1. Whole-School Introduction Mentoring and Induction
(Primary)
Insert School name and date, as appropriate.
School Name, Area
2014 – 2015

2. “To ask for support is a sign of strength.”
The National Induction Programme for Teachers
(NIPT)
“To ask for support is a sign of strength.”
This is our full title but more usually abbreviated to NIPT.
This is the NIPT motto at every level of the organisation.

3. Our story so far…
National Induction Programme for Teachers was established in September 2010
Evolved from pilot projects in both Primary and Post-Primary which started in 2002
St Patrick’s College (Primary) & UCD (Post-Primary)
Partnership approach from the start
Department of Education and Skills
Teacher Unions
Colleges of Education / Universities
Schools
Cross-sectoral since September 2011
Workshop Programme a requirement for registration from 2012
This gives an overview of the development of the induction process in Ireland.
A unique element of the organisation is the cross-sectoral approach.
We will take a closer look at the requirements for registration for NQTs later in this presentation.

4. NIPT Partnership Approach
Teaching Council
Education
Centres
Schools
ITE
Unions
DES
NIPT
Other
Stakeholder
Organisations
This is a list of the organisations and groups that are involved in the process.

5. Working Structure of NIPT
National Cross-Sectoral Consultative Group
NIPT Management Team
NIPT Team
Associates (Support at Organisational and Regional Level )
Facilitators (Support at Education Centre Level)
Mentors (Support at School Level)
This is the working structure of NIPT:
National Cross-Sectoral Consultative Group: Teaching Council/Teacher Education Section of the DES /Colleges/Universities/Association of Teacher Education Centres in Ireland /Unions /Irish Primary Principals Network /National Association of Principals and Deputy Principals
NIPT Management Team: TES/Colleges/Universities/ATECI/TC/NIPT
NIPT Team: Mary Burke is the National Co-ordinator / Team Leaders / Regional Development Officers
There are 1,086 NIPT-trained Mentors in the system, as of August 2014.

6. A Framework of Support (NIPT)
Website Support
Workshop
Programme
School - Based Support
NQTs can access a framework of support:
at school level from a mentor and/or school visits from NIPT Associates
the website which provides information, updates and resource materials
support at Education Centre level through the Workshop Programme and Professional Support Groups
Mentors can access support through the School Support Service and the Website.
Professional
Support
Group
School Support Service

7. Initial Teacher Education
Induction
Early Professional Development
Continuous Professional Development
“…teachers are competent to meet the challenges that they face...continually adapting over the course of their careers… to support their students’ learning.”
The Continuum of Teacher Education describes the formal and informal educational and developmental activities in which teachers engage, as life-long learners, during their teaching career. It encompasses initial teacher education, induction, early and continuing professional development and, indeed, late career support, with each stage merging seamlessly into the next and interconnecting in a dynamic way with each of the others.
It has traditionally been referred to internationally as the “three ‘I’s” of initial teacher education, induction and in-career development.
The Council is adopting another set of “three ‘I’s”, namely, innovation, integration and improvement which should underpin all stages of the continuum.

8. Induction takes place ‘during that critical period at the beginning of the newly qualified teacher’s career, usually the first year after qualifying as a teacher.’
Induction is a distinct phase in the Teaching Council Continuum of Teacher Education.
(Policy on the Continuum of Teacher Education (2011)

9. “ ...the purpose of an induction programme is to offer systematic professional and personal support to the newly qualified teacher.
The support is primarily school based and given at school level by an experienced teacher, usually called a mentor.”
“ ...it also recognises the important part induction plays in enriching schools themselves as learning environments , including the significant changes in work practices that innovative induction programmes both require and promote.”
The Teaching Council’s Policy on Induction is based on an appreciation that teaching is an instance, par excellence, of life-long learning and that initial teacher education (ITE), cannot furnish ‘finished products’. It also recognises the important part induction plays in enriching schools themselves as learning environments, including the significant changes in work practices that innovative induction programmes both require and promote.

