Orientation and induction for remote teachers


These pages have information for teachers commencing employment in remote schools and information to assist school leaders in supporting new recruits.

The teacher information is divided into the following stages:

  1. Prior to commencement: provides information and resources about teaching in the Northern Territory, for access before taking up your teaching post.
  2. On arrival: provides details about an orientation program and local induction at your new school.
  3. Ongoing support: outlines processes in place to provide you with continuing support including professional learning and networking with colleagues.

New teachers will receive mentoring to assist with their local induction and professional development.

Information has also been prepared for principals and leadership teams who play a central role in supporting new teachers and providing direction for meeting Northern Territory Teacher Registration Board requirements.

Go to the Teacher Registration Board of the Northern Territory website for more information about registration requirements.

Remote teacher experiences

School children and teacher at YirrikalaSchool children  Teacher and Principal in Ali Curung


Teach NT 
08 8999 5707

orientation.doe@nt.gov.au (orientation queries)
educapability.doe@nt.gov.au (induction queries)

Prior to commencement

This page has information on available resources to provide an overview of teaching in the Territory prior to commencing your new role.

Contacting your new principal is a good way to learn more about the school, students and the community.

You may want to ask your principal about:

  • the main languages spoken in the community
  • how far your house is from the school and if it is in walking distance
  • the appropriate dress for males and females in the community
  • who to go to on arrival in the community
  • the essentials you should bring
  • the provision and reliability of internet and phone services
  • health/banking/food/transport services in the community
  • access in and out of the community in wet and dry seasons
  • details of your first day/week at the school e.g. support, classes, mentoring
  • preparation before you arrive in the community
  • details of the literacy and numeracy programs used in the school.

For more information about teachers in the Territory, go to the Teach in the Territory website.

image of children and teacher playing in the outback

Read more about living and teaching in remote Northern Territory communities in the department's Remote teacher guide PDF (4.8 MB).

For more information about remote communities, go to the Northern Territory Bushtel website.

Teacher responsibilities

The teacher responsibilities guide clarifies the role of teachers working in schools.

Read more about the teacher responsibilities guide.

The curriculum

The Australian Curriculum forms the basis of teaching and learning in Northern Territory schools.

For more information, go to the Australian Curriculum website.

English as a second language

Indigenous language speaking students have English as an additional language or dialect and are provided intercultural teaching and learning instruction as they learn the curriculum.

Read more about English as a second language resources for teachers.

Read more about the English as a second language policy and guidelines.

For English as an additional language or dialect (EAL/D) professional standards, go to the Australian Council for TESOL Associations website.

To develop knowledge and practice for teaching English as an additional dialect or language learners, read the EAL/D capability framework PDF (2.6 MB).

Support for teachers

A range of resources are available to support your teaching and professional development.

Read more about support for teachers.

Further information

Read Remote Ready PDF (3.9 MB).

On arrival

This page has information on the department's orientation program and local induction for remote teachers.


If you are a graduate teacher, new to the Northern Territory or a recommencing teacher (returning after three years or more), you will need to attend the orientation program to help you transition into your new position.

The program provides you with an opportunity for professional networking and to learn more about living and working in remote Northern Territory communities.

You will also learn more about the department’s resources, support services and strategic initiatives.

You will discuss best practice strategies and pedagogy for teaching Aboriginal students as well as curriculum, assessment and reporting expectations.

Local induction

You will be further supported through a local induction when you arrive in the community.

Your local induction will begin with an introduction to the community, to local people, places, expectations and practices. You will also be introduced to school priorities, policies, procedures, processes and routines.

This is a perfect time to meet the teaching team to discuss ways you can learn, plan, teach and assess together.

Talking with local Aboriginal teachers, assistant teachers and community members will help you learn about students, the community and culture.

Your induction will continue and be supported through mentoring and professional learning.

The duration of local induction will depend on your career stage and needs.

To learn more about local induction read the information for principals section.

What to expect

The purpose of local induction is to:

  • introduce you to the school, community and working culture
  • clarify your role and responsibilities
  • inform you about the teaching context and student cohort
  • develop your team teaching skills and practices
  • establish and formalise your mentoring relationship
  • assist you to develop your teaching practice against the Australian Professional Standards for Teachers
  • support you to understand and collect evidence to meet the professional requirements set out by the Teacher Registration Board of the Northern Territory
  • identify opportunities to help maintain your wellbeing and build your professional identity.

