Continuing on from our work together in 2025, the Second-Year Teacher program will allow participants to dive deeper into their own teacher identity and call to vocations.
Term 2 – Building Safe, Supportive Classrooms – 1 May 2026
This full-day program continues your growth in creating safe, supportive and engaging classrooms. The session will introduce High Impact Engagement Strategies – a set of evidence-based practices shown through quantitative research to significantly enhance student wellbeing and engagement. Participants will explore 10 strategies designed to strengthen student participation, connection and motivation across all learning environments. The session aims to expand teachers’ Tier 1 toolkit and equip them with practical, proactive approaches to support every learner’s engagement. You’ll reflect on your practice and learn strategies for effective communication, boosting student engagement, responding constructively to challenging behaviours and optimising classroom learning through managing routines and transitions.
(AITSL Standards: 1.6, 3.5, 4.1, 4.2, 4.3, 4.4)
Term 2 – Transitioning to Full Registration (Tablelands) – 4 June 2026
This full day is designed to support teachers who have not yet transitioned to full registration. The day will cover the requirements, processes and documentation needed to successfully achieve full teacher registration. Practical guidance will be complemented with dedicated time to assemble your folio, and opportunities to check in with colleagues and mentors. Before attending, ensure you have spoken with your principal or Early Career Coordinator about folio expectations. Please note: this session will be held in Term 2 in the Tablelands and repeated in Term 4 in Cairns.
(AITSL Standards: 6.1, 6.3, 7.1)
Term 3, 26 August (week 7) – Reading to Learn: Bringing the Science of Reading to the Curriculum
The Term 3 Network workshop is designed to support second-year Early Career Teachers as they consolidate and extend their instructional practice, with a strong focus on the teaching of reading. Participants will deepen their understanding of the Science of Reading, including key models such as Scarborough’s Rope and the Simple View of Reading, and explore system reading priorities and data-informed practice. Through targeted breakout sessions, ECTs will engage with practical strategies for teaching reading in primary and secondary contexts, including integrating digital pedagogies to enhance learning across curriculum areas. This work is developed and facilitated by the Learning and Wellbeing Team.
Teachers will also have an opportunity to contribute their insights and have agency in shaping the future direction, content and delivery of the ECT 2-year induction program.
(APST – 1.1, 1.2, 1.5, 2.1, 2.5, 2.6, 3.3, 3.4, 4.5, 6.2, 6.3, 7.4 )
Term 4 – 15 October (week 2) – From Provisional to Proficient: Your Path to Full Registration
This full-day workshop supports teachers as they transition from provisional to full teacher registration. Open to both second-year ECTs and teachers beyond their early career who are yet to complete this process, the session provides practical guidance to confidently navigate teacher registration requirements outlined by the Queensland College of Teachers.
Participants will deepen their understanding of the AITSL Standards and the teacher registration process, with dedicated time to gather, select, and align evidence to demonstrate professional practice. With guided support, teachers will actively develop and strengthen their registration folio by annotating evidence, reflecting on impact, and identifying next steps.
Come prepared to work on your own folio, seek feedback, and take meaningful steps towards achieving full registration. This collaborative and supportive day will ensure you leave with greater clarity, practical strategies, and the confidence to continue developing your folio.
There will also be an opportunity to share the Draft 2027 Induction Program for 1st- and 2nd-year ECTs. This coordinated two-year induction program includes:
- The collaborative role of all our system teams
- ECT Coordinators and Mentors’ expertise and currency
- an evidence-informed, consistent and sustainable approach and foundation to early career teacher development
(APST – Standards 1, 2, 3, 4, 5, 6, 7 )
