The quality of teaching is determined not just the"quality  of teachers- although this is clearly critical-but also by the environment in which they work. Able teachers are not necessarily going to reach their potential in settings that do not provide appropriate support or sufficient challenge and reward. Policies aimed at attracting and retaining effective teachers need both to recruit competent people into the profession, and also to provide support and incentives for professional development and ongoing performance at high levels. ( OCED, 2005, p7) Contents Part I. My Philosophy of Teaching and Learning Overview of Navitas Adult Migrant English Program (AMEP) for Distance Learning Part II. Purpose and Need for a DL Learning Online Teacher Induction Course Outline of DL Teacher Online Induction Outcomes Part III. Description of the Pilot DL Online Teacher Induction Course Rationale Implementation of a DL Teacher Online Induction Part IV. Reflections of Outcomes & Work Samples Part V. Evaluations & Important Learning Experiences References Appendix Part I. My Philosophy of Teaching and Learning. Overview The constancy of change in contemporary teaching and learning environments requires one to think critically about a teaching philosophy. In the 21st century, a new literacy has emerged ”the ability to use appropriate technological tools such as the personal computer and associated technological innovations in an Information Society. Alvin Toffler, futurist, and author of the classic Future Shock, puts it best, when he says: "The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn." A teacher must critically examine and re-examine their teaching philosophy, as the environments in which teaching and learning become increasingly diverse and varied. Teaching combines knowledge, skill, passion and compassion and this has been a major part of my life since 1985. Having a personal teaching philosophy is an essential and active element of a teacher. My philosophy of teaching is learner- centred and emphasises the importance of the learner's active participation in the construction of meaning. I believe teachers need to remember that students are individuals, bringing with them a diverse range of experiences, interests and abilities, which will inform their learning. In this context the role of the teacher is on of providing an environment where the students can contribute, interact and experiment while building their knowledge from the materials provided by the teacher or by other students or located by them. An essential element in this learning environment is that students must feel at ease, have fun and be given the opportunity to develop good co-operative learning relationships with each other and the teacher. Preparation and enthusiasm are cornerstones of effective teaching. Both are contagious and inspire success. Striving to be a successful teacher requires commitment and dedication to continuous lifelong learning I've always felt that being an educator isn't about what you do; it's about who you are. During my years of formal education, and throughout my career, I've found that the best teachers and instructors were those who brought their personality, passion, and experience into the classroom ”they didn't just teach about a subject, they opened up a conversation that included themselves and us, the learners. The classroom became a think tank” a place where learning from each other became the norm and not the exception. I've been teaching in the classroom and online for over 30 years now, and I still face the challenge of making content "real" for my learners. Even with the help of our newest technologies, which have transformed our classrooms into integrated  blended learning environments, I still need to focus on keeping it relevant and authentic I believe that teachers who demonstrate curiosity and passion about a subject area motivate students to learn. As a teacher, learner- centred teaching promotes learning that is both purposeful and enduring. It is my responsibility to know who my learners are, what kinds of knowledge and experience they bring to the group, and what they want to achieve so that I can tailor their learning that fits their needs and yet leaves enough room to accommodate topics that emerge from group discovery. By assessing where my learners are with respect to our mutual learning goals, I can provide the scaffolding they need to build connections between what they already know and the new understandings they seek to develop. I try to create an atmosphere that encourages group interaction and the sharing of ideas. I ask students to make personal introductions. I find that if I share information about myself, the learners are more open to sharing information about themselves. The environment I create both in the classroom and when interacting with individual learners, is one o