10. Defining Induction Activity - Quick Think:
“…a specific phase in the life-time of a teacher ...with its unique
challenges, requirements and needs.” (Britton et al, 2003)
“…a programme of teacher education …to offer systematic
professional and personal support to the newly qualified
teacher.” (Teaching Council, 2011)
“ …a sustained professional development process aimed to train, support and retain new teachers…” (Wong, 2004)
“ …a process of coming to terms with the workplace and the profession…” (Balssaderre, 1998)
Activity - Quick Think:
The heading Defining Induction appears on the slide without the information on induction .
Facilitator poses the questions - What do you think induction is? How would you define it?
Answers taken orally.
Facilitator mentions the highlighted words e.g. specific phase, teacher education, sustained professional development, process, etc.

11. NQT Needs
‘…find themselves having to address a range of issues and concerns that may have been less pressing when they were completing shorter periods of teaching under rather artificial conditions... classroom management …dealing with other professionals and parents.’
Ask participants to identify NQT needs e.g. From your experience of meeting and/or working with NQTs, what would you say NQTs most need?
Kelleghan Report, 2002

12. Allow participants some time to explore the blob scene.
What is going on? What can you pick up from the body language?
Picture the scenario: I am a new blob that arrives into this school. Where do I go? Who could I sit with? Who seems most approachable?
Question: How can this assist us in looking at the role of the school in inducting NQTs into the norms of the school?

13. Phases of First Year Teachers’ Attitudes Towards Teaching (Moir, E
Phases of First Year Teachers’ Attitudes Towards Teaching (Moir, E., New Teacher Centre Santa Cruz , 1999)
Since 1988 the Santa Cruz New Teacher Project has been working to support the efforts of new teachers. After supporting nearly 1,500 new teachers, a number of developmental phases have been noted. While not every new teacher goes through this exact sequence, these phases are very useful in helping everyone involved -- administrators, other support personnel, and teacher education faculty--in the process of supporting new teachers. These teachers move through several phases from anticipation, to survival, to disillusionment, to rejuvenation, to reflection; then back to anticipation.
ANTICIPATION PHASE
The anticipation phase begins during the student teaching portion of pre-service preparation. The closer student teachers get to completing their assignment, the more excited and anxious they become about their first teaching position.
SURVIVAL PHASE
The first month of school may be overwhelming for new teachers. They are learning a lot and at a very rapid pace. Beginning teachers are instantly bombarded with a variety of problems and situations they had not anticipated.
DISILLUSIONMENT PHASE
After six to eight weeks of non-stop work and stress, new teachers enter the disillusionment phase. The intensity and length of the phase varies among new teachers. The extensive time commitment, the realisation that things are probably not going as smoothly as they want, and low morale contribute to this period of disenchantment. New teachers begin questioning both their commitment and their competence. Many new teachers get sick during this phase.
REJUVENATION
The rejuvenation phase is characterised by a slow rise in the new teacher's attitude toward teaching. It generally begins in January. Having a winter break makes a tremendous difference for new teachers. It allows them to resume a more normal lifestyle, with plenty of rest, food, exercise, and time for family and friends.
REFLECTION
The reflection phase beginning in June is a particularly invigorating time for first-year teachers. Reflecting back over the year, they highlight events that were successful and those that were not. They think about the various changes that they plan to make the following year in management, curriculum, and teaching strategies. The end is in sight, and they have almost made it; but more importantly, a vision emerges as to what their second year will look like, which brings them to a new phase of anticipation.
- adapted from : Ellen Moir, Articles originally written for publication in the newsletter for the California New Teacher Project, published by the California Department of Education (CDE), 1990.

14. Elements of an Effective Induction Programme
Mentoring
Support for Mentor and support of Mentor
Support for Principal and support of Principal
Whole-School Support
Release-Time
Reflective Practice - dialogue, observation and feedback
Professional Development Experiences
Evaluation of Programme by Participants
From our own research, which reflects international studies, an effective induction programme should have the above elements.
Release Time: Maximum for Primary School is 3 days
Maximum for Post-Primary is 20 hours
The amount of release time may vary from year to year and it depends on the length of time the NQT is employed in the school.
Professional Development Experiences include Workshop Programme but is not confined to it.

15. Mentoring
‘Professional practice that occurs in the context of teaching whenever an experienced teacher supports, challenges and guides novice teachers in their teaching practice’
(Odell and Huling, 2000,
From ‘Cultivating High Quality Teaching…’ Carol A. Bartell, 2005)
Emphasise supports, challenges and guides.

