Beginning teacher induction is an important process in acculturating teachers to their new profession (Kearney, 2010). Researchers argue that the first year of teaching is crucial in the success, retention and development of teachers (Smith & Ingersoll 2004). The aim of this research is to ascertain the effectiveness of induction programmes in Catholic Independent High Schools in NSW; establish whether those programmes are congruent with what the literature deems as best practice; and to determine the implications this has for policy for the independent school sector. The study will comprise: an extensive literature review; a document review of induction/mentoring policies in NSW and in the schools chosen for the research; and in-depth interviews with administrators and participants of induction programmes. Researchers point out that the support and guidance in the first year of teaching is critical in arresting growing attrition rates and enabling the capacity to establish beginning teachers as valuable members of the profession (Smith & Ingersoll 2004, Wong 2004). With a looming teacher shortage crisis in NSW, effective induction programmes could be the answer; however, there has been insufficient research, especially in the independent sector, with regards to these programmes.


Published in Full, Induction, Beginning Teacher, Teacher Attrition, Mentoring


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