SUPERVISOR’S
SURVEY
DETYA logo
about Support
Programs for
Beginning Teachers
Instructions:
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 Erase mistakes fully
 Make no stray marks
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BACKGROUND INFORMATION
1.
Compared to more experienced teachers, are
beginning teachers in your school given any
reductions in:
Your position in relation to beginning
teachers in your school:
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Principal
Deputy Principal
Supervisor
Appointed mentor
Other (please list):
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2.
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Background information about the school:
In your school, to what extent are beginning
teachers shielded from ‘difficult’ classes in their
first year?
Sector:
 Government  Catholic
 Independent
Type of school:
Size of school:
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Primary
Secondary
K/P/R -12
Special
Less than 5 staff
6-10 staff
11-20 staff
21-30 staff
31-50 staff
More than 50 staff
Location of school:
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3.
Capital city
Regional city (pop. more than 25,000)
Regional town (pop. 1000-25,000)
Other country area
Teaching allocation:
In your school, are beginning teachers asked
about their class teaching preferences prior to
allocating teaching loads?
 Yes

No
In your school, are beginning teachers ever asked
to teach in areas for which they have not been
trained at university?
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Frequently
Sometimes
Rarely
Never
Teaching hours?
Range of subjects or levels?
Class size(s)?
Non-teaching duties?
Other? (please list)
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4.
Always
As much as possible
Sometimes
Never
Participation in support programs for
beginning teachers:
Do beginning teachers in your school participate in
support programs organised by:
 Your system?
 Your district?
 Other organisations (eg professional
associations)?
Does the school have an organised program of
support for beginning teachers?
 Yes

No
If yes, is participation in the program:
 Compulsory?  Voluntary?
ORIENTATION
5.
Administrative procedures
Listed below are strategies which may be
used as part of orientation programs for
newly appointed teachers.
School decision-making
processes
School committees and
how to get involved
Information about the
union and/or professional
associations
Role of parent groups
a) Please mark any strategies used by your
school.
b) For each item marked, indicate how
effective you think these strategies are in the
orientation of newly appointed teachers.
(1 = most effective)
Orientation Strategies
Strategies
used
Letter of welcome
Telephone contact from
the school
Pre-commencement
visit(s)
Meeting(s) with
principal/senior staff
Initial support person
identified
Orientation booklet/
resource package
School website address
Organised social
function(s) to meet the
staff
Seminars/meetings
organised by district
office
Meetings with beginning
teachers from other
schools
Contact details (eg email
addresses) of beginning
teachers in other schools
Other (please list)
Most
Least
<< Effective >>
The school curriculum
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Availability of curriculum
materials and teaching
resources
Library facilities
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How to access school
facilities and equipment (eg
photocopying)
Availability of computers,
Internet and email
External specialist services
available to the school (eg
guidance services)
Roles of senior staff
Availability of support and
specialist staff
Expectations about their
teaching role and
responsibilities
Teachers’ rights and legal
obligations
Expectations about extracurricular duties
Conditions of employment
(eg salary details)
Advice/support regarding
accommodation
Information about support
programs available to
beginning teachers
Information about
procedures for probation
and/or registration
Other (please list)
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6.
Listed below is information that may be
provided for orientation of newly appointed
teachers.
a) Please mark any information that your
school provides in a formal, deliberate way
(eg in writing, through a meeting, or from a
staff member specifically assigned to assist
beginning teachers).
b) For each item marked, indicate how
useful you think newly appointed teachers
find this information.
(1 = most useful)
Information at orientation
Information
provided
The role of district office
The school’s philosophy/
mission
Profile of the school
community
Social/cultural background
of students
School rules and policies
Policies about EEO and
harassment
Teacher grievance
procedures
Most
Least
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7.
Are you generally satisfied that your school’s
program meets the orientation needs of
beginning teachers?
 Yes
8.
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No
Are there any aspects of your school’s
orientation program which could be
improved? Please list.
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SUPPORTING BEGINNING TEACHERS: STRATEGIES AND ISSUES
9.
Listed below are strategies that may be used to support beginning teachers
a) during the first few weeks of teaching
b) throughout their first year (following the initial weeks).
For both phases:

Please mark any strategies used by your school.
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For each item marked, indicate how effective you think these strategies are for beginning teachers.
(1 = most effective)
Support strategies
Seminars / meetings organised by district office
Meetings with principal or deputy
Meetings with senior members of staff (eg year level coordinator)
Peer support group meetings
Meetings with appointed mentor
Meetings with other beginning teachers
Contact (eg email) with beginning teachers in other schools
Attending professional conferences
Other staff observing them teach, and providing feedback
Observing other teachers’ lessons
Team teaching
Cooperative planning with a team of teachers
Visits to other schools
Handbook for new teachers
List of Internet resources for beginning teachers
Curriculum resources
Access to confidential counselling
Reduced teaching load
Other (please list)
First few weeks
Throughout first year
Strategies
used
Strategies
used
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10. Below is a list of issues which may be emphasised in support programs for beginning teachers
a) during the first few weeks of teaching.
b) throughout their first year (following the initial weeks).
For both phases:

Please mark any areas which are emphasised in your school’s support program.

