1. NQT Programme – Day 1
Sarah Raynor and Andrew Crosby

2. Why are we here?

3. NQT training and support
We are here to: provide training provide guidance through the induction/assessment process provide support – emotional or otherwise We are NOT here to: assess NQT progress or performance provide induction to any particular school provide accreditation

4. You and your mentor

5. You and your mentor
What can NQT’s expect from their NQT mentor? What can mentors expect from their NQT? Targets are set for a purpose – don’t dodge them Observations and feedback may seem scary but they are there to help you – don’t be in denial or defensive Your mentor is your assessor – they will need evidence They are also your crutch – don’t wait to seek help The

6. What sort of teacher do you want to be?

7. What sort of teacher do you want to be?
Recall the worst teacher you ever had/have ever seen. What makes a bad teacher? Recall the best teacher you ever had. Why? What makes a good teacher? Are all good teachers the same or are there different ways of being a good teacher? What sort of teacher are you? What is your personal style?

8. Expectations on teachers

9. What are the expectations of teachers?
What do the pupils want from their teacher? What do parents want from their child's teacher? What does the Head Teacher want from her/his teachers? 

10. The standards

11. Appraise yourself against the standards
Remind yourself of the Standards Self-audit on the Self-Evaluation of Skills sheet,

12. Standard 7: Behaviour
Look at the criteria for Standard 7 Describe a classroom where behaviour is not being successfully managed V

15. Standard 1: Expectations
Set high expectations which inspire, motivate and challenge pupils Establish a safe and stimulating environment for pupils, rooted in mutual respect Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils

16. Standard 1: Expectations
You cannot 'expect' children to achieve where the environment is unsafe, lacks stimulation and where there is no mutual respect. The first goal is to create an environment where it is the norm that pupils are excited to learn, expect to succeed and know they are safe to make mistakes. Ask yourself: Do the children feel safe – physically, socially and emotionally? Is the lesson worth coming in for? Is there a ‘buzz’? Have you earned their respect? Do they feel respected back in turn?

17. Standard 1: Expectations
The next goal is to set an appropriate level of challenge. This needs to be: Set at the correct level – subject knowledge is key! Clearly communicated Worthwhile to the pupils – the natural tendency is to settle for ‘good enough’; with motivation people will reach for the stars

18. Standard 1: Expectations
The third goal is to establish positive attitudes, values and behaviours: Classrooms have ‘cultures’ of learning – moving from one class to another can be like changing countries Value effort over achievement; make failure acceptable; establish ‘Growth Mindsets’ You have succeeded when you have made yourself dispensable – the pupils continue to strive even when you are not there

19. Standard 1: Expectations
Here are four common scenarios that affect teachers’ expectations: Teacher A hasn’t taken the time to share or model the school values and ethos. She just wants the children to ‘get the job done’ quietly and efficiently, only praising those pupils who achieve her desired outcomes. Teacher B is enthusiastic but often rushed and disorganised. He doesn’t always have a clear view about what he expects the children to achieve in the lesson. Teacher C is in her second year of teaching and her subject knowledge isn’t yet secure. She is struggling with differentiation. Teacher D is an Alpha male, very competitive and has high expectations of quality outcomes, especially for his ‘top’ pupils.

20. Here are four common scenarios that result from inappropriate expectations: Jamie is an able child who excelled in the past. He is now increasingly misbehaving in class and disturbing other pupils. His attendance is dropping and his work is now frequently of an unacceptably low standard. Jess tries hard at school and wants to please. But she is frequently kept in at break time because she hasn’t done enough work, or her work isn’t ‘good enough’. She is rapidly losing confidence and her work is slipping. Josie is extremely conscientious and always does well but frustrates her teacher because she is unwilling to tackle Greater Depth challenges. When pushed, she becomes very anxious. Josh has a very poor work ethic. He only tackles work that he enjoys. Otherwise he is disruptive in class, dragging down other children who want to get on. No other children want him to be in their group.

21. Standard 7d: Positive relationships
Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary What sort of relationship do the pupils want with their teacher? What is the difference between having a positive relationship and being the pupils’ friend? 

23. Standard 8 and Part 2: Professionalism

24. Gap task