Transcript Slide 1

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.
Roles and Responsibilities
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.
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)
Evaluation of progress
Objective met
yes
no
Objective carried forward to next action plan
yes
Date
no
Comments
Signed (NQT)
Signed (Induction Tutor)
Date
Useful websites
http://www.deseducation.org (Devon Education)
Go to
CPD Guidance/Resources
Newly 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: [email protected]
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 Progress
BECTA- 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 Form
SEN- 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