LOOP Teacher Induction Programme

What is LOOP Induction Programme?

The programme is designed to support new teachers in their professional pathway through the guidance of a mentor. The activities of the programme will offer the new teacher knowledge on 5 diverse dimensions of teaching: didactical- pedagogical, bureaucratic/ administrative, Subject(s), emotional, social and cultural.

At whom it is aimed?

  • New teachers with up to 8 years of service
  • Teachers that have not held a teaching post for many years (10)

How it is structured?

The LOOP Teacher Induction Programme includes fourteen modules divided into 4 blocks (Click on each link to go to the module group):

How it is delivered?

  • Flexibility: modules can be explored in any order, allowing mentees and mentors to tailor the programme to their unique needs and interests.
  • Optionality: the modules are not compulsory, except for the first three, which provide a solid foundation for subsequent learning. Mentees and mentors can select the remaining modules that align with their objectives and priorities.

01. Welcome Kit

  • Implementing the Welcome kit module wishes to ensure a smooth transition of a young professional into the workplace with an already established specific work culture and structures. Being the first module of the programme, it ensures the creation of a meaningful and effective working relationship between the new teacher and their mentor. It also entails several tools and templates that can be implemented throughout the entire duration of the induction programme.

  • You can download the relevant pdf here:

    • The school leader will have the knowledge and awareness of the conditions they need to establish to promote successful induction programme through mentoring.
    • The mentor will be familiarised and opened up for the potential issues and open questions that a new teacher might face.
    • The mentor and new teacher will establish an effective working relationship and define their needs and expectations, they will define future steps in their cooperation.
    • The new teacher will get familiarised with the culture and specifics of their new work environment, they will learn about the structure of the organisation and the roles of individuals that they will be working with.
    • The new teacher will reflect on their professional desires and personal motivations for the career that they are embarking on.

02. Developing planning and setting objectives/goals

  • This module aims to provide the beginning teacher (NQT) and the teacher mentor with the tools and guidance to
    design an action plan for beginner teachers entering an induction programme. It wishes to offer support for the
    beginner teacher in the acculturation/ appropriation of competencies that allows him/her to fulfil his/her
    professional objectives with progressive independence and autonomy. It also offers tools promoting monitoring
    of the implementation of the set action plan and self-reflection on their path.

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    • The new teacher will get familiarised with the culture and specifics of their new work environment, and with the modules of the induction programme.
    • The new teacher will reflect on their professional needs and desires for the induction year.
    • The new teacher and the mentor will establish an effective working relationship and define the action plan for the induction year, which can be adjusted during the school year based on the challenges the NQT will face.
    • Recognition of what the new teacher needs and desires to reach (the NQT can ask him/herself the question “what I will know by the end of the induction programme”).

03. Authority and
confidence in the class

  • Authority and trust are the key components in which teaching is built. If anything, teaching entails a form of communication among people, as well as a sharing of space and time. Authority and trust need to build upon each other in order to create the conditions in which communication can flow, thus finding the right balance related to all the regulations that are rooted in the classroom.

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    • The NQT will work on identifying his/her own teaching style and personality.
    • The mentor will gain access to material and information that will help him/her highlight the importance of finding the right balance between authority and trust.
    • The NQT will learn insights maintaining authority and confidence in the class.

04. Identifying motivation and drive and self-reflection

  • The objective of this module is twofold. First, to present all the main professional drives (motivations) that may lead someone to follow a teaching career as evidenced by the relevant research literature. Secondly, to encourage new teachers reflect on their own corresponding drives, based on this presentation, and draft a career plan for maintaining high motivation as teachers in the coming years. 

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    1. By the end of this module, new teacher(s) and mentor(s) will be able to:

      • Name and classify into broader categories the main reasons (motivations) for following a teaching career,
      • Acknowledge which of these reasons fit their own cases,
      • Identify concrete professional steps so as to create and maintain high motivation in the profession

    05. Issues of pressure
    and stress

    • The aim of the module is to introduce the phenomenon of stress and to explain in more detail how stress works in our body and how it affects our life (on a physical and psychological level). In addition, the module will talk about burnout, which is very present in teaching professions. Based on research, it will present the reasons why teachers burn out and propose the introduction of team and individual supervision as a solution to conflicts. The module also aims to present different techniques to relax the body and mind and gives advice on how to live with less stress.

