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May 20131. IStip Training for NQTs 2013-2014 May 20132.

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Presentation on theme: "May 20131. IStip Training for NQTs 2013-2014 May 20132."— Presentation transcript:

1 May 20131

2 IStip Training for NQTs 2013-2014 May 20132

3 What does the induction year mean for you? ‘Within a statutory process, and against an agreed set of standards, it is the opportunity to establish, or develop an attitude of constructive reflection and autonomous self development.’ May 20133

4 Statutory Guidance/Regulations Only one chance to complete induction Extensions only in extenuating circumstances Shortened period Your timetable should be whole classes/regularly taught & assessed Mix of monitoring/support May 20134

5 Your Role in the Process (statutory guidance 5.2) RESPONSIBILITIES use of 10% active engagement self evaluation; reflection responsibilities for the process confirm QTS RIGHTS 10% remission an induction tutor protection from unfair demands a contract information about unions named contact at IStip May 20135

6 Tutor/Mentor Role in the Process Provide/co-ordinate guidance & effective personalised programme of support Time Training Observe you Review progress Assess you Take prompt action if you are in difficulty May 20136

7 The Standards ( a quick recap) 3 parts to them: – Intro – Pt I Teaching – Pt II Personal & professional conduct 8 teaching Standards Same as Standards for ITT; apply beyond induction Context/Role specific May 20137

8 Pt I: Teaching Standards have to be met: – in your school (context) – in your role (job) – consistently – over time – with progression Standards can never really be signed off as having been completed/met May 20138

9 Part II: Personal & Professional Conduct A series of statements defining the behaviour and attitudes which set the required standards for conduct You are responsible for considering: implications and implementation of Part Two your personal & professional conduct in this role and context your contributions beyond teaching and discussing this with your Tutor/Mentor May 20139

10 Capturing Evidence What is it? What is it for? How much is enough? How to obtain evidence and secure it? WHO HOLDS IT & HOW? May 201310

11 The pattern/process of the induction period Each term/period of induction repeats Each half term/period of induction repeats Main components of the process: – 6 lesson observations (minimum) – 6 review meetings (one per half term/period) – Regular mentor meetings – 3 assessment meetings/forms – Lesson observations by you – Professional development targets – Use of the 10% May 201311

12 The Action/Development Plan You are responsible for: discussing priorities for development in the role/context is which you are operating setting targets and recording them on ADP The ADP is a living/working document The ADP is regularly reviewed The ADP will replicate areas/objectives on your Assessment Form May 201312

13 Getting the most from your regular meetings What this is; what it isn’t Best practice for induction year Dos and donts May 201313

14 Lesson Observations (and SEs) of you plan focus – related to induction/standards the complete package feedback May 201314

15 Lesson Observations by you focus – related to induction rationale process linking to standards May 201315

16 Identifying & Evaluating Progress: formal review meetings, twice per induction term/period holistic review practical issues agenda paperwork security difference between 2 nd progress review and assessment used in assessment May 201316

17 Assessment Takes place after the second review The IT makes judgements as to how and how far you are making progress Marries these judgements with (specific) evidence in drafting the Assessment Form May 201317

18 Your Part of the Assessment Form The comment box should be seen as part of your self evaluation process. It is a opportunity for you to reflect on your achievement and progress, as well as areas where improvements still need to be made. The comment should: make a statement about the progress you feel you are making; give some evidence to endorse your belief; give some examples of the impact your progress has had on the children you are teaching; explain how the support you have received has helped you make progress; indicate what further support would be welcome in the next period; in the final assessment form, reflect on the whole induction period, and look forward to the next 2-3 years of teaching. May 201318

19 IStip’s Role Main Quality Assurance role in process Ensure processes are carried out according to statutory guidance (we may visit you!) Offer advice/support/training Receive and validate the school’s judgement on an NQT Provide NCTL with details of starters/leavers/extensions May 201319

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