16. NIPT Mentor Fully probated with 5 years teaching experience
Registered with the Teaching Council
Nominated by Principal
Successful classroom practitioner
Can role-model professional practice for the NQT
Willing to undertake the programme elements
Can support, guide and challenge the NQT
Refer to role of Mentor in Mentor’s Guide.
Emphasise that the Mentor is the facilitator of the induction process within the school.
Re Croke Park Hours: Mentor can use a maximum of 5 hours per year for planning and induction which would come under the heading of “planning and development work”. Circular 0052/2014 would permit it subject to agreement at school level.

17. The Principal
The leadership of the principal is central to the success of the Induction Programme in the school.
Nominates a teacher to train as a mentor
Outlines the roles of all concerned
Supports the Mentor and NQT(s)
Attends NIPT professional development for Principals
Refer to role of the principal in Mentor’s Guide available to NIPT trained mentors.
Principal outlines the roles of Mentor, NQT, Staff and Principal’s own role in the Induction process.

18. Colleagues
“ …informal dialogue with colleagues to improve the teaching of new teachers was reported as having a moderate or large impact on their development by more new teachers that any other method of professional development…” (Jenson, 2012)
The OECD Report, Teaching and Learning International Survey (TALIS), published in 2012 presented findings from new teachers  in 2008.
Induction is a whole-school process and the role of colleagues is a very important one. On a professional level, colleagues may be willing to share their practice e.g. peer observation , classroom management, planning for curriculum delivery.

19. Whole-School
‘’Adopting a whole school approach to reducing the emotional vulnerability of NQTs in particular, and to lessening the anxiety, fear and isolation of teachers generally, is essential.”
(Aitken & Harford, 2010)
The whole school inducts the NQT.

20. Steps to Whole-School Support and Induction
Introducing Induction
School Staff introduction
Mentor trained to support NQTs
Induction working-group – sample templates and agendas included
Developing Induction
Review of current good practice
Draft Induction Plan – sample templates and plan included
Targets identified for current year – linked to other school targets
Establishing Induction
Targets reviewed and new ones identified each year
Supporting NQTs and other new teachers
Observation and targeted professional development
Sharing Induction
Sharing practice with other schools
Blended learning and action research projects
Expansion of the welcome system of induction to students / parents
This is a suggested action plan.
NB This takes time, maybe a long time, to develop.
It dovetails with School Self-Evaluation.

21. (Feedback from Principals’ Mind Map exercise Phase 6, NIPT)
Benefits for Schools
Professional support
Professional conversations
Professional development
Shared values
Deprivatization of practice
Collaboration
Culture of openness
Focus on the enhancement of teaching and learning for the pupils
(Feedback from Principals’ Mind Map exercise Phase 6, NIPT)
Feedback from Principals, (NIPT)
Interesting to see that 6 years later, this stands the test of time. This induction programme dovetails with the School Self-Evaluation process and is at the heart of the Droichead process.
Highlight 1 or 2 benefits:
Deprivatization is a key element – collaboration, collegiality, sharing practice and engaging in professional conversations to further professional learning.

22. Professional Development
Primary Requirements
Full Registration
20 hours
Professional Development
over a 3-year period
Service: 100 days
Competence:
Inspection by DES
The service requirement: at least 100 consecutive days or 2 blocks of 50 days. The slide refers to NQTs in non-pilot schools. In Droichead schools the Competence is evaluated by the Professional Support Team.
It is required that NQTs complete 10 workshops from a suite of 13 in order to fulfill conditions for registration with the Teaching Council. This constitutes
20 hours of professional development for NQTs.
The slide ‘Workshop Programme ( )’ will explain the Professional Development options open to NQTs.
Procedures for Induction and Procedures and Criteria for Probation 2014/2015
Pursuant to section 7(2) (f) and (g) of the Teaching Council Acts 2001 to 2012

