Transcript NQT Induction Tutor Training

NQT Induction Tutor Training
Wednesday 26th June 2012
Ged Geoghegan
Sanjay Patel
Aim of this Session
• 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
Induction is……
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.
Some Basic Information
• 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.
Roles and Responsibilities:
Headteachers
• 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”
Roles and Responsibilities:
Local Authority
• 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
Roles and Responsibilities:
Induction Tutors
• 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
The Role of the
Induction Tutor
• 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
Roles and Responsibilities:
NQTs
• 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
So what’s your role in
induction?
• To provide your NQT with a
programme including day-to-day
monitoring and support
What you need to do as part
of 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
Plan out
• Regular (fortnightly) meetings with
your NQT
• Dates when the NQT will be
observed
• The professional review meeting
• The first assessment meeting
The Professional Review 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
Towards the end of each term
• 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 Points 1, 2 and 3
• 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
What NQTs want…!
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
Possible issues
• 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
Skills Needed by Induction Tutors (1)
• 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
Skills Needed by Induction Tutors (2)
• Organisation – alongside own workload!
• Time management – demonstrating most
effective way of achieving goals
• Leadership
• Observational skills
• Clear communication
• Constructive / evaluative criticism
• Self-evaluation: as an exemplar of being a
reflective practitioner
Teachers’ Standards
• 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.
Teachers’ Standards
• 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.
Teachers’ Standards
• 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.
Preamble
• 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.
Part One: Teaching
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
Part One: Teaching
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.
Three Assessment Forms
• Available on intranet
• VITAL that they 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
Reference Documents
• Guidance 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
Exceptions to Standard Induction
•
•
•
•
•
•
•
•
NQTs that start in January or after Easte
Employed through supply agencies
Part timers
Maternity leave
Temporary/permanent contracts
Schools in Special Measures
Special schools
Covering PPA
When Things Go Wrong
• NQT complaints procedure
• Failure to pass Induction year
• Appeals to panel
• The need for evidence of judgements
Thank you for your invaluable
help and supporting in ensuring
we maintain an excellent teaching
force in Trafford.
Good luck!