Transcript TDA Induction Standards presentation 15

Information Session for new NQT
Induction Managers & Tutors
September 2014
Robert Malliff
Workforce Strategy Manager
Purpose of the session
1.
To place statutory induction in context
and explain the process
2.
To help schools understand their roles and
responsibilities and how to use NQT
Induction effectively
3.
For the Appropriate Body (AB) to provide
support and resources
Structure of the briefing
This session will be in two parts, following a
brief introduction:
1.
The statutory Induction process explained
2.
Exploring the Induction Tutor role
Introduction: Why induct NQTs?
1. Retention – research shows that good induction
considerably reduces staff wastage.
2. To bridge ITT and a career in teaching and develop
and extend the teacher’s skills and knowledge. To
avoid teachers being ‘dumped’.
3. To provide the basis for CPD and Performance
Management. If the NQT process is not right, this
might imply wider problems with the Performance
Management procedures at the school.
Induction is extended Performance Management
Part 1: Statutory Induction
explained
Who needs to be inducted?
• The Regulations state that all teachers in England & Wales
that have been awarded QTS need to complete statutory
induction in maintained schools and non-maintained special
schools.
• A teacher has just one chance to complete induction. If they
fail, they cannot lawfully be employed in a maintained school
or non-maintained special school.
• NQT induction is not mandatory for academies, free schools
and other independent schools. However, these schools are
obliged to follow statutory guidance if they choose to induct.
The Regulations: Background to Induction
A teacher cannot begin the induction period until they have had
their QTS confirmed by the NCTL (DfE).
Before registering an NQT please check with DfE Secure Access at
https://sa.education.gov.uk/idp/Authn/UserPassword
Teachers with QTS from Scotland, Northern Ireland, EEA countries
and Australia, NZ, Canada and USA can all apply for QTS using the
proscribed equivalency form on the Government’s website here:
https://www.gov.uk/qualified-teacher-status-qts
The Regulations: Background to Induction
The AB must quality assure statutory induction.
Therefore, the induction period cannot begin
until the NQT is registered with an AB.
For Registration and Assessment Forms:
http://www.southend.gov.uk/downloads/download/12/
nqt_induction_tutors_assessment_forms
The Regulations: Changes in 2012 Guidance

All NQTs, must be assessed against the Teachers Standards

In exceptional circumstances, the induction period can be
shortened to one term – the AB makes the final decision on
this, in consultation the school.

A qualified teacher who has not completed induction can
undertake short term supply work of less than one month for
up to 5 years.

When a teacher is on a contract of a term or longer the school
is obliged to induct in settings where induction is mandatory –
there is no longer a choice for the NQT

