1. NQT Induction Tutor Training
Wednesday 26th June 2012
Ged Geoghegan Sanjay Patel

2. 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

3. Induction is…… the process by which your NQT’s academic qualification
becomes a professional one

4. 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.

5. Some Basic Information
The NQT should be registered for their induction. Registration form is on the intranet at
The headteacher should confirm that the NQT has successfully completed QTS and passed the relevant skills tests

6. 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

7. 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.

8. 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.

9. 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”

10. 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 (impartial to induction arrangements)
Advisers’ role: observation, support for all involved, high level of support for problems that may arise

11. 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

12. 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

13. 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

14. So what’s your role in induction?
To provide your NQT with a programme including day-to-day monitoring and support

15. 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

16. Plan out Regular (fortnightly) meetings with your NQT
Dates when the NQT will be observed
The professional review meeting
The first assessment meeting

17. 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

18. 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.

19. 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

20. 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

21. 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 can you expect?
90% timetable: The “School Teachers’ Pay and Conditions” document requires headteachers to make sure that teachers taking part in induction have only a 90% timetable. i.e. teaching no more than 90% of the time that a teacher at the school (not in receipt of a management allowance) would be expected to teach. The school should protect this release time and allocate it at appropriate intervals. This is in addition to any non-contact time and should be used for activities that contribute to your induction programme.
An induction tutor: You should have an induction tutor who will have day-to-day responsibility for making sure that an appropriate induction programme is provided.
An individualised induction programme: The most important underlying principle. The programme will reflect:
the strengths and development priorities identified at transition point one as part of the CEDP process;
The induction standards (more about these later);
The demands of the post.
You should make your CEDP available to your headteacher and induction tutor and through discussion with your tutor identify what support is needed to help you meet your objectives.

22. What NQTs want…! approachable professional 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

23. 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

24. 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

25. 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

26. 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

27. 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.

28. 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.

29. 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.

30. 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.

31. 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

32. 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

33. 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.

34. 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

35. Reference Documents
Guidance 582/2001 carries all official requirements. Available on the DfE website

36. Exceptions to Standard Induction
NQTs that start in January or after Easter
Employed through supply agencies
Part timers
Maternity leave
Temporary/permanent contracts
Schools in Special Measures
Special schools
Covering PPA

37. When Things Go Wrong NQT complaints procedure
Failure to pass Induction year
Appeals to panel
The need for evidence of judgements

38. Thank you for your invaluable help and supporting in ensuring we maintain an excellent teaching force in Trafford.
Good luck!