Comparative induction of primary and secondary school teachers in New Zealand: Indicators of success

Abstract

This paper draws on findings from the third stage of a national study on the quality of induction of New Zealand beginning teachers in order to compare sector results. As described in an earlier paper (Piggot-Irvine, Aitken, Ritchie, Bruce Ferguson, & McGrath, 2009), in the study a 'success case study' methodology was employed in five primary and five secondary schools using interview, focus group, observation and documentary analysis methods. A sector comparison shows that in both primary and secondary schools similar, high quality, features existed for elements of induction support, leadership, systems and development. Intensive and extensive support was provided to the teachers that went beyond the mentor contact alone. Leadership modelled valuing and commitment to the new teachers and their mentors. There were well developed systems for induction evident though these systems varied in flexibility, and each school was dedicated to professional development associated with induction. Significantly, the focus on sector comparison showed little evidence to support earlier suggestions (from a range of authors) that there was reduced quality of induction in the secondary sector in New Zealand schools due to factors of size, complexity and individualistic teaching approaches.