23. Workshop Programme (2014-2015)
Teaching Council Requirement: Complete 20-hours PD over 3 years
Evening Workshops at Education Centre Level
One Non-Teaching Day in EC: 2 cross-sectoral workshops - Child Protection and Inclusion
NQTs in Droichead schools or NQTs in schools with a NIPT trained mentor can fulfil part of the Teaching Council PD requirement at school level
The following model, effective from July 7th 2014, comprising several possible elements, which has been developed for 2014/2015, in response to requests for increased flexibility and choice:
1. Evening workshops across the year at local EC level: a series of 2-hour evening workshops will be available and NQTs can complete 20 hours PD by attending 10 different workshops at local EC level.
2. One Non-Teaching Day at local EC Level: There will be two cross-sectoral workshops run on this day – Child Protection and Inclusion. This day will be repeated depending on demand. This day is optional and NQTs who attend may choose to attend one or both of the workshops.
3. School-Based PD: This only applies to NQTs who are in a school participating in Droichead or in a school with an NIPT trained mentor.
NQTs who are in schools which are participating in Droichead in : school-based work with the mentor or PST is a reckonable PD activity and may count for up to 6 hours; additionally, up to 4 hours by attending two Droichead cluster meetings are also reckonable to fulfil part of the Teaching Council’s 20-hour workshop programme requirement. The NIPT will provide NQTs with a form for the purpose of recording this PD throughout the year. NQTs who avail of this option must also attend a minimum of 10 hours of the workshop programme at local Education Centre level to fulfil the Teaching Council’s 20-hour workshop programme requirement.
B) NQTs who have an NIPT trained mentor at school level, and whose school has registered with NIPT for induction release time for , may count up to 6 hours of school-based work with their mentor as part of the Teaching Council’s 20-hour workshop programme requirement. A form will be provided by the NIPT to NQTs for the purpose of recording this type of CPD throughout the year. NQTs who avail of this option must also attend a minimum of 14 hours of the workshop programme at local Education Centre level to fulfil the Teaching Council’s 20-hour workshop programme requirement.

24. Workshop Programme
September 2014
October 2014
November 2014
1st-5th
8th-12th
15th-19th
22nd-26th
29th-3rd
6th-10th
13th-17th
20th-24th
27th-31st
3rd-7th
10th-14th
17th-21st
24th-28th
Teacher Professionalism and Well-Being (CS) NIPTWS01
Planning and Preparation (P) NIPTWS02
SSE and Planning (PP) NIPTWS02
Classroom Management (P) NIPTWS03
Evidence Based Behavioural Support (PP) NIPTWS09-PP
Mid-Term Break 
Supporting Parents in Education (P/PP) NIPTWS04
Assessment (P/PP) NIPTWS06
Child Protection (NIPTWS10) and Inclusion (NIPTWS13) both (CS) will be run, on a non-teaching day (see note 1 below).
December 2014
January 2015
February 2015
1st –5th
8th–12th
15th–19th
22nd–26th
29th–2nd
5th–9th
12th–16th
19th–23rd
26th–30th
2nd–6th
9th-13th
16th–20th
23rd–27th
Assessment (P/PP) NIPTWS06
Multi-Grade Teaching in the Primary School (P) NIPTWS14
Transition from Primary to Post-Primary School (PP) NIPTWS12
 Christmas  Break
Differentiation (P) NIPTWS07 Stretching all Learners (PP) NIPTWS07
Literacy (P/PP) NIPTWS08
Behaviour for Learning (P) NIPTWS09-P
Exploring Learning (PP) NIPTWS05
March 2015
April 2015
Notes
9th–13th
30th–3rd
6th–10th
13th–17th
20th–24th
27th–1st
1: Non-Teaching Day: There will be 2 cross-sectoral workshops available on a non-teaching day from late August to October 2014 and, depending on local need, this day may be run later in the year. NQTs may attend one or both workshops. This non-teaching day is not mandatory and NQTs can reach the full 20-hour requirement without attending.
2: The Child Protection workshop will be repeated in April if there is a demand at local Education Centre level.
Behaviour For Learning (P) NIPTWS09-P
Numeracy (P/PP) NIPTWS11
Easter Break
Gaeilge (P) NIPTWS12
*Child Protection (CS) NIPTWS10
*(see note 2 opposite)
This is the calendar for this academic year and it is available on the website.

25. Primary Mentor & NQT Resources
NIPT Mentor Guide
Guide to Mentoring and Induction in Primary Schools
Updated November 2013
and available
to NIPT Mentors
NIPT Website
Planning Guidelines
Probation Guidelines
Classroom Displays
NEPS Resources
All the above are available on the NQT section of the website under ‘ Primary Resources’

26.
Depending on your time allocation for this presentation, you may take the opportunity to browse the website, showing the different sections and/or materials available.

27. Míle buíochas!
Facilitator thanks the participants for their attention and for this opportunity to present to them today.