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      • The principal learns about the causes of stress and burnout among teachers and gains insight into techniques that might help employees.
      • The mentor gains insight into the knowledge and functioning of stress and the various exercises that can be suggested to the NQT.
      • The mentor and the NQT learn about different ways of prioritising tasks that can help them organise their work.
      • The NQT that it is necessary to set clear priorities at the beginning of the career and to make commitments based on those priorities.
      • The NQT learns that a successful worker is able to separate work and personal life and take time to rest.
      • The NQT is familiar with some healthy lifestyles.

    06. Personal and
    professional life

    • This module aims to analyse the influence of work-life balance on job performance among teachers and to provide the NQT with tools to reflect on the importance of a work-life balance since the beginning of their career, having in mind job satisfaction and the quality of their personal life. It offers a reflection on the detrimental impact that a non-balanced work-life has on the teacher’s job and family life (stress, physical problems, relations problems, unethical practice, family disturbance, decreased performance). Finally the module supports nqts and their mentors in prioritizing tasks and setting accurate and achievable goals and helps them learn how to manage their time better and to be more efficient at work to produce better results.

    • You can download the relevant pdf here:

    • The NQT:

      • Understands the benefits of a work-life balance
      • Recognises the signs of an unbalanced life and activates the necessary mechanism to reverse the situation
      • Uses resources to establish a balanced lifestyle
      • Understands that he/she has to separate the contexts of work and home (leave work stress at work, and home stress at home)
      • Draws a boundary between work and his/her personal life
      • Learns to manage time efficiently
      • Finds the most effective work methods for him/her

    07. Developing supporting materials and using

    • The implementation of the Developing supporting materials and using ICT module aims to provide the new teachers and NQTs with a plethora of useful material and approaches that will assist them in their interactions with their mentor and their students and help them to become more effective and satisfied.

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      • The NQT will get familiar with alternative delivery methods and practical approaches.
      • The NQT and the mentors will gain access to templates and guides that will help them interact more efficient and structured.
      • The mentor will be familiarised and opened up for the potential issues and open questions that a new teacher might face.
      • The NQT will get an overview of non-traditional pedagogies.
      • The NQT will get exposed in various case studies and good practice examples that aim to inspire and quid his/her practice.
      • The NQT and the mentor will be introduced to a number of online tools for interactive learning, communication, content creation etc.

    08. Training opportunities (possibilities for continuous
    training and improvement

    • Implementing the Training opportunities (possibilities for continuous training and improvement) module aims to NQTs with a firm basis on which they can build their continuous professional development. Module offers teachers concrete steps and guidelines covering both external/administrative requirements for their progression, as well as internal/psychological incentives that can be utilized individually, or in collaboration with other teachers, to set realistic goals for every teacher to follow.

    • You can download the relevant pdf here:

      • NQTs will have the knowledge of national framework and regulations in regards to possibilities for continuous training and improvement.
      • NQTs will be familiarised with national requirements for teacher’s career progression.
      • NQTs will be able to reflect on their career progression, and will be able to concretely identify/monitor necessary steps for their professional development.
      • NQTs will be able to find seminars, conferences, and training opportunities that match their preferences.
      • Mentors will develop a framework through which they can share their own experience and examples of good practices.
      • Mentors and NQTs will establish a common basis through which they can communicate their needs, expectations, and plans for professional development.

    09. Classroom management and setting the discipline

    • Managing classes becomes a complex challenge because of the characteristics of each one. Thus, teachers must adopt effective educational and teaching strategies that respond to the needs of all students and are the manifestation of a school capable of offering quality experiences, motivating, and ensuring each student’s optimal development while respecting the rules of civil coexistence. Therefore, module 9 allows nqts to have a contextualized, valuable framework for forecasting and to solve common issues. Specifically, nqts will be able to master all aspects of the classroom’s psychological and didactical management traits.

