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The early-career teacher completes the induction year at their school or preschool institution. During school holidays, the early-career teacher participates in training sessions that take place throughout the year. The early-career teacher is guided by a mentor, who is a teacher with at least three years of professional and developmental work experience, as well as mentoring skills. The mentor is expected to have completed mentor training at a university in advance or to begin it in parallel with mentoring during the induction year. Joint seminars are also held for early-career teachers and mentors, where emerging issues can be discussed.

To complete the induction year, the beginning teacher must compile an individual professional development portfolio that reflects their activities during the first working year as well as their self-analysis. Feedback on the teacher’s induction year is provided by the head and management of the school or preschool institution, while the mentor has an advisory role.

HEAD OF THE EDUCATIONAL INSTITUTION:

• is responsible for implementing the induction year at the institution;
• appoints a mentor for the early-career teacher for the induction year;
• registers the early-career teacher for participation in the induction support programme;
• ensures that the early-career teacher’s duties correspond to their qualifications;
• prepares a job description for the early-career teacher;
• ensures that the mentor has the opportunity to participate in training courses and seminars;
• regulates the workload of both the mentor and the early-career teacher in accordance with legislation;
• together with the mentor, analyses the early-career teacher’s work at the end of stages I, II, III, and IV, and provides an overall evaluation of the induction year at the end of the academic year.

Mentor:

• is thoroughly familiar with the requirements of the induction year;
• introduces the early-career teacher to the school, classes, colleagues, and documentation;
• helps the early-career teacher set goals for the induction year and prepare an action plan for each term;
• works as a partner to the early-career teacher, provides guidance and regular feedback, and supports their adaptation to the school as an organisation;
• observes at least two lessons of the early-career teacher at each stage;
• conducts development discussions in the middle and at the end of each stage and documents their outcomes;
• informs the school management about the needs and problems of the beginning teacher and, if necessary, involves other colleagues;
• regularly participates in regional mentor seminars and training organised by universities.

EARLY-CAREER TEACHER:EARLY-CAREER TEACHER:

• works at the appropriate educational level, preferably with a minimum workload;
• cooperates with school management, colleagues, and the mentor;
• together with the mentor, analyses their skills and needs and sets long-term professional development goals;
• becomes familiar with the school and its documentation;
• prepares an action plan for each stage together with the mentor;
• meets with the mentor once a week;
• observes and analyses at least two colleagues’ lessons each term;
• writes a self-analysis at the end of each stage;
• completes a 6 ECTS induction support programme at a university;
• at the end of the induction year, analyses and evaluates their compliance with the professional standard.

MINISTRY OF EDUCATION AND RESEARCH:

• keeps records of teachers completing the induction year;
• addresses issues related to the implementation of the induction year.

UNIVERSITIES:

• implement the induction support programme for early-career teachers;
• organise mentor training, guidance, and collaboration.

• Eve Eisenschmidt’s doctoral dissertation "" summary.
• Katrin Poom-Valickis’s doctoral dissertation "" analytical summary.
• In March 2014, an international CEDEFOP study visit for education leaders took place. An English-language summary can be found here.
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• Handbook "Developing coherent and system-wide induction programmes for beginning teachers: a handbook for policymakers" is .

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