1. Professional Studies Continued Professional Development, NQT Induction and Beyond (S8)

2. WHAT IS CPD ? School as ‘learning community’ All staff involved in self- improvement: i) to meet school’s aims ii)improve job satisfaction iii)be a ‘life-long learner’

3. What CPD has made an impact on your practice? Effective?Ineffective?

4. Reflection... What are your strengths (linked to Teachers’ Standards) What skills and qualities do you have that enable you to excel in that area? What areas / standards do you need to develop? What CPD would support your development?

5. PEOPLE Whole school committed to CPD and continual improvement SLT (strategic overview) CPD co-ordinator Broad view of CPD – not just courses! Staff proactive in seeking out CPD Induction Tutor Links with HEIs

6. NQT INDUCTION It is the bridge between initial teacher training and a career in teaching and is a personalised programme of  development  support and professional dialogue  and an assessment of performance against the standards

7. Statutory Guidance

8. Entitlements A named contact at the appropriate body An Induction Tutor (with QTS) Reduced timetable (no more than 90%) plus PPA time (10% of 90%) A programme of personalised monitoring & support Professional development opportunities Regular review & assessment meetings A job description that does not make unreasonable demands The same entitlements as other employees

9. Expectations (Schools) Headteacher must ensure the NQT’s post is suitable for induction, that NQTs have gained QTS and notify the appropriate body Suitable documentation as NQTs start Pre-planned 90% timetable A suitable experienced Induction Tutor An induction programme designed to meet NQT’s needs Observations of NQT’s teaching Assessment of NQT’s practice (Teachers’ Standards) Observations of ‘Outstanding practice’ (in- school and cross-alliance)

10. Meeting the Teachers’ Standards NQTs must meet the standards consistently by the end of their induction. The Teachers’ Standards build on those achieved during initial teacher training and reflect the progression and characteristics expected of a confident and independent teacher.

11. Assessment Check progress towards and make judgements against the standards Formal lesson observations Informal ‘drop-ins’, in line with school’s Appraisal Policy Pupil conferencing and pupils’ work Formal school systems, e.g. data analysis, Pupil Progress discussions, Work Sampling etc. Professional demeanour – behaviour, interactions and work outside of the classroom Review meetings inc. written record Termly assessment forms * Identify concerns and personalise support EARLY

12. Lesson Observations Half termly Planned Observation focus linked to Teachers’ Standards, CEAP or School Improvement Lesson Plan by NQT before lesson Assessment and feedback given (in line with school procedures) Observe teaching and children’s learning Give oral feedback soon after lesson Give written feedback as soon as possible – encourage reflection Set time and date for Review Meeting

13. Review Meeting Confidential setting Half termly Use a range of evidence Review progress from previous targets and evidence linked to Teachers’ Standards Set new targets (linked to Teachers’ Standards and others) Set date and focus for next lesson observation and review meeting Use NQT time to cover time out of class

14. Termly Assessment Personal Information Days / number of terms completed Satisfactory / unsatisfactory progress against Teachers’ Standards Progress reviewed linked to Teachers’ Standards CPD and support listed (include in-school support meetings, staff meetings and CPD) Observation(s) in other schools listed Personal Statement by NQT SIGNED AND DATED Promptly returned to Appropriate Body

15. On a serious note... An NQT has one chance only to complete induction. An NQT who has failed to meet the Teachers’ Standards in completing the induction period is not permitted to repeat induction. Extensions to the induction period are extremely rare and cannot be used to provide NQTs with more time in which to meet the standards. Failure to complete the induction period satisfactorily means that NQTs are no longer eligible to be employed as a teacher in a maintained school. Independent schools and Academies can appoint teachers who have not passed or completed induction NQTs not making expected progress during their first and second term will need additional support to meet the standards by the end of Induction In a few particularly serious cases it may be necessary to instigate capability procedures at a stage before the end of induction which may lead to dismissal

16. CONCERNS Share concerns with Induction Tutor and Headteacher as early as possible and put additional personalised support in place Joint observations of NQT by Headteacher, other experienced colleague and Induction Tutor Know which standards are not being met and set SMART targets accordingly Contact Appropriate Body’s NQT Lead for advice Keep a record of all support, monitoring and assessment Ensure termly assessment forms reflect NQT’s support and progress against the standards

17. FAQs NQTs not involved in Appraisal cycle Supply work and back-dating induction following short-term supply Maternity Part-time contracts Short-term contracts Peripatetic teachers and 1:1 tutors Completing induction in more than one school No set time limit for starting or completing Induction No requirement to complete Induction if working in the independent sector, an Academy, a Free School, an independent nursery school or an FE institution

18. CPD + Appraisal Individual needs and targets School priorities (Ofsted, Raise Online, pupil tracking) School must also takes account of DfE and local initiatives Links to pay progression Evaluate impact of CPD on learning and teaching Training Plan Shortened capability procedures

19. Teachers’ Standards and Pay Scales Teacher Standards – MPS TLRs Excellent teacher Leadership scale

20. Post-graduate study Post Graduate Certificate (PGCert) Post Graduate Diploma (PGDip) Masters degrees (MEd)

21. Subject Leadership Policy Up-to-date in terms of subject knowledge, pedagogy, research and guidelines Leadership / management skills Attend CPD, conferences and network meetings Outstanding teacher Lead INSET Budget and Action Plan Monitor planning, outcomes, progress and attainment across the school Names person (job description) Formal and informal support of staff Ofsted subject inspections Challenge, question and inspire

22. Other Leadership Roles / CPD Extra-curricular TLRs Further accredited study Action Research Moving year groups / Key Stage / schools  breadth ITE trainees Work Experience students National Support Schools Inclusion - SENCo / G&T / EAL / Learning Mentors Specialist Leader of Education (SLE) Excellent Teacher Governors PTA

23. National College / DfE Improving Teacher Programme (ITP) Outstanding Teacher Programme National Professional Qualification for Middle Leaders (NPQMH) National Professional Qualification for Senior Leaders (NPQSL) National Professional Qualification for Headship (NPQH)

24. What are your aspirations? What’s your short-term, medium-term and long-term plan? What do you need to find out? Who do you need to talk to? Who could you shadow?