The Induction Process.

‘The recommendation for the award of qualified teacher status and registration with the GTCE is made by an accredited Initial Teacher Training (ITT) provider following an assessment which shows that all of the QTS standards have been met. The newly qualified teacher (NQT) may then begin the induction period. NQTs will not be required to meet fully the core standards until the end of their induction period.’

Professional Standards for Teachers tda September 2007

Core Standards

Professional attributes•Frameworks.

•Relationships with children and young people.

•Communicating and working with others.

•Personal professional development.

Professional knowledge and understanding

•Teaching and learning.

•Assessment and monitoring.

•Subjects and curriculum.

•Literacy, numeracy and ICT.

•Achievement and diversity.

•Health and well-being.

Professional skills

•Planning.

•Teaching.

•Assessing, monitoring and giving feedback.

•Reviewing teaching and learning.

•Learning environment.

•Team working and collaboration.

NQT ENTITLEMENT

All teachers who obtain Qualified Teacher Status (QTS) have to complete successfully an induction period equivalent to three school terms full-time, if they are to work in maintained schools or non-maintained special schools in England. NQTs should be given a job description that makes reasonable demands. They should normally serve induction in a post which:

• Enables them to teach inside the age range and subjects for which they have been trained;

• Does not present them on a daily basis with acute or especially demanding

discipline problems; • Enables them to teach the same classes regularly; • Does not involve them in additional non-teaching responsibilities without

preparation and support.

Supporting induction for newly qualified teachers.

The NQT induction programme should provide:

• An individualised programme of monitoring and support; • Three formal assessments of your performance against the Core

Standards; • A timetable equivalent to 90% of the normal teaching time

undertaken by other teachers in the school in addition to the statutory Planning, Preparation and Assessment Time;

• Support from a designated induction tutor; • Focused observation of your teaching and follow-up discussion; • At least one Professional Review meeting with your induction tutor

every 6 to 8 weeks, to review and revise your objectives;

• The opportunity to observe experienced teachers in your own school and, if possible, in others.

Observation once a term within school, with discussion before and after. At least two sessions during the year at another school, with clear purposes related to individual objectives and discussion before and after;

• A planned programme of professional development, based on strengths and areas for development identified in the Career Entry and Development Profile, which is currently under review, and focused on helping to meet the Core Standards.

Schools LA NQTs

1.- Inform the LA of all NQTs eligible for induction joining and leaving the school (via forms NQT 1 and NQT 2) 2.- ensure that an NQT’s teaching load does not exceed 90% of the normal teaching time undertaken by others in the school 3.- monitor the progress of all NQTs 4.- provide support through a designated induction tutor 5.- provide an individualised induction programme that includes observation and feedback 6.- undertake 3 Formal Assessments against the Core Standards 7.- send the Assessments for each NQT to the LA 8.- at the end of the year, recommend to the LA whether NQTs have met the Core Standards 9.- keep Governors informed of progress by NQTs.

1.- inform schools of their responsibilities 2.- keep records of the names of NQTs and the outcomes of their Formal Assessments 3.- decide whether to support the Headteacher’s recommendation that an NQT has met the Core Standards 4.- inform the GTCE accordingly 5.- monitor Standards of induction arrangements and of assessments in schools 6.- provide a named contact for NQTs 7.- offer support to NQTs and to schools with an NQT in difficulty 8.- decide whether it is appropriate to extend an NQT’s entitlement to short-term supply work.

1.- make sure their name is registered with the LA as an NQT 2.- take increasing responsibility for their own professional development 3.- make available and use the Career Entry and Development Profile to identify development objectives 4.- participate fully in the Induction Programme of monitoring, support and assessment.