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      • New teachers, often through the support of mentors, will know and learn the essential soft skills associated with the teaching profession.
      • Nqts will learn how to handle rules and situations within the school environment.
      • Both nqts and mentors will learn how to set goals and plan extracurricular activities.
      • Nqts and mentors will follow the methodological guidance of microteaching to identify aspects of NQT training that require corrective action.
      • Nqts will learn how to interact with students through suitable pedagogical approaches and discuss specific interaction scenarios with the mentor.

    010. Dealing with
    diverse students (students with
    diverse needs)

    • The main objective of this module is to familiarize the nqts with all the main categories of students with diverse needs that may be found among a school population, as well as to make them aware about their specialized needs. In addition, various ways are presented in order to support teachers and the school as a whole in responding effectively to these needs. 

    • You can download the relevant pdf here:

    • By the end of this module, NQT(s) and mentor(s) will be able to:

      • Name the basic categories of students with diverse needs that might be found among a school population
      • Become aware about the basic characteristics and needs of their students with diverse needs
      • Make appropriate adjustments in their professional practices so as to fulfil the needs of their students with diverse needs
      • Identify potential resources of expertise both within and outside the school community for seeking for relevant advice and guidance.

    011. Evaluation and
    giving feedback

    • Assessment and feedback is an ongoing process in any lesson design. We have to understand assessment as continuous and integrated in the progress that students continuously make day after day in the classroom. In order to do this, good feedback on all those actions that students do is essential to guarantee the provision of teaching quality.

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      • The mentor will gain access to material and information that will help him to approach the issue of evaluation and feedback and how to discuss about it.
      • The NQT will learn effective tips and reflections on the mentioned topics.

    012. Work with parents

    • By implementing the Work with parents the aim is to train the NQT and prepare them to interact in optimal way with parents and legal guardians of their students. Often neglected topic, it presents one of the crucial aspects of social/cultural/emotional part of the teaching profession. Thus, this module aims both to mitigate and complement pedagogical/methodological/social strategies potentially overlooked in the initial teacher training, as well as to offer concrete tools that teacher can use to connect better with and/or handle parents.

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      • NQT will be familiar with the regulations and positive examples of working with parents
      • NQT will be able to communicate efficiently and professionally with parents
      • NQT will be able to create their own style of working with parents and develop a positive relationship with them
      • NQT will be able to organize independent meetings with parents
      • NQT will know how to react to different parental approaches and requests
      • Mentor will be able to efficiently share their experience in working with parents and support the new teacher in developing theirs.

    013. Work with other
    (local) stakeholders

    • The purpose of this module is to provide introductory information on identifying key stakeholders in the school’s environment, the importance of engaging with these stakeholders, and agreements that guide effective partner interaction. It provides a basis for identifying who are the relevant stakeholders with whom to create value in the education system. Upon completion, this module shows a tool to guide cooperation with stakeholders. Finally, the module presents some best practices that stand out for the multi-stakeholder cooperation in the school education system.

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      • Mentor and NQT will learn the definition of stakeholders and, in detail, of stakeholders in the school environment.
      • Mentor and NQT will be able to identify the relevant stakeholders in the school environment.
      • Mentor and NQT will be able to identify the benefits deriving from the relationship with school stakeholders.
      • NQT will gain knowledge about the school’s environment in connection to the activities going on throughout the school year and will understand when and why certain specific outside organisations are partners in concrete activities.

    014. Administrative and
    technical obligations

    • Implementing the Administrative and technical obligations module aims to strengthen NQT’s ability for handling administrative requirements and necessary bureaucratic documentation proficiency. One of the most important goals of this module is providing teachers with a concrete basis through which they can expand their professionalism in the area of record keeping not only because of the requirements but to help them track their career.

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      • New teacher will be familiarised with all the administrative tasks that await him at school, and will be able to handle administrative and technical tasks independently.
      • New teacher will be able to organise school documents and relevant paperwork efficiently.
      • New teacher will get to know wider educational environment, and be able to utilize educational digital repositories related to his profession.

    Project LOOP- Empowering teachers personal, professional and social continuous development through innovative peer-induction programmes (626148-EPP-1- 2020-2- PT-EPPKA3-PI-POLICY)

    This project has been funded with support from the European Commission. This website reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

    This work is licensed under CC BY-NC-SA 4.0 

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