Leaving Certificate Applied

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Induction Policy


Revision No: 1

Page: 1 of 8

Date: Feb. 2015


Committee: Y. Claffey, A. Duane, P. Flaherty, M. Holden, B. Lavin, M. Loughnane,

P. Mangan, I. McGroary, L. Nugent, M. Quirke

Review Date Adopted by Proposed by Seconded by Date adopted
Feb. 2015 Staff Paula Mangan Maria Holden 16th Mar. 2015

Mission Statement

We aim to create a caring community of learning where each individual is valued as a unique human being.

Relationship to Mission Statement

This policy is intended to support new members of our Teaching Staff and ensure that we continue to provide a caring community of teaching and learning.


This policy has been motivated by a desire to formalise the process of Induction of new members to the Teaching Staff of our school. Promoting and supporting the traditions and the ethos of the school is integral to our Induction process. Its implementation is framed by the Professional Code of Conduct established by the Teaching Council of Ireland, 2007, in accordance with Section 7(2)(b) of the Teaching Council Act, 2001. It asserts “Teachers should: work with teaching colleagues and student teachers in the interests of sharing, developing and supporting good practice and maintaining the highest quality of educational experiences for pupils/students”.


This policy applies to any new member of our Teaching Staff up to one year’s experience at St. Brendan’s Community School. E.g. Higher Diploma in Education students, substitute teachers, newly qualified (NQTs) and qualified teachers. It involves the co-operation of all members of Management and Staff.


To facilitate the smooth integration of new teaching staff within our School Community.


  • To ensure Staff cultivate the inclusive nature of our school ethos.

  • To provide guidance on best professional practice at our school.

  • To promote effective teaching and learning.

  • To ensure staff members affect competent, professional conduct, in-line with the Professional Code of Conduct established by the Teaching Council of Ireland.


Induction is training and guidance provided to new employees by the employer in order to assist in adjustment to their new job tasks and to help them become familiar with their new work environment and the people working around them. This type of training will also outline the basic overview of the business and its services as well as the new employee’s role in the environment.


Information relating to our staff structure and school infrastructure, such as the school calendar, timetable, school map, SIMS and school policies. In addition to the information relating to the infrastructure of our school, aspects of professional life to be considered include: history, traditions and ethos of the school, dress code, demeanour/attitude to students parents guardians and colleagues, professional conduct, extra-curricular and co-curricular activities, respecting the individual, receiving guests, Special Educational Needs, disclosure of student related issues, communication with colleagues students, parents and the wider community. This list is illustrative, not exhaustive. Refer to “Professional Expectations at St. Brendan’s Community School” at the end of this document.

Roles and Responsibilities


Management identify members of our Teaching Staff interested in becoming a General Mentor or NQT Mentor (participation should be voluntary). Management shall facilitate the training of all those interested. Management will liaise with the collective group of Mentors and outline the form of professional guidance that they are to provide to the Inductee. The values and ethos cultivated by our school, demonstrated through the many aspects of professional life that are outlined in the Example Section of this policy should inform their engagement with the Process. The contents of this policy should be considered by all Staff, particularly those engaging with the Induction Process. Management shall form a pool of General Mentors and a pool of NQT Mentors equipped to professionally guide and support Inductees.

Management has the important responsibility of meeting with the Inductee in the first instance. The culture of the school along-side the expectations of Management need to be clearly outlined in order to ensure that the ethos of our Community School is safe-guarded. Management introduce Inductee to the Subject Department Co-Ordinators they will be working with and assign an appropriate Mentor. It is recognised that the Induction Process would be more valuable to the Inductee if the Mentor was from the same Subject Department. In the case of H.Dip students the Subject Department Co-ordinator in consultation with Management shall assign the Mentor (see below). Management introduce the Inductee to the whole Staff at the earliest opportunity.

Subject Department

In the case of H. Dip students the Mentor must be a person whose classes are being taken. The allocation of this role should be assigned through the Department Co-Ordinator in consultation with Management and take into account the good-will of the Mentor and the rotation of Mentors in order to alleviate strain.


