Wednesday 26 th June 2012
Ged Geoghegan Sanjay Patel

• To enable Induction Tutors to understand their role and responsibilities under the statutory induction regulations.
• To prepare Induction Tutors for their role in monitoring, supporting and assessing NQTs

the process by which your NQT’s academic qualification becomes a professional one

What does your NQT have to do to satisfactorily complete the induction period?
The DfE regulations require that an NQT should, by the end of their induction period, meet fully the new standards
To meet these requirements, NQTs need to:
• work with increasing professional competence in areas where, during initial training, it was assumed they would need the support of an experienced teacher;
• focus on aspects of professional practice that can be better developed during employment as a qualified teacher, and over a longer period of teaching than is available to most trainee teachers during their initial teacher training;
• consolidate and build on what they have already achieved in order to be awarded QTS.

• The NQT should be registered for their induction.
Registration form is on the intranet at http://www.traffordlearning.org/trafford/Sections/ public_html/atoz/Teacher%20training%20and%2
0recruitment/infoprimarynqt.htm
• The headteacher should confirm that the NQT has successfully completed QTS and passed the relevant skills tests

• The induction period lasts the equivalent of 3 full terms
• All NQTs should have a reduction of 10% in their teaching timetable
(This is in addition to
PPA time) to enable them to undertake activities as part of their induction programme
• Each NQT should have an individual induction tutor appointed by the headteacher

• The post must involve your NQT regularly teaching the same class(es) and they should be protected from ‘unreasonable demands’ e.g. taking on curriculum co-ordinator/leader roles, teaching classes with exceptionally demanding behaviour problems or subjects/year groups for which they have not been trained.
• All NQTs have an entitlement to an individualised programme of support, monitoring and assessment from an induction tutor with objectives set to support them in meeting the core standards.

• NQTs who fail the induction period can never teach in a maintained school or a non-maintained special school again.
• They cannot re-take induction and extensions are only allowed in special cases.
• They do not, however lose their QTS.

• Ensure appropriate Induction Programme is provided
• Recommend to LA (Appropriate Body) when satisfactorily completed
• Keep governors informed about arrangements and results
• Overview CEDP to check that it sets short, medium and long term goals for NQT
• Inform LA if arrangements vary
• Job description must not make “unreasonable demands”

• Maintain all records of NQTs
• Identify Induction Coordinators: Ged
Geoghegan for primary, Sanjay Patel for secondary
• Identify LA “named contact”: Mark Creighton
9121254 (impartial to induction arrangements)
• Advisers’ role: observation, support for all involved, high level of support for problems that may arise

• Should be line manager/SMT/experienced teacher with considerable contact with NQT
• Should be fully aware of requirements and have necessary skills and expertise
• Headteacher can be Induction Tutor
• Must carry out formative and summative assessments of performance
• Must carry out “rigorous and equitable” assessment
• MUST keep records of observations and discussions – these can be challenged

• Support, monitoring and Assessment
• Although the Headteacher will have overall responsibility for the induction of the NQT, it is likely that this will be a strategic role
• Tutor’s role is day to day operational
• This does not mean you have to do
EVERYTHING, but it does mean you have to lead and manage the process

• Should make CEDP available at start of programme
• Should participate fully in programme devised for them
(school and LA)
• Should monitor their own work in relation to Induction
Standards, supported by the CEDP
• Should take increasing responsibility for own professional development as Induction progresses

• To provide your NQT with a programme including day-to-day monitoring and support

Within the first 4 weeks of your NQT taking up post
• Meet with your NQT and discuss their career entry and development profile. The CEDP is now electronic.
• Draw up a simple plan of action with them which will help them to successfully meet the core standards and in particular address identified areas for development related to the core standards
• Map out how they might use the 10% release time to support them in meeting the standards and in particular the identified objectives
• Carry out an observation of your NQT’s teaching and provide both verbal and written feedback

• Regular (fortnightly) meetings with your NQT
• Dates when the NQT will be observed
• The professional review meeting
• The first assessment meeting

• Every 6 to 8 weeks one of your weekly meetings is a review of progress – This is the professional review meeting
• Review your NQT’s action plan agreeing new objectives if appropriate and planning support to help the NQT meet the objectives
• Review how the NQT is using the 10% release time agree some more dates if need be
• Provide your NQT with clear and unambiguous messages about their progress towards meeting the standards
• This process should also be included as part of statutory assessment meetings
THE ABOVE SHOULD RELATE TO THE NEW
STANDARDS

• Meet with your NQT (and your headteacher/SMT member) for a formal assessment meeting.
This involves you completing an assessment form which records your NQT’s strengths, areas for development, targets for the coming term.
• The form also records a judgment on whether or not your NQT is on track to meet the standards.

