1. Induction 2013 SBM Sessions
Edward Pryce
System Leader (Induction)
Lorraine Hunter
Professional Programme Coordinator

2. Purpose of Induction (NQT) Year
Provide additional support to teachers in the first year of their career
Ensure that every teacher meets a minimum professional standard by the end of that year

3. Statutory requirements
Agenda
Purpose of Induction
Statutory requirements
Timescales (Sessions / Terms / Eligibility)
Funding
Release time
GTCW Processes
Induction Profile Processes
The MEP
Guidance Handbook
Induction Profile - support - in particular Section 3

4. NQT Agenda – FYI 9.00 – 9.15 Introduction and Agenda
Edward Pryce / Lorraine Hunter
9.15 – 10.15
Your Induction Year
Edward Pryce
Literacy Support
Literacy Team Member
10.30 – 10.45
Numeracy Support
Numeracy Team Member
BREAK
11.00 – 11.15
21st Century Learning
21st Century Team Member
11.15 – 11.30
Support for Welsh
Welsh Team Member
11.30 – 11.45
Foundation Phase OR
14-19 Support
Foundation Phase Team
14-19 Team
11.45 – 12.15
Role of the External Mentor
External Mentor / Edward Pryce
12.15 – 1.15
LUNCH
1.15 – 1.45
Masters in Educational Practice (MEP)
1.45 – 3.30
The Induction Profile – Advice and Guidance, Evidence Gathering and Completion
Lorraine Hunter

5. Induction Year (Revised 1st September 2012)
Statutory requirement for all newly qualified teachers in Wales who gain qualified teacher status after 1st April 2003.
Usually over 3 full terms or the equivalent
Flexibility to work part time / take breaks
Work on a short term supply basis (STS)
In order for a period of employment to count towards statutory Induction, a newly qualified teacher must:
have qualified teacher status (QTS);
must be registered with the General Teaching Council for Wales (GTCW) and;
must be employed in a maintained school or non-maintained special school;

6. Outline of Induction Year – Detail Later
3 school terms if on a full time contract
380 sessions (190 days) for P/T, temporary or STS
For supply teachers ALL sessions can be accrued
Assessed against Practicing Teacher Standard (PTS)
Required to reference evidence in an ‘Induction Profile’, but not collate in a portfolio
Support carried out through partnership between:
School
“Appropriate body” (LA) – management delegated to EAS
External Mentor (teacher appointed by Welsh Government (WG))
An optional Masters in Education Practice (MEP) running concurrently

7. Overview of Induction Year
Programme of professional development activities designed to support the start of career as a teacher
Set objectives arising from reflection on practice during Initial Teacher Training (ITT)
These will evolve as the Induction period continues in meetings between School Based Mentor
Aim - meet “Practising Teacher Standard” (PTS)
Induction Profile – Describes how PTS met
This and professional dialogue assist the Headteacher and the External Mentor in reporting on progress and deciding whether to recommend that NQT has met the PTS

8. NQT - Key Responsibilities
Make Career Entry Profile (CEP) available to the school and work with School Based Mentor to use CEP and Practising Teacher Standard as a basis for setting professional development objectives and action planning;
Take part in planning your Induction programme, identifying and reviewing objectives;
Engage fully in the programme of monitoring, support and assessment, taking increasing responsibility for their professional development;
Know and understand the elements of the Practising Teacher Standard, monitor their own progress and collect evidence for use in formal assessment;
Record progress using the ‘Induction Profile’
Raise any concerns about the Induction programme, initially using the schools’ internal procedures, but with the Induction Co-ordinator at the EAS if necessary

9. School - Key Responsibilities
Allocate a School Based Mentor to help provide support for each NQT
Work with the NQT, using the CEP and as a basis for setting professional development objectives and action planning in order to meet the Practising Teacher Standard;
Plan an Induction programme, identifying and reviewing objectives;
Provide statutory release time from teaching commitments;
Arrange a programme of support and monitoring;
Monitor progress towards meeting Professional Teacher Standard, advising the NQT on evidence to collect;
Use the revised ‘Induction Profile’ to record all progress
If necessary raise any concerns about an NQT’s progress with the local authority, at the earliest opportunity
Liaise with the External Mentor

10. Local Authority (EAS) - Key Responsibilities
Allocate an External Mentor to provide support AND assess progress
Work with the NQT, using the CEP as a basis for setting professional development objectives and action planning in order to meet the Practising Teacher Standard;
If necessary discuss any concerns about an NQT’s progress with the school and NQT, so that additional support may be provided.
Liaise with the External Mentor and moderate their work