Roles and Responsibilities

USING INDUCTION TIME (10% taught time)

This will be planned with the induction tutor. This may be taken as a half day or in blocks of time not less than an hour . The purpose of the 10% release time is to enable the various parts of the induction programme to be implemented, the following activities may form part of this process:

• Attending induction and other courses;

• Observing a colleague teaching your class, perhaps using your own lesson plans;

• Observing colleagues teaching their own classes in our school and in other schools;

• Attending network meetings with other NQTs; (Some Learning Communities have set up regular meetings for their NQTs)

•Evaluating resources in the school, such as computer programs;

•Book to see an Adviser at the Literacy and Numeracy Centre, and visit the Schools Library Centre;

•Researching and arranging visits for pupils to museums, galleries and other venues;

•Looking at the educational possibilities of the local environment;

•Working with the SENCO on writing Individual Education Plans (IEPs), learning more about strategies for teaching the pupils with special educational needs in your class;

•Improving subject knowledge through reading, observation, discussion, etc;

•Meetings with their induction tutor;

•Keeping their professional portfolio up to date;

•Preparing for review and assessment meetings; •Planning work in preparation for observation; •Learning more about strategies for teaching pupils with English as an additional language – those schools who have little EAL may link up with other schools who do have more experience; •Learning more about strategies for teaching very able pupils.

Induction time is not for:

catching up with planning, assessment, display etc.

If you are having serious difficulties managing your workload without using your release time then you should bring this to the attention of your induction tutor.

PPA TIME

PPA time applies to all members of staff with a teaching commitment, including NQTs. Therefore, in addition to the time set aside for induction related activities, NQTs should also receive a further minimum 10% of their 90% timetabled teaching time as guaranteed time for planning, preparation and assessment.

CAREER ENTRY AND DEVELOPMENT PROFILE At the Start of Induction You will need to discuss your CEDP with your tutor as soon as possible after your

appointment (if possible prior to taking up post, if not within the second week of starting)

a. to inform your tutor about your experience as a trainee teacher

b. to agree objectives for your action plan

c. to plan the support to be provided for you

d. to agree dates for review and for termly assessment.

Objectives – should be based on:

• your individual strengths and needs • the TDA Core Standards

• the demands of your first post • your induction tutor's observations

• any difficulties you may be experiencing.

Towards the End of Induction

In your final review meeting with your tutor before the final assessment, you should use the section in the CEDP to:

a. reflect across the whole induction period

b. evaluate your induction support programme

c. discuss your longer term ambitions and development needs.

This will provide a good preparation for taking part in the school's performance management processes in your second year.

(If your contract of employment is such that you will be leaving your first school before you have completed your induction, it is important that you take your Career Entry and Development Profile with you when you leave. It may prove useful at interviews for your next post, and it should help you and your induction tutor to keep track of the experience you have had.

PROGRAMME AND ACTION PLAN

Once we have agreed your objectives, we can build your induction programme around your individual needs. This should include:

• Observations of your teaching and follow-up discussions. (Your first observation will be within in the first two weeks of their first term. This should help to reassure you that you are working on the right lines, as well as providing an opportunity to diagnose and act upon any early difficulties);

• Opportunities to observe others;

• Dates of review meetings;

• Professional development;

• Dates of assessment meetings.

The NQT action plan should identify:

Objectives

•between 3 and 5 •based initially on their CEDP •agreed with your induction tutor •be related to Core Standards and any other needs/interests •support your needs in the context of the post

Actions

•identify what is to be done, who will do it and when

Resources

•identify costs and time allocation Success Criteria

•identify how you will know when you have achieved each objective and how this will be evaluated.

