AW NQT Presentation June 17th Final 2014

Supporting NQTs
UCET Secondary Meeting
June 17th 2014
The provision of support for NQTs and the
linking of ITE and induction
Alison Winson
What we do before trainees leave?
• Make sure they have completed a ‘NQT destination’ form (inc.
name of their induction tutor)
• Talk to them about the induction year – rights and responsibilities
• Complete a UW CEDP – we keep a copy
• Explain about inspection in school and the links to our inspection
• Explain how we are keeping in touch and how important it is to
keep in touch
• Explain that we will be contacting them & their induction tutors
• Talk to them about the support that will be available, from UW, in
their NQT year
• Alert them to the website
• Share resources - books etc
• Graduation and alumni
What have we put in place?
New role ‘NQT Coordinator’
Administrative support
Clear development plan
A speadsheet to track our NQTs – keep a
record of comments from NQTs and induction
tutors. Also section 5 inspection grades if
these are shared.
How are we communicating?
• Emailed letter to all induction tutors at the start
of the year
• Term 1 and 2 email to NQTs and induction tutors
asking for an update
• Subject tutors keeping in touch with NQTs
through email and social media
• Email to all induction tutors at end of the year
• Email to NQTs at end of year for feedback
• Website pages for NQTs
Where are our NQTs?
• Each year
approx 40% of
NQTs gain jobs
in partnership
• Approx 60%
remain in the
West Midlands
The web pages
Message from the Head of Institute
Facilities to access
How subject tutors are keeping in touch
Employer perspectives
Google destination map
Video clips of NQTs talking about their
• Information about Master’s
• Events
Programme of Events
• November
Transitions from trainee to teacher
Reflections on the first half term
Time management
Behaviour and inclusion
• February
– Curriculum Development & Inspirational teaching &
learning strategies
• April
– Assessment and report writing
• June
– Leadership and Management
Involving NQTs (and RQTs) in the course
planning and management
• NQTs (and RQTs) are members of the Course
Management Committee
• NQTs (and RQTs) invited to the Subject Coordinating
• NQTs are invited to present to trainees
• NQTs involved in the External Examiner programme
• NQTs involved in the Periodic Review
• Many former trainees are now subject mentors
• Built up case studies on our website of the
progression of former trainees
• Filming of NQTs
Problems we have encountered
• Difficulty contacting both NQTs and induction
• More difficult with those schools that are not
partnership schools
• Sharing of information sometimes difficult –
data protection
• Not wanting to keep in touch
• Poor attendance at evening events
The Inspection
• Interviews with individual and/or groups of formertrainees
• Observed teaching of NQTs (4) and gave feedback
• Tracking progress of all NQTs using TRNs – data not
shared openly
• Commented on NQT teaching in the report
• Commented on the discussions they had with NQTs
• No reference to the work we are doing with NQTs to
monitor and support
The Future?
•Send the CEDP information to schools?
•NQT conference
•Linking with the local TeachMeet?
•Offering a support package to schools?
•Contacting schools after their inspections to gather data
•Project with clusters of NQTs?
•Section 5 inspections will focus on NQT support from September 2015
•Chartered Teacher Status?
•Putting pressure on OfSTED to share the section 5
data under the freedom of information act.
How to survive your NQT year (Cowley 2003)
The Newly Qualified Teacher’s Handbook (Holmes 2009)
Lush, V. (2009) Get Ready to teach: a guide for the newly
qualified teacher
Cheminais, R. (2010 SEN for newly qualified teachers...
Holmes, E. (2006) FAQs for NATs
Roffey, S. (2011) The new teacher's survival guide to
Bubb, S. (2010) The insider's guide for new teachers:
succeed in training and induction - 371.1/BUB
Wright, T. (2008) How to be a brilliant trainee teacher
Bennett, H. (2009) The trainee teacher's survival guide
Journal of Education for Teaching: International research and pedagogy
Volume 39, Issue 1, 2013
Special Issue: Masterliness in the teaching profession: global issues and local developments
Elika Yaffe (2010) The reflective beginner: using theory and practice to
facilitate reflection among newly qualified teachers, Reflective Practice: International and
Multidisciplinary Perspectives, 11:3, 381-391, DOI: 10.1080/14623943.2010.490070
Stephanie Kurtts (2011) Successful induction for new teachers: a guide for NQTs
& induction tutors, coordinators, and mentors, Teacher Development: An international journal of
teachers' professional development, 15:1, 123-124, DOI: 10.1080/13664530.2011.555230
To link to this article:
James Broad (2010) The insider’s guide for new teachers: succeed
in training and induction, European Journal of Teacher Education, 33:4, 447-448, DOI:
To link to this article:
Preparation for the NQT year
A Guide to New Induction Rules (James Williams) Provides a
useful summary
Induction for newly qualified teachers (England) Full details of the
induction process
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