11. Funding document aimed at schools, not NQTs £2,100 per NQT To fund:
Funding and its use
Funding document aimed at schools, not NQTs
£2,100 per NQT
To fund:
additional 10% non-contact time
Cost of training courses
Supply cover

12. Use of the funding
All teachers undertaking Induction will be expected to focus their professional development activities on the following core priorities:
Literacy
Numeracy
Reducing the impact of poverty on attainment
Additional Learning Needs
Behaviour management
Reflective practice

13. Additional 10% time over normal teaching time In addition to PPA time
Support time
Additional 10% time over normal teaching time
In addition to PPA time
Can be:
regularly timetabled
in blocks
time to attend specific courses
time to attend training in school or support meetings with your school based mentor / external mentor

14. GTCW Role

15. GTCW Role in Induction
Maintaining a register of completed Terms / Sessions
Maintaining register of supply sessions for STS
Distributing funding to schools
Issuing NQT certificate upon completion
Acting as an ‘Appeals’ body

16. http://www.gtcw.org.uk/ Guidance from GTCW Cymraeg:
essional-development
English:
fessional-development

17. SCHOOL ACTION – Send to GTCW
Title
Sent to
Competed / Sent by
When
Induction/MEP Notification Form
GTCW
School
Within 10 working days of commencement of induction
Induction Funding Claim Form
At end of each calendar term. Date stipulated by GTCW in direct correspondence with each school.

18. Step Step 5

19. Guidance on GTCW Processes Full details in this document:

20. The Induction Profile OVERVIEW

21. Induction Profile (Pale Green in Packs)
ONE DOCUMENT – updated and resubmitted throughout the year.
Used to manage the induction process
Plan objectives and describe support to be provided
Describe progress in 3 termly reviews
Make a final summative judgement
PASS, FAIL, EXTEND (under specified circumstances)
Provide pointers to evidence that you are meeting each of the Practising Teacher Standards
Practical session later on the guidance available on completion

22. SCHOOL ACTION – email to EAS
Section
Title
Sent to
Competed / Sent by
When 1
Personal Details
EAS
SBM with NQT
Within 3 weeks of start of induction
2:Part A
Induction Priorities: Planning
2:Part B
Induction Priorities: Progress Review
SBM with NQT (and EM when appointed)
Termly
OR after 140 / 280 / 380 Sessions 3
Evidence of meeting PTS
NQT (supervised by SBM and EM)
With above – as a work in progress 4
Record of Induction Period
NQT – signed by schools
After each period of employment, but only submitted at end of induction year

23. Submission – by the SCHOOL
All documentation to be submitted to
ONE DOCUMENT, updated throughout the year
New from WG – final versions on our website by 23 September.
Timescales as per previous slide, except
S1, 2a - Revised deadline of 10th October
Still implementing online system with WebBased, but no available yet

24. EAS Website – NQT Section

26. Useful hyperlinks (further down main page)

27. Useful hyperlinks (further down main page)

31. Masters In Educational Practice

32. Eligibility for the Masters in Educational Practice
The criteria for entry to the MEP in January 2014 are that the NQT
Has a recognised degree at pass level or above
Has QTS and is employed as an NQT in their first year of teaching in a maintained school in Wales in a role that can count toward induction
Be registered with GTCW
Be employed until at least the end of Spring term 2014 in one or more maintained schools in Wales equivalent to at least 0.4 contract
Has an agreement from the HT
Page 4 of handbook

33. Summary
Based around the every-day classroom practice and outcomes for learners
Provided with high quality resources and mentoring support, covering behaviour management, ALN, literacy, numeracy and reducing the impact of poverty on attainment
Apply via initial notification to GTCW
Based on classroom experiences, schools asked to release at times, but will require some of your own time, in line with any Masters programme
Final Action Enquiry Project rather than dissertation
Funded by WG, apart from teacher release time

34. Programme Outline 1 2 3 Year Module Assignment Credits Learning Event
Introduction to Teachers’ Professional Enquiry
Coursework 15
Early January
Child and Adolescent Learning and Development (0-19)
Early March
Behaviour Management
Late June
Launch for Action Inquiry Project
Dissertation 60
Late November 2
Literacy
Part 1 - Mid January
Part 2 - Mid March
Numeracy
Additional Learning Needs
Part 1 - Early May
Part 2 –Early July
Reducing the impact of poverty on attainment 3
Leadership
Action Inquiry Project
Early May

35. Contact Details

36. Contact Details Area Who to Contact Contact Details
All ADMINISTRATIVE QUERIES, requests for and submission of documentation
Business Support
(New, Mon, Tor)
(BG, Caer)
Concerns about INDUCTION PROGRAMME or Individual NQT
Edward Pryce
MEP and MENTOR MANAGEMENT / NQT Allocation
Lorraine Hunter