Eamon Gilmore (Dún Laoghaire, Labour)
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Question 74: To ask the Minister for Education and Science if she has seen the proposals from the INTO which seek stronger support for newly qualified teachers in schools and the extension of the pilot scheme which helps to prepare them for the classroom; her views on these proposals; and if she will make a statement on the matter. [3004/05]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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The teacher induction pilot project, which commenced in September 2002, has been developed by my Department in conjunction with the standing committee of teacher unions and university education departments. The general aim of the project is to develop proposals for an effective programme of induction for newly qualified teachers at primary and post-primary levels tailored to their particular professional development needs and sensitive to the strengths, requirements and challenges of the Irish education system. Divided into two components for primary and post-primary levels, the overall project has been managed by a representative steering committee.

The initial year of the pilot, phase I, comprised an action research phase, during which an in-depth investigation and analysis of the needs of newly qualified teachers was conducted. This work systematically documented the needs of newly qualified teachers, identifying the most effective means of meeting these needs and making recommendations for a comprehensive policy on induction. The extension of the pilot in the 2003-04 academic year, phase II of the pilot, facilitated further research into the needs of newly-qualified teachers while exploring the effectiveness of a range of induction models in a variety of teaching contexts using newly qualified teachers from St. Patrick's College and University College Dublin. Phase II also allowed for a regional expansion of the project through the education centre network beyond the Dublin region.

Phases I and II of the project can be regarded as having facilitated the building of capacity within the system in regard to newly qualified teachers. This work has culminated in the recent completion of a report on the progress achieved by the pilot project. This report, which, I understand, is currently at final draft stage, incorporates the findings of the research phase and contains recommendations regarding the development and implementation of a national programme of support for new qualified teachers at primary and post-primary levels. I am informed that the implementation strategy contained in the draft report incorporates the key elements of best practice in induction and mentoring identified in the pilot phases of the pilot project and from studies in international practice and research.

In order to maintain the impetus built-up during phases I and II, it was decided to initiate a phase III of the project for the 2004-05 year while the draft report was in progress. This phase consolidates the work undertaken to date and harnesses the experience gained in phases I and II. Additional colleges of education and education centres have become involved in the project which has also been nuanced to cover different types of schools such as small rural primary schools, those located in disadvantaged areas and schools dealing with issues of special education, social inclusion and other relevant matters from teaching and learning. The development of phase III presents additional opportunities to develop induction and mentoring resource material, assessment and evaluation procedures, develop capacity within the system within the overall context of further investigating the practical implications and resourcing of a national programme.

I understand that the steering committee of the national pilot project in teacher induction is currently finalising the draft report containing specific and comprehensive recommendations regarding the implementation of a national programme and a timescale for its introduction. Once completed, the report will be presented to me for consideration within the continuum from initial pre-entry education through induction to post- entry continuing professional development over a teacher's career.