For each item marked, indicate how useful you think beginning teachers find the support offered.
(1= most useful)
Support Issues
Organising student learning
Catering for students with a range of learning needs
Student motivation
Managing student behaviour
Inclusion of students with a disability
Effective teaching and learning strategies
Teaching strategies for particular content areas
Using computers as tools for teaching and learning
Developing sequenced learning programs
Lesson planning
Program evaluation
First few weeks
Throughout first year
Support
provided
Support
provided
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Student assessment
Record keeping
Report writing
Communicating with parents
Handling administrative responsibilities
Extra-curricular duties
Other (please list)
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11. Please answer the following questions if
mentoring is a strategy used in your school.
Do mentors in your school receive training for
their role?
 Yes

No
Are mentors given time release to perform their
role?
 Yes
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No
On what basis are mentors assigned to particular
beginning teachers (eg same subject or year
level)?
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How would you describe the role performed by the
mentor?
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OVERVIEW: THE FIRST FEW WEEKS OF TEACHING
12. Overall, to what extent do you believe the
school’s support program helps beginning
teachers ‘survive’ the first few weeks of
teaching?
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To a great extent
To a reasonable extent
To a limited extent
Not at all
13. Are there any areas in which you would like
to improve the support provided to beginning
teachers during their first few weeks of
teaching? Please list.
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OVERVIEW: THE FIRST YEAR OF TEACHING
14. During their first year, beginning teachers
deal with a range of personal issues. Some
of these are listed below.
a) Please mark any areas in which your
school or district provides assistance.
b) How important do you think it is that
beginning teachers are offered support in
these areas? Please rank all items from 1-5,
where 1 = most important. Note: no more
than 3 items should receive the same rating.
Support Issues
Support
available
Managing stress
Time management
Professional self-confidence
Acceptance by other staff
Acceptance by students
Acceptance by parents
‘Fitting in’ with the school’s
culture
Other (please list)
Most
Least
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15. What strategies, if any, are used in your
school to assist beginning teachers develop a
positive image of themselves as competent
professionals? Please list.
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16. To what extent can your school’s support
program be tailored to beginning teachers’
individual needs?
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To a great extent
To a reasonable extent
To a limited extent
Not at all
17. Do beginning teachers in your school have a
documented professional learning plan for
their first year of teaching?
 Yes

No
18. As well as participating in support programs,
most beginning teachers are reviewed during
their first year for purposes of probation
and/or registration.
In your school, which of the following
phrases best describes the relationship
between the processes of assessment and
assistance:
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Not applicable to my school
Completely separate
Integrated and mutually supportive
Integrated but conflicting
Other (please list):
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19. Overall, to what extent do you believe the
school’s support program assists beginning
teachers over the course of their first year?

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To a great extent
To a reasonable extent
To a limited extent
Not at all
20. Are there any areas in which you would like
to improve the support provided to beginning
teachers over the course of their first year?
Please list.
23. How effectively do you believe teacher
education courses prepare beginning
teachers in the following areas? (1 = most
effective)
Most
Least
<< Effective >>
Organising student learning
Catering for students with a
range of learning needs
Student motivation
Managing student behaviour
Inclusion of students with a
disability
Effective teaching and learning
strategies
Teaching strategies for
particular content areas
Using computers as tools for
teaching and learning
Developing sequenced learning
programs
Lesson planning
Program evaluation
Student assessment
Record keeping
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Report writing
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Communicating with parents
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Handling administrative
responsibilities
Extra-curricular duties
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Other (please list)
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21. What processes have you used to evaluate
the effectiveness of your support program?
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24. In what ways, if any, could tertiary Education
courses better prepare beginning teachers
for the first year of teaching? Please list.
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PRE-SERVICE TRAINING
22. In general, how well do you believe teacher
education courses prepare beginning
teachers for the first year of teaching?
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Very well
Well
Adequately
Not very well
Poorly
25. Do you think university Education faculties
should play a continuing role in supporting
beginning teachers during the first year of
teaching?
 Yes

No
26. If you answered ‘yes’, what kinds of support
should they provide? Please list.
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THANK YOU FOR COMPLETING THIS SURVEY