Réalt na Mara National School and Centre for Autism
INDUCTION: WELCOME TO OUR SCHOOL COMMUNITY
PURPOSE
The purpose of this policy is to actively support and promote both individually and
collectively, the professional development of all newly qualified staff members undertaking
the process of induction in our school. It is believed that the support and guidance offered at
whole school level will promote the continued high standards of teaching and learning in our
school and enhance the holistic development and learning experience of all our pupils.
Benefits to our school community will include:
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An integrated whole school approach to induction that promotes shared teaching and
learning experiences through a range of in school activities
The development of a support system for teachers involved in the probation process
through the appointment and training of a school mentor(s).
The provision of an induction process that will promote professional dialogue and
reflection of practice.
Building confidence in our newly qualified teachers as they enter the teaching
profession and through collaborative support, ensuring improved learning outcomes
for all.
KEY ROLES IN INDUCTION
Principal (Mr McCaul)
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Mentor (Adele Clune)
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Mentor (Adele Clune)
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To nominate a teacher (s) to train as school mentors
To support the mentor and NQT/s
To consult with the mentor and NQT regarding the
induction plan
to liaise with the mentor and NQT regarding inputs at staff
meetings on the induction process
to inform the Inspector when substitution cover for schoolbased induction activities is being availed of
to oversee the planning and preparation for teaching and
learning by NQTs and put arrangements in place to support
same
to provide personal, professional and pedagogical support
for the NQT
to co-ordinate the induction plan and induction activities in
collaboration with the Principal and the NQT
to liaise with the principal in providing short updates at
staff meetings on the process of induction
to liaise with other staff members in relation to
opportunities for the NQT to visit their classrooms and
work alongside them
to work in partnership with the NQT in the classroom e.g.
observing and giving feedback
Réalt na Mara National School and Centre for Autism
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NQTdfgh
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Whole School
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to clarify school policies and procedures for the NQT
to provide support for planning and preparation for teaching
and learning
to accept and give feedback in a constructive, open and
professional manner
to engage in good planning practices
to consider professional feedback offered by the principal,
mentor and other staff who advise about teaching and
learning
to learn from established good practice
to seek advice and support where necessary
to work in partnership as part of a school team
to take part in the induction process and activities relating
to individual requirements.
to support the NQT through co-planning and co-teaching
to engage in professional dialogue through the sharing of
professional experience
to facilitate observation opportunities for the NQT where
best practice can be observed
to share resources where applicable that consolidate
learning.
ATTENDANCE AT NIPT WORKSHOPS AND OTHER CPD
This is a developmental document that the NQT will receive at the beginning of the year. In
the non-pilot programme, attendance at 10 out of the 12 workshops is now a requirement for
full registration with the Teaching Council. The attendance at the workshops will guide
professional dialogue between the mentor and the NQT on the varying topics. As the year
passes, other needs may emerge that can be discussed at the meetings.
ON-GOING SUPPORT THROUGHOUT THE YEAR
 meetings between the mentor and the NQT
 meetings with the mentor, NQT and the principal
 provision of an induction plan outlining specific induction activities based on the
needs analysis at the beginning of the school year
 application for release days for the purpose of in school induction activities
 Feedback sessions and reflection on practice.
INDUCTION ACTIVITIES
Depending on the needs analysis of each NQT, an induction plan will be drawn up for each
term of the school year. An application will be made to the NIPT for school release days to
Réalt na Mara National School and Centre for Autism
facilitate a number of in school induction activities. Some examples of activities that may be
decided upon and used are:
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Meetings with mentor
Observation of a specific lesson in another classroom (similar/different class range)
Observation of mentor or another colleague teaching a lesson to NQT’s class
Demonstration lesson by another teacher/mentor- not classroom based e.g. Maths trail
NQT writes up lesson and observer mentor/another teacher deliver it to NQT’s class
Meeting with SET
Member of SET works in NQT’s classroom
Observation and co-teaching in Centre for Autism
Mentor works with NQT in class ( co-teaching)
Planning for teaching and learning
Discussion based on workshop material
Coaching in specific methodologies/programmes/topics
Reflection and feedback in the form of professional dialogue will also play an integral part in
school based induction activities.
REVIEW: A review of the induction policy will take place at the end of year based on
feedback from the principal, mentor, NQT and school staff. This will also be informed by the
ongoing process of identifying and developing new areas for innovation and improvement.
Signed on behalf of the Board of Management:
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Chairperson, Board of Management
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Date
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Date