Induction can now be undertaken in PRUs.
NQT Registration
As Induction cannot start until the AB receives the Registration
Form, forms received after 3 weeks of term beginning may
delay induction to day of receipt.
To register NQTs, Registration Forms must be emailed to
[email protected]
You will receive an immediate automated response confirming
receipt of your form(s).
The induction start date will be the first day of term OR the
date of the email receipt if received after 3 weeks of term
commencing.
This date should be on each assessment form.
NQT Registration
The deadlines in 2014-15 are:
Autumn:
Spring:
Summer:
Friday 26th September 2014
Friday 30th January 2015
Friday 1st May 2015
Once registered, the induction period can begin. Without
confirmation of registration, you must assume that the AB has
not received the email and it is the school’s responsibility to
follow up.
The AB has the right to nullify all induction that has taken place
where Registration has not been confirmed.
The NQT Induction Period: Some basics
• The induction period is over 3 school terms (or equivalent)
• The 3 terms do not need to be consecutive, nor do they
need to be served in the same school
• The minimum time measured against induction is one
term. This does not need to be FTE.
• During the induction period a teacher is allowed no more
than 30 days absence – over 30 days automatically triggers
a pre-completion extension.
• For NQTs working part-time, the induction period is on a
pro-rata basis. So, NQTs working at 0.5 will be on induction
for 2 years.
The NQT Induction Period: Some basics – p/t
The Induction period is worked out according to 378 school
sessions, which for full time staff is three terms. For part time
staff it is 189 days (pro rata). In other words, an NQT that works 4
days a week would need to serve an induction period of 189
calendar days, plus the extra 20% that they miss during the time
they do not work.
Therefore the formula for 0.8 would be:
(189/4) x 5 = 236.25 days OR 189 ÷ 0.8
The earliest time that an NQT could pass induction if they start in
September 2013 would be 37.8 days into the Autumn Term 2014.
0.9 would be: (189/4.5) x 5 = 210 days, and so on.
The NQT Induction Period: Some basics
•
If an NQT goes on Maternity, Adoption or extended
Paternity Leave during her induction period, she
chooses whether or not to extend her induction by
the period of statutory leave or include the leave in
her assessment period.
•
The school makes a recommendation to the AB and
the AB makes the final decision to pass or fail. If
appealed, the NCTL make the ultimate decision.
•
If progress against the Teachers Standards is deemed
unsatisfactory the induction period can be extended
by the AB for up to one year. This would always be
done in consultation with the school.
The NQT Induction Period: Early finishers
• Guidance allows for some flexibility in end dates for
induction.
• So, if an NQT started 2 or 3 weeks into the autumn term
and they are going to leave the school at the end of the
summer, it is permissible to conclude the induction
period early (including all other absence) by up to 30
days, providing the NQT has met the Teachers
Standards.
NQT Entitlement
• Observations of their teaching
• 6 review meetings in which targets are set
• 3 Assessment Form meetings – timetabled
• Weekly meetings with their Mentor
• 10% release time in addition to PPA time
• The chance to observe other teachers
• Written individualised plan of support with initial
targets set
Assessment: Key points
• NQTs must be assessed against the 2012 Teachers Standards
• Assessment
forms are modified occasionally to reflect
adjustments to Regulations. Please use forms on
www.southend.gov.uk/jobsinschools rather than old forms.
• The assessment meeting should take place within the two
weeks at the end of each assessment period, not before.
• Headteachers have a statutory requirement to sign and return
assessment forms within 10 working days of the assessment
meeting having taken place.
• Comments from the NQT are best practice, but these comments
should not delay return to the AB.
Assessment: Key points
“Assessment against the wrong standards
would be automatic grounds for appeal
[should a NQT be recommended for failure]”
GTC, 19th May 2008
Assessment: Key points summary
Reasons why the Appeal Body has overturned decisions:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Schools give the benefit of the doubt early on
Conflicting advice
Lack of clarity in roles
Inconsistent feedback / evidence
Difficult classes with lack of behavioural policy / support in
place
When schools encroach on 10% reduced timetable
When a NQT is teaching non-specialism
Insufficient access to training and advice
Assessment against the wrong Standards
Assessment: Key points
Key message when progress is unsatisfactory:
‘Early Intervention’
Unsatisfactory progress
•
Failing to meet the standards in term one is not
failure – it may simply mean that the NQT is not
meeting the standards yet.
•
Informal arrangements for NQTs leaving the
school can be best, sometimes.
Part 2: Fulfilling the IT role
The role of the Induction Tutor
• provide, or coordinate, guidance and effective support including coaching
and mentoring for the NQT’s professional development
• carry out regular progress reviews throughout the induction period
• undertake three formal assessment meetings during the total induction
period coordinating input from other colleagues as appropriate (normally
one per term, or pro rata for part-time staff)
• inform the NQT during the assessment meeting of the judgements to be
recorded in the formal assessment record and invite the NQT to add their
comments
• ensure that the NQT’s teaching is observed and feedback provided
• ensure NQTs are aware of how, both within and outside the institution, they
can raise any concerns about their induction programme or their personal
progress; and
• take prompt, appropriate action if an NQT appears to be having difficulties.
Statutory Guidance Dec. 2013, p31
Preparing for the IT role
•
Pre-Induction checks
1.
2.
•
•
•
•
Does the teacher have QTS?
Has the NQT been registered?
Handbooks – have these been received?
Reference from ITT. What targets were set coming
into Induction?
Know the Teachers Standards – this will help you to
identify strengths and weaknesses from the start.
Resources i.e.
http://www.southend.gov.uk/downloads/download/14/nqt_induction_tutors_
more_resources
Initial Meeting
•
•
•
•
•
Transition Point 2
Structure of meetings
Timetable dates of regular meetings
1st observation
Targets until half term (Review 1)
Preparing for Assessment Meetings
•
•
•
•
•
Were targets met in the previous half
term/term?
What targets are required for the new period?
Which Standards have been achieved and can
be signed off?
What areas require attention? Are there areas
for concern?
Do you have the correct Assessment Form?
Termly Assessments
Assessment Forms should:
1. Reflect the judgement and show assessment
against the Teachers Standards.
2. Make reference to the Teachers Standards.
3. Show links to the targets set for that term
and make reference to the targets for the
term ahead.
4. Provide some examples of evidence.
5. Aim for brevity and stand alone.
Additional features of the IT role
• Facilitate professional development
• Help your NQT organise observations of
others
• Direct your NQT to training and other
professional development opportunities
• Mentor and critical friend
• First point of reference for NQT issues
• Dealing with unsatisfactory progress
Unsatisfactory Progress: Evidence gathering
Unsatisfactory progress is rare, but this is partly why problems
can escalate further than they might otherwise need to.
A safeguard against this is to ensure routine evidence gathering
starts from the beginning of the induction period.
Additional evidence must be gathered as soon as it becomes
apparent that the NQT is making unsatisfactory progress.
Unsatisfactory Progress: Evidence gathering
Key messages
• Do not assume satisfactory progress
• Have a contingency framework in place
• Ensure everyone knows what they are doing
and why they are doing it.
Unsatisfactory Progress: Evidence gathering
• The Induction Tutor should inform the Headteacher of their
concerns a.s.a.p.
• The NQT should be informed that they are not making
satisfactory progress immediately.
NB. A record of this conversation should be filed, outlining
precise areas that require improvement
• The AB should be informed.
Do not wait for a formal assessment meeting before doing any of
the above.
Unsatisfactory Progress: Evidence gathering
Revise the NQT’s written Action Plan and file. The
revised plan should:
• Make clear where the NQT is not making satisfactory
progress
• Provide targets for the NQT to meet
• Show how the school will support the NQT to meet
those targets.
Unsatisfactory Progress: Evidence gathering
RECORD EVERYTHING
At appeal, the following are a minimum requirement:









