Many challenges exist for teachers trying to secure employment in schools, particularly for those beginning their teaching career. Expectations are high from teacher education graduates that they will make an immediate transition to their 'own' classroom, as a permanent full-time teacher, once graduated. The reality is, however, that most beginning teachers in New South Wales enter the teaching profession initially on a Casual basis. This paper highlights a number of issues that contribute to the difficulties casual beginning teachers experience by exploring the supply and demand of school teachers, the increasing casualisation of the teaching workforce, and other issues compounding on casual beginning teachers. The paper concludes with the recommendation that, inter alia, different stakeholders should share information, which will result in better supply and demand relationships within the teaching profession.

The key purposes of the EdASP were to enhance the innovation in and/or the quality of higher education by establishing a support service model for beginning teachers aimed at improving teacher retention in their first five years of service. The Project used The University of England (UNE) web-based technologies, to deliver support for beginning teachers in 2005 by providing fora for sharing professionally-based and academically-based information and for social interaction. The professional significance of the project was twofold: (1) The neophyte professional has to be assisted to adjust to specific classroom situations as part of the life-long learning continuum. Broadly this has not been done well in teaching despite reports over the last 25 years calling for various forms of support to be provided. (2) Teacher supply is currently a problem as many, especially baby boomers, are leaving teaching and there is the perennial problem of hard-to-staff schools. Beginning teachers are seen as potentially vulnerable as they cross the line into their new professional world. They bring with them social, cultural and political capital to deal with this new world. Where these are ineffective then vulnerabilities will arise and such teachers, more particularly, will need support. The method was essentially a case study using UNE alumni of 2005 who were invited to take part in primary and secondary online environments divided into discussion fora perceived to be useful to them. Discussion fora were available from the first day of first term until the end of the year. Postings by mentors and beginning teachers formed the bulk of the data though a specially prepared evaluative questionnaire was sent to all 2005 alumni. Data were mainly analysed using nVIVO and thematic analysis.

The Education Alumni Support Project provides online support for UNE graduand beginning teachers. In late November 2004 we were invited to rework the HEIP project application to suit the changed timeframe. The original timeframe can be seen in Appendix 1. Our modified proposal met HEIP requirements. We are grateful to DEST colleagues, especially Mr Paul Pfluger, for swiftly assisting us in getting the formalities of the project cleared. UNE staff also assisted us greatly in the demanding process of establishing the web environment shells and the associated log on requirements for graduands. We quickly determined that the projected trials could not take place (and hence baseline data as originally planned could not be obtained). A key decision was that the project had to be ready for the first day of school in 2005. We successfully achieved that objective. Much of the preparatory work set out prior to Monday 17 January 2005 was concertinaed into the December/January period. In short, major milestones we have achieved to date are: 1. Re-worked the outcomes and budget consistent with the thrust of the project and timeframes allowed; 2. Mailed recent graduates (twice); 3. Created a WebCT environment for primary beginning teacher online mentoring (a major task); 4. Created a WebCT environment for secondary beginning teacher online mentoring (a major task); 5. Created related resource web pages; 6. Gained UNE Human Research Ethics approval; 7. Achieved participation by six additional academics covering different areas for online support (the research participants/facilitators); 8. Went ‘public’ on 17th January 2005, just before schools in NSW began; 9. Guided and facilitated online discussions responding to neophyte teachers’ needs at least weekly or more often if discussion activity demanded; 10. Developed a preliminary literature review to guide conceptualisation and action research of the project; and Education Alumni Support Project Progress Report 3 11. Conducted semi-regular EdASP team meetings to consider the direction and needs of the online discussion and collaborate on project development issues. The remainder of this progress report provides some detail, where appropriate, of the above outcomes together with an indication of early results.

This paper reports the findings of a study on the lived experiences of UNE graduates from a range of Primary and Secondary initial teacher education programmes who are employed as casual beginning teachers. Data were gathered through telephone interviews and analysed using the relatively new qualitative data software called Leximancer (Smith, 2007).

This paper reports findings of a study on recent UNE graduates from a range of Primary and Secondary initial teacher education programs who are employed as casual beginning teachers and, specifically, their lived experiences. There are some positives, for example, lifestyle flexibility but mostly it's about on-going struggle to maintain personal motivation and well being in the face of unpredictable and transient teaching assignments, low professional status and negligible professional development and support. Given the increasing casualisation of teaching, the proportion of early career teachers leaving the profession and the need for better classroom pedagogy, there are important messages here for both employers and university teacher educators.

• A support service model for beginning • Providing: - Academic support - Professional support - Social interaction - Resource sharing • Available to all UNE 2004 teacher graduates. • Aimed at improving teacher retention in the first 5 yrs of service.