Setting objectives and writing action plans for the induction period

Objective of (for example,1 of 3)

Success criteria

Actions to be taken and by whom

Resources needed

Target date for achievement Review date

Confirmation of objectives set:

Signed (NQT) Signed (Induction Tutor) Date

Evaluation of progress Objective met yes no Objective carried forward to next action plan yes no

Comments

Signed (NQT) Signed (Induction Tutor) Date

Useful websites

http://www.deseducation.org (Devon Education)

Go to CPD Guidance/ResourcesNewly Qualified Teachers

• Information for NQT Induction Tutors and Mentors • Information specific to Newly Qualified Teachers • Roles and Responsibilities during the Induction Process • Guidance on the Core Standards • Forms used during the NQT Induction Process

http://www.tda.gov.uk/teachers/professionalstandards/downloads.aspx

•Go to Core teacher •Supporting the induction process-guidance for newly qualified teachers

Survival Guide Useful Websites and Contact information Devon Support and Services

Contact List (NQT Induction) Susan Higgins (LA Contact for NQT Induction) on 01392 386487 Deborah Seabrook (LA Contact for NQTs with concerns) on 01392 386485 Geoff Tew (Adviser for CPD) on 01392 384855 Devon Education Services This is the LA’s Advisory Service. Our staff are able to give professional advice on teaching and learning in all curriculum areas and on whole-school issues. We provide a wide range of training for teachers and support staff. You can find details on the dcs website at www.dcseducation.org/cpd Your school can arrange a visit from an Adviser to contribute to your Induction Programme if it wishes. Digital Media Education Centre Devon Learning Resources Survival Guide Useful Websites and Contact information School Library Service Survival Guide Useful Websites and Contact information Travellers Education Service English as an Additional Language

Some Useful Websites Department for Children, Schools and Families (formerly DfES) www.dfes.gov.uk DCFS - Continuing Professional Development www.teachernet.gov.uk/cpd Training and Development Agency www.tda.gov.uk Qualifications and Curriculum Authority www.qca.org.uk National Curriculum online www.curriculumonline.gov.uk or www.curriculumonline.gov.uk Devon Education Services www.deseducation.org General Teaching Council for England www.gtce.org.uk OFSTED www.ofsted.gov.uk Teaching Times www.teachingtimes.com The Times Educational Supplement www.tes.co.uk Teacher Support Network www.teachersupport.co.uk British Educational Communications & Technology Agency www.becta.org.uk

Useful Documents TDA Publications line: http://www.tda.gov.uk/about/publicationslisting/list.aspx E-mail: Publications@tda.gov.uk Publications Line 0845 6060 323

Survival Guide Useful Websites and Contact information Glossary

Acronyms in Education AST- Advanced Skills Teacher AOTT- Adults Other Than Teachers APP – Assessing Pupil ProgressBECTA- British Educational Communications & Technology Agency CPD- Continuing Professional Development CWDC- Children’s Workforce Development Council CYPS- Children and Young People’s Service DCFS- Department for Children, Schools and Families (formerly DfES) EAL- English as an additional language EDP- Educational Development Plan EHP- Early Headship Provision FTE- Full Time Equivalent GTCE- General Teaching Council for England HIP- Headteacher Induction Programme HLTA- Higher Level Teaching Assistant ICT- Information and Communication Technology IEP- Individual Education Plan IIP- Investors in People ITT- Initial Teacher Training

LA- Local Authority LM- Learning Mentor LPSH- Leadership Programme for Serving Headteachers MTA- Mealtime Assistant MFL- Modern Foreign Languages NAA- National Assessment Authority NCSL- National College for School Leadership NFER- National Foundation for Education Research NGfL- National Grid for Learning NLS- National Literacy Strategy NNS- National Numeracy Strategy NOF- New Opportunities Fund NPQH- National Professional Qualification for Headship NQT- Newly Qualified Teacher NVQ- National Vocational Qualification OFSTED- Office for Standards in Education PANDA- Performance and Assessment Report (now RAISE Online)PPA- Planning, Preparation and Assessment QCA- Qualifications and Curriculum Authority QTS- Qualified Teacher Status

SACRE- Standing Advisory Council for Religious Education SATS- Standard Assessment Tests SDP- School Development Plan SEF – School Evaluation FormSEN- Special Educational Needs SENCO- Special Educational Needs Co-ordinator SIP- School Improvement Plan or School Improvement Partner TA- Teaching Assistant (previous Classroom Assistant, Learning Support Assistant) TDA- Training and Development Agency for Schools