit schools as learning organisations in the long-term.
''Creating a structure that allows experienced teachers to work with novice teachers and that acknowledges their expertise will ultimately strengthen the overall organisation, including retaining good practitioners in the classroom.'' (Teachers Matter OECD 2005)