Observation records
Professional review meeting
Action plans
Copies of minutes/notes/letters to NQT
Evidence for judgements
NQT’s timetable
Log of 10% release time
Details of the NQT’s induction programme
ITT reports/reference
Additional Support
The 2012 Guidance removes the requirement on the AB to provide additional
support. Whilst the AB should be informed, it is for the headteacher/principal
to ensure additional monitoring and support is put in place.
(Dec 2012 Guidance, p19)
Nonetheless, the LA can provide additional support if required,
especially where NQTs are borderline. This forms part of the
NQT Service that you school purchase from SBC.
Kim Radford
M. 07930649118
E. [email protected]
Extensions
There are two types of extension:
1. Pre-completion
When the induction period is extended before the
school’s final recommendation to make up for loss
due to illness or other absence.
2. Post-completion
When the induction period is extended after
failure, either by the AB or NCTL.
Successful completion
The vast majority of NQTs pass induction with
very few problems. Therefore, the focus should
be on how Induction helps NQTs to:
1.
2.
3.
4.
Become better teachers
Learn to manage their own performance
Better understand CPD
Avoid the pitfalls that lead to high attrition
rates
Appeal Process
Full details of the appeal process can be found in
Section 4 of the Dec 2013 Statutory Guidance.
In summary:
• The NQT has the right to appeal against the AB’s
decision to fail and against extension and must do so
within 20 working days of the AB’s decision.
• Costs of the appeal must be met by the parties
involved i.e. school, AB and NQT
Evidence gathered by the NQT
1. Induction is progression from the QTS year not a
repeat of it
2. Evidence is designed to be ‘light touch’
3. Evidence will be based on self-review and
reflection on practice
4. Most evidence will therefore be non-written.
Evidence can be provided in conversations during
weekly and assessment meetings
Summary
1. Check qualifications and register with the AB
2. Ensure NQT entitlement is protected
3. Don’t assume satisfactory progress but record and
file routine evidence
4. Timetable meetings and take minutes
5. Share evidence with the NQT and communicate
effectively
6. Ensure roles are clear and fulfilled
7. There should be no surprises
8. Early intervention is critical when progress is
unsatisfactory.
Any questions?
Contact details
Robert Malliff, NQT Induction Co-ordinator
Workforce Strategy Team
T. 01702 534941
E. [email protected]
W. www.southend.gov.uk/jobsinschools