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

“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.

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.

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.

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.

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 www.teacherinduction.ie 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

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.

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)

“ ...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.

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.

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

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?

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.

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.

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.

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.  

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.

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.

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.

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.

(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, 2008 (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.

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 (2014-2015)’ 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

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 2014-2015 or in a school with an NIPT trained mentor. NQTs who are in schools which are participating in Droichead in 2014-2015: 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 2014-2015, 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.

Workshop Programme 2014-2015 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.

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’

www.teacherinduction.ie 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.

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