Presentation on theme: "The Role of Induction Tutor"— Presentation transcript:
1 The Role of Induction Tutor 10th / 12th September 2012Forest Lodge Education CentreVivien Hyde – School Improvement Adviser – PrimaryMark Cordell – School Improvement Adviser - Secondary
2 Contact Details Primary – Vivien Hyde 0116 2526027 E mail –Secondary – Mark Cordell (assessment)E mail –- Lynda Callaghan (CPD)Administration – Shakila TowasinE mail –Additional contact – Phil DrabbleE mail –
3 The Handbook for induction of Newly Qualified Teachers Leicester City Council – 2013This handbook is designed for Headteachers/Principals, Induction Tutors and Newly Qualified Teachers
4 How to access the handbook NQT Manager (when live)Leicester Gateway – NQT Area
5 Induction Tutor Training To familiarise NQT induction tutors with the essential elements and responsibilities of the roleTo engage with the key documents supporting NQT inductionTo enable the planning and preparing of a personalised programme for NQT(s) in light of the new Teachers’ StandardsTo familiarise Induction Tutors with the new NQT Manager system
6 Statutory Requirements for Newly Qualified Teachers 10% non-contact timePlus 10% PPA timeFunding to support the cost of inductionTeaching age range and subjects for which they are trainedRegular teaching of same class(es)Similar planning and assessment to other teachersNo additional non-teaching responsibilities unless appropriate support givenAccess to structured induction programmeA designated induction tutor
7 Roles and responsibilities: Head Teacher Section 1.5 Register the NQT with Appropriate BodyIdentify induction tutor and provide any necessary trainingEnsure timetable reductionSupport NQT’s work/life balanceTake part in termly formal assessment processMake recommendation to Appropriate Body on rate of progress and, at final assessment, whether NQT has met the standardsKeep Governing Body informed of provision for induction
8 Roles and responsibilities: Induction Tutor Organising and implementing an individual programme of professional development, with clear objectives;Ensuring that appropriate support, monitoring and assessment takes place at appropriate times during the induction year;Arranging and conducting half-termly review meetings with the NQT as part of their formative assessment;Providing regular, well-founded feedback to the NQT on their progress;Making formal observations of teaching at least once every half-term and providing fair, accurate and constructive feedback;Maintaining a written record of all support, monitoring and assessment that takes place in relation to the induction of each NQT;Arranging additional support for the NQT, if necessary.
9 Roles and responsibilities: Appropriate Body On the basis of the Head Teacher/Principal’s recommendation decide whether NQT has satisfactorily completed inductionWith Head Teacher/Principal, responsible for training, support, guidance and supervisionRespond to requests from induction tutors, Head Teacher and principals for guidance, advice and supportQuality assure the induction provision in schools and colleges across the Local Authority or other sector
10 Timeline overview Section 3.1 Are the NQTs registered?Have they got QTS?Do the NQTS have a reduced time table (in addition to statutory 10% planning, preparation and assessment time)?Have you planned an initial meeting to agree a personalised induction programme of support and monitoring?Have you planned within the first 4 weeks an initial observation and feedback?
11 Suggested examples for use of release time CPDCollaborative PlanningMeetings with Induction Tutor/MentorShadowing good practiceCoaching and supportTime with key staff – e.g. SENCOSee P 3.3 for more suggestions
12 Induction Tutors: ongoing support and monitoring Half-termly:Progress review meetingObservation and feedbackPlanned professional developmentTermly: Formal Review and Assessment Form
13 The Teachers’ Standards Handbook Section 2 From September 2012 all NQTs (new and ongoing) will be assessed against the Teachers’ Standards.
14 The Teachers’ Standards – Part 1 Teaching Set high expectations which inspire, motivate and challenge pupils (3)Promote good progress and outcomes by pupils (5)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 (4)
15 The Teachers’ Standards – Part 1 – Teaching continued 6. Make accurate and productive use of assessment (4) 7. Manage behaviour effectively to ensure a good and safe learning environment (3) 8. Fulfil wider professional responsibilities (5)
16 Activity 1 – Teachers’ Standards -exemplification criteria In your groups, read through the exemplification criteria and decide which ones exemplify each of the 8 standards
17 Activity 2 – finding the evidence In the same groups, identify potential sources of evidence which you need to make a judgement against how far the NQT has made progress against the standard in your assigned standardNow review each group’s source of evidence and, using the post-its, add other potential sources to the group’s list
18 Teaching Standards Part 2: Personal and professional conduct Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside schooltreating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position;having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions;showing tolerance of and respect for the rights of others;
19 Teaching Standards Part 2: Personal and professional conduct continued not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs;ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctualityTeachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.