What evidence should you use to support your assessment judgements?
• Lesson observations
• Informal monitoring and observation
• Views from other colleagues
• NQT’s planning
• Pupil outcomes
• Homework
• NQT’s portfolio
• CPD record
• Professional conduct

• Transition Point 1 happens at end of initial training – this should be completed in
CEDP
• Transition Point 2 should be written during first few weeks in school
• Transition Point 3 is at end of year, leading into
Appraisal

What can an NQT expect?
• 90% timetable
• Induction Tutor
• Individualised induction programme
• Action plan
• Observation of teaching with follow up review meetings
(twice-termly)
• A programme of professional development opportunities
• Termly assessment meetings and reports
• Additional support in cases of difficulty
• A named contact at the LA – Mark Creighton
• A recommendation to the TA

approachable good listening skills empathy knowledge (subject and other) supportive positive flexible open to ideas role model gives freely of time professional straight talker diplomat trustworthy organised and efficient foresight give advice reassure facilitator

A positive experience when…..
• Bottle of wine on arrival !
• Introduced to all staff (and pupils)
• Letter of introduction to and from new class/access to site in holiday
• Essential checklist from school – basic and most important
• Buddy as well as mentor – second/third year teacher?
• Supportive colleagues – on the job advice
• Dedicated time with mentor and a structured programme
• Some successes under belt – build self-esteem
• ‘Junior’ status immaterial
• Not left to get on with it – positive attention
• Opportunities to take responsibility, with support

• Behaviour management (of individuals more than classes)
• Filling popular teacher’s shoes – establishing rapport with new class
• Time management and work-life balance ‘Managing Me!’
• Over-preparation
• Relationships with TAs/LSAs
• Protocols e.g. observing colleagues
• First parents’ evening
• Mentor not in same year/phase
• Mentoring on the hoof/rushed
• Not wanting to say no
• Isolation – no links with other NQTs
• Over/under-observed
• Lack of feedback on how doing so everything must be OK?
• Reports – no guidance or house style

• Highly skilled professional who care about future of teaching profession
• Pastoral support vital
• Effective liaison with other staff
• Ability to assess performance “rigorously and equitably”
• Ability to increase professional competence
• Ability to identify needs and arrange input to compensate

• Organisation –
own workload!
• Time management – demonstrating most effective way of achieving
• Observational
• Clear communication
• Constructive / evaluative criticism
• Self-evaluation: as an exemplar of being a reflective

• The new standards will apply to the vast majority of teachers regardless of their career stage . The
Teachers’ Standards will apply to: trainees working towards QTS; all teachers completing their statutory induction period; and those covered by the new performance appraisal arrangements
• The new standards replace the existing Core professional standards, and will be used to assess an NQT’s performance at the end of their induction period in employment. The standards themselves do not specify any new or different elements to the expectations placed on
NQTs as opposed to those required for the award of QTS.

• The decision about whether an NQT has met the standards to a satisfactory level at the end of their first year of full employment will therefore need to be made on the basis of what should reasonably be expected of an NQT working in the relevant setting and circumstances, within the framework set out by the standards. That judgement should reflect the expectation that
NQTs have effectively consolidated their training, and are demonstrating their ability to meet the standards consistently over a sustained period in their practice.

• In order to meet the standards, a trainee or teacher will need to demonstrate that their practice is consistent with the definition set out in the Preamble , and that they have met the standards in both Part 1 and Part 2 of the
Teachers’ Standards document.

• Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils.

A teacher must:
• 1 Set high expectations which inspire, motivate and challenge pupils
• 2 Promote good progress and outcomes by pupils
• 3 Demonstrate good subject and curriculum knowledge
• 4 Plan and teach well structured lessons
• 5 Adapt teaching to respond to the strengths and needs of all pupils

A teacher must:
• 6 Make accurate and productive use of assessment
• 7 Manage behaviour effectively to ensure a good and safe learning environment
• 8 Fulfil wider professional responsibilities

PART TWO: PERSONAL AND
PROFESSIONAL CONDUCT
• A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.

on intranet
• VITAL that
are returned on time!
• Term 1 and Term 2 identical. Comments over the three terms should reflect each of the standards. Comment on areas of strength and areas for development.
• Term 3 Pass or Fail
• Electronic version available

582/2001 carries all official requirements. Available on the DfE website http://www.education.gov.uk/schools/l eadership/deployingstaff/newstaff/b0
066959/induction-newly-qualifiedteachers

• NQTs
start in January or after Easter
through supply agencies
• Part
leave
contracts
in Special Measures
• Special schools
PPA

complaints procedure
to pass Induction year
to panel
• The
for
of judgements