1. NQT Mentor and Tutor Seminar
Roles and Responsibilities
Wednesday 14th September 2016
Parkview Campus, Training Room
Richard Hanks, School Improvement Officer
Resources: Flip chart paper
Post it notes
Marker pens
Quick help guide – Not Making Sat Progress
Tutor Handbooks
Timetable and assessment forms
Quick help guide – assessment checklist

2. Overview of session Roles and Responsibilities Coffee
Induction plans and assessments

3. Task: Getting started…
What do you see as the critical purpose of the tutor/ mentor?
What are your main concerns about the role?

4. The Induction Tutor
Has day-to-day responsibility for the monitoring, support and assessment of the NQT.
Is an appropriately experienced colleague who has regular contact with the NQT.
Is fully aware of the requirements of the induction period.
Has the skills, expertise and knowledge they need to work effectively in the role.
Are able to provide or co-ordinate effective guidance and support, and to make rigorous and fair judgements about their performance in relation to the Teachers’ Standards.

5. Role of the Induction Tutor
Ensure the NQT knows and understands the roles and responsibilities of those involved in induction;
Organise and implement, in consultation with the NQT, a tailored programme of monitoring, support and assessment linked to the action plan;
Take into account the needs and strengths of the NQT;
Co-ordinate/ carry out observations of the NQT’s teaching, and organise follow-up discussion with the NQT;
Review with the NQT their progress against their objectives and the Teachers’ Standards;
Make sure that the NQT is fully informed about the nature and purpose of assessment in the induction period;
Ensure that dated records are kept of monitoring, support and formative and summative assessment activities undertaken, and their outcomes.

6. Mentor verses Coach
What are the differences between a mentor and a coach?
What experience do you have of both roles?
When would you use either approach?

7. Mentor Holds the expertise. Imparts knowledge and experience.
Directs and instructs how to approach a particular issue.

8. Coach Holds purposeful conversations.
Asks questions that provokes deeper thinking and raises self awareness.
Enables others to identify issues and possible solutions.
Helps others to learn but does not teach them.

9. NQT Lesson Observation
An NQT’s teaching should be observed at regular intervals throughout their induction period to facilitate a fair and effective assessment of the NQT’s teaching practice, conduct and efficiency against the relevant standards.
Observations of the NQT may be undertaken by the induction tutor or another suitable person who holds QTS from inside or outside the institution.
The focus for the observations should be informed by the requirements of the Teachers’ Standards and the NQT’s personal objectives for career development. Observations should be supportive and developmental.
The NQT and the observer should meet to review any teaching that has been observed. Feedback should be prompt and constructive.
Arrangements for review meetings should be made in advance and a brief written record made on each occasion. It should indicate where any development needs have been identified.

10. Effective Lesson Observation
Is about:
Identifying strengths to build on
Establishing development needs
Providing time to reflect on practice
Professional dialogue between practitioners
Learning from each other
Identifying clear actions and next steps

11. Effective Lesson Observation
Agree the focus for the observation – how has this been identified?
Agree the time and lesson focus
Agree the information that will be required by the observer prior to the observation -short term planning/lesson notes
Agree when the feedback will be given and in what format (don’t forget to give yourself time to reflect)
Ensure there is time for you and the NQT to reflect on the feedback and plan next steps.
Clarify that planning etc. is not statutory but may be useful to show pre-thinking and links with prior learning – may be required to support the development of the NQT

12. Coffee

13. Induction Plans
The statutory induction arrangements require NQTs to set objectives and write action plans for the induction period in discussion with their induction tutors identifying: 
the particular knowledge, understanding and skills needed to perform effectively in their specific teaching post;
the requirements for the satisfactory completion of the induction period; and
their aims for their longer term continuing professional development.

14. Induction Plans
The objectives set, and the way in which they are expressed, will affect how achievable they are, and the ease with which progress towards them can be supported, monitored and reviewed.
Objectives should:
be appropriate for each NQT;
enable you to build on the strengths identified using Transition Point One of the Career Entry and Development Profile;
support the NQT’s needs in the context of a particular teaching post;
be related to achievement of the Induction Standards and any other needs and
interests that are identified;
be clearly phrased, focused, realistic and achievable.

15. Induction Plans Actions should:
identify exactly what is to be done and who will do it;
set out actions for you and for those who will support you;
involve an appropriate range of development opportunities for the NQT;
be realistic and achievable within the resources available.
Success criteria should:
describe how it will be evident that you have achieved your objectives;
be identified before decisions are made on the actions to be taken;
be phrased clearly in relation to your objectives;
be related to the Teachers’ Standards.

17. Meeting records
It is a good idea to record every meeting between the tutor and NQT. This supports building the evidence of the NQTs development and clear demonstrates how actions are linked to evaluation of performance against the Teacher Standards.

20. Assessments A total of three formal assessment meetings must be held.
Towards the end of each term the NQT needs to be assessed. Each assessment needs to be informed by at least two lesson observations and two review meetings.
The NQT induction assessment form must be completed by the Headteacher and sent to the LA within 10 working days of the meeting. At the end of the first and second assessment periods form ‘Induct 1’ is to be completed. At the end of the third assessment period the Final Assessment & Recommendation form is to be completed. See section 1 for Timeline (1.5) and The Induction Process in Bristol LA (1.6).

21. Assessment Checklist and Dates
For NQTs who start in September, the dates for return of forms are:
First assessment period Five working days before the end of Term 2
Second assessment period Five working days before the end of Term 4
Third assessment period 10 working days before the end of Term 6

22. Guidance materials
All guidance materials are available at:

23. If things go wrong…
Consider the quick help guide – NQT Not Making Satisfactory Progress.
This highlights the frequent issues with the performance of NQTs.
How can you try to avoid these issues?

24. Unsatisfactory Progress
Make sure you are documenting your concerns and collate evidence of support put in place to address them.
Contact Richard!

25. Contact details Richard Hanks School Improvement Officer
Queries relating to: NQT performance, support for mentors and leaders, quality assurance, advice and guidance for NQTs.
Debbie Curtis
NQT Administrator
Queries relating to: registration, assessment paperwork deadlines, administration.
Trading with Schools
Electronic copies of assessments.