Further information

Teach in the Territory website:

Go to the Teacher Registration Board of the Northern Territory website for information on professional standards and ethics.

Ongoing support

The prior to commencement and on arrival support will have helped you to become familiar with the school and community.

You will have:

  • established your professional growth plan with your principal or line manager
  • met with your line manager to seek feedback on your role
  • established an ongoing collegial relationship with your mentor
  • visited the EAL/D Hub to reflect on your developing understanding of teaching Indigenous learners
  • reflected on how your own cultural norms impact on the way you view yourself and the community.

Professional learning

Working with your principal and line manager, you will continue to engage with professional learning, formal mentoring and networking opportunities as identified in your professional growth plan.

Maintaining teacher registration requires documented evidence of ongoing professional learning. It is the responsibility of all teachers to maintain records of any professional learning activities undertaken.

Read more about professional learning.


You will have established a mentoring relationship and be meeting regularly with your mentor for the common purpose of development and learning. You are able to utilise your mentoring relationship to:

  • accelerate professional standards and overall performance
  • meet the requirements of the Teacher Registration Board of the Northern Territory to move from provisional to full registration
  • clarify significant decisions
  • gain additional perspectives and different ways of thinking
  • discuss current issues and how they may impact the individual, team, school and community
  • gain insights into the way the school and community works
  • access networks and draw upon relevant school and community resources
  • think about challenges to take proactive steps and move forward
  • challenge assumptions and perspectives
  • seek guidance on best practice and team teaching approaches.


You can utilise your mentor, teaching team and other colleagues to:

  • actively participate in on-site professional learning opportunities
  • collaborate in planning, teaching and assessing student learning
  • develop a deeper understanding of the community including family groups, languages and local events.

You will be encouraged to share professional reflections and advice with your colleagues as part of the process to develop other teachers in the Northern Territory.


Mentoring is a two way relationship. Mentors and mentees assist each other to become the best teachers they can be.

Mentoring will help build the capability and professional standards of a teacher-mentee to develop against the Australian Professional Standards for Teachers and cultivate professional identity.

For graduate teachers and teachers new to the Northern Territory, teacher-mentors can provide professional and wellbeing support to assist moving from provisional to full registration.

Go to the Teacher Registration Board of the Northern Territory website for information on registration, supporting documents and processes.

Mentoring support resources

You will have access to online mentor and mentee training when you commence with the department.

Effective Mentoring Guide PDF (5.1 MB)

Effective Mentoring Guide

Induction information for principals

Principals and school leaders play an essential role in local induction for remote teachers.

You can assist with the induction of new teachers to your school by:

  • contacting teachers prior to arrival at the school to plan and clarify important information
  • providing a school-specific welcome pack for new teachers
  • providing school and community specific local induction supported by formalised mentoring.

Welcome pack

Welcome packs can be tailored to suit the role of individual teachers. They may be provided on arrival or emailed to the teacher before commencing at the school.

What to include in a welcome pack

  • a welcome letter
  • previous school newsletter/s
  • information about the school including any relevant strategic and implementation plans
  • school procedures and policies
  • plan of the school
  • organisational chart – photos of key personnel can help
  • school structures – key committees and decision-making processes
  • professional learning communities operating within the school
  • employment conditions
  • where to report, and to whom, on the first day
  • job description
  • key school policies and emergency procedures
  • calendar of school events and holiday dates
  • daily routines including arrival and departure times, staff meetings, yard duty.

Ongoing support

You can support new teachers by:

  • providing a mentor
  • assisting them to understand and engage with teacher probation processes to meet Teacher Registration Board requirements
  • working with the new teacher to establish and maintain their professional growth plan
  • scheduling regular times to meet and check if there are any issues or needs
  • providing opportunities for feedback.

Local induction implementation resources

2018 Local Induction for teachers in remote schools _ guidelines for principals

Local Induction for teachers in remote schools: guidelines DOCX (345.8 KB)

2018 Local Induction Template for Remote Schools - Planner

Local induction for teachers in remote schools: planner DOCX (267.1 KB)

Additional resources

Go to the Australian Institute for Teaching and School Leadership (AITSL) web site to access more information about induction for early career teachers.

Graduate to proficient: Australian guidelines for teacher induction into the profession PDF (294.0 KB)