The appointed Mentor must demonstrate a willingness to invest their time in the Induction process. The Mentor supports the Inductee as a “professional friend”. This process is on-going as the Mentor needs to remain updated on the integration of the Inductee over the course of the Induction Year. They must respect the confidentiality of the Inductee.

The Newly Qualified Teacher Mentors’ role is outlined by the National Induction Programme for Teachers. It focuses on the quality of teaching and learning. The Department of Education and Skills grants the school twenty hours substitution cover to facilitate the NQT Mentoring Process. Our Induction Policy acts as an umbrella document supporting the Newly Qualified Teacher in adopting the professional practice cultivated by Our School Community.


Each Inductee has a responsibility to familiarise themselves with the logistics, practices, procedures, policies and ethos of our school. Inductees should seek advice and support from colleagues and ensure that their work reflects the quality of teaching and learning established at our school.

Whole-School Community

We have a responsibility to ensure that Inductees are supported during their time at our school.


  • Management to meet Inductee

  • Provide Student/Substitute Teachers Handbook (including the list of Professional Expectations established at our school)

  • Provide Timetable

  • Introduce Subject Department Co-Ordinator

  • Assign Mentor in the case of non H. Dip students

  • Facilitate the Induction Process, providing training as required

  • Subject Department Co-Ordinator to meet Inductee

  • Assign Mentor in the case of H. Dip students

  • Outline Subject Department Policy and Scheme of Work

  • Provide Booklist

  • Assign Timetable in the case of H. Dip Students

  • Mentor to liaise with Inductee

  • Respect the confidentiality of the Inductee

  • Maintain a welcoming professional relationship with Inductee, acting as a “professional friend” for the duration of the Induction Process

  • Inductee to liaise with Mentor

  • Familiarise themselves with the ethos of our school and endeavour to cultivate this ethos through their professional conduct at St. Brendan’s Community School

  • Adhere to the policies, procedures and practices adopted by Management and Staff

  • Familiarise themselves with the infrastructure and logistics of the school

  • Liaise with their Mentor to seek professional advice and guidance

  • Provide an honest, reflective, professional appraisal of their integration to St. Brendan’s Community School to Management as required


A copy of this policy will be available to all staff and provided to all Teaching Staff. Mentor training is to be facilitated by Management as required.

Success Criteria

The success of this policy relies on the co-operation of all members of Management and Staff. Feedback received (formal or informal) from the Inductee may be used to gauge the extent to which the Induction Policy has achieved its aim.

Monitoring and Review

The effectiveness of this policy will be reviewed on an annual basis. Forums for staff observations include the Staff Advisory Committee, the Induction Committee, Management and Staff Meetings.

Signed:- _____________________________ Date:- ________________


Board of Management

Professional Expectations at St. Brendan’s Community School

We share a collective responsibility to ensure that the culture and ethos of our School Community is safe-guarded.

In addition to the information relating to the infrastructure of our school, aspects of professional life to be considered include:

  • The history, traditions and ethos of the school,

  • Dress Code

  • Demeanour/attitude to students, parents, guardians and colleagues

  • Professional conduct

  • Respecting the individual

  • Receiving guests

  • Special Educational Needs

  • Study Skills

  • First Year Parent-Tutor Day

  • Parent-Teacher Day

  • Assessment

  • An Gaisce

  • Meitheal Programme

  • Student Awards

  • Senior Games

  • C.S.P.E Week

  • L.C.V.P

  • Transition Year Programme

  • Leaving Certificate Applied Programme

  • Student Work Experience

  • School Tours

  • Extra-curricular e.g. School Show, Adventure Club, sports teams,

  • Co-curricular activities e.g. debating, Young Scientist Competition, Creative Engagement, Green Schools, School Council

  • Disclosure of student related issues

  • Communication with colleagues students, parents and the wider community

This list is illustrative, not exhaustive.

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