20 Activity 3 – finding evidence for Part 2 of the standards In pairs, identify potential sources of evidence for all 8 bullet points in part twoShare your findings with another pairGroup feedback
22 Activity 4 – Setting objectives “4 Activity 4 – Setting objectives “4. Plan and teach well-structured lessons”In your groups,Agree appropriate objectives to meet this standardHow will you know when they have been achieved?Record your ideas on Appendix 2
23 Activity 5 - Induction Programme On your tables, discuss the Induction Programme in Section 3.3 of the HandbookBe prepared to feed back
25 Classroom observation Statutory requirements:NQT observed every half term (6-8 week period)Professional dialogueWritten feedback signed and dated after each observationAgreed actionsObservations are supportive and developmental against the Standards (no Ofsted-style grading)The induction tutor should not be the only person to observe the NQT, but co-ordinates observations to avoid inappropriate overloadUse an appropriate proforma (see example - Appendix 4 and 5)
26 The progress review meeting One in each half termBetween NQT and Induction TutorFocus on the support – Is it meeting NQT’s needs?Extent to which NQT is making progress towards the Standards and personal targetsAgreeing how evidence will be collected – lesson observations, work scrutiny, etc.Amending, revising and setting new targets in the light of experienceMeetings should be minuted and signed (see Appendix 3)
27 The formal assessment meeting Towards the end of each termNQT, Induction Tutor and Head Teacher (or Senior Manager)Judgements about progress towards meeting the Standards within the induction period (first and second assessments)The final assessment determines whether the NQT has met the requirements for satisfactory completion of the induction periodEvidence base will include written reports from the lesson observations and professional review meetingComplete assessment formSigned by NQT, Induction Tutor and Head TeacherSubmit to Local Authority using NQT Manager
28 Completing Assessment forms First and second or interim assessment formsFinal assessment formAssessment periodsfull time and part-time NQTsdifferent school/college termsOrganise the report around Part 1 - Teaching (8 Standards) and Part 2- Personal and professional conduct (see Appendix 6 & 7)You should cite evidence which exemplifies progress towards each standard and targets for the next termIncluded in the training pack are two examples of completed assessment forms.
29 Activity 6 – Sample Assessment Forms On your tables, look at the examples of the completed Assessment FormsIdentify 3-5 key points about writing an effective assessmentBe prepared to feed back
30 Checklist for Assessment Forms (Section 4.2) NQT personal details boxes completedRecommendation boxCorrect calculation of days completed for part-time NQTs (195 days – pro rata)Absence days including nil returnsEvidence related to specific StandardTargets for the coming term / new yearNQT box evidencing discussion of report tickedHard copy to NQT
32 What is NQT Manager?Schools register NQTs onlineSchools complete termly assessments onlineCompletely PaperlessRegistrations and termly assessments are completed online by the schools. No paper copies need be sent in the post as all are digitally signed online by the school and NQT
33 What is NQT Manager … continued Data SafeData is entered via a secure environment and protected by a 128bit encrypted system. Data is backed up daily and securely stored off siteThe system can be accessed from any computer connected to the Internet accessing NQT Manager using a secure username and passwordOther featuresguidance notes and useful linksaddition of online videos and a helpdesk system
34 Important dates for the year Assessments due by: Autumn TermFriday 14th December 2012Spring TermFriday 15th March 2013Summer TermFriday 5th July 2013
36 Concern TriggersLesson observations where teaching and learning are judged to be less than satisfactoryPoor behaviour managementLow standards of personal and professional conductIssues around working as part of a teamCommunication issues with pupils, staff or parentsFailure to follow school guidelines, policies, rules or expectationsPupil outcomes show low expectationsFailure to meet targets and deadlines
37 NQTs experiencing difficulties – ignore at your peril! Not meeting the standards for the 1st, 2nd assessments – does not mean NQT has “failed” the induction periodAdvise NQT to contact unionSchool – expected to provide additional support for the NQT in areas where they are not meeting the standardsSchool-based support needs to be recorded in an action planInform LA named person asap – this will trigger support:(a) verify the school’s judgement (includes lesson observations), and(b) to check that the school is providing support
38 NQTs experiencing difficulties continued Hopefully, the support will lead to the NQT making agreed progressIf final recommendation is a fail, the LA panel can agree, extend, overturnExtension for 1 term30 days (or more) absence automatically extends the induction period
39 Action in case of unsatisfactory progress Accurately identify the area for improvement and communicate to NQT in writingMinute and sign all meetings/discussionsSet appropriate objective(s) with detailed action plan (see Appendix 2)Keep Appropriate Body informedEnsure a 3rd party is involved in an observation of the NQT
40 Activity 7 – NQTs causing concern Supporting NQTs causing concern:Take two minutes individually to read the case studiesMove into pairs / threes to focus on one case study and share ideas on how to support the NQT in this situationBe prepared to feedback a few of your key points to the whole group.Three case studies provided in a separate handout.