1. The Role of Induction Tutor
10th / 12th September 2012
Forest Lodge Education Centre
Vivien Hyde – School Improvement Adviser – Primary
Mark Cordell – School Improvement Adviser - Secondary

2. Contact Details Primary – Vivien Hyde 0116 2526027
E mail –
Secondary – Mark Cordell (assessment)
E mail –
- Lynda Callaghan (CPD)
Administration – Shakila Towasin
E mail –
Additional contact – Phil Drabble
E mail –

3. The Handbook for induction of Newly Qualified Teachers
Leicester City Council – 2013
This handbook is designed for Headteachers/Principals, Induction Tutors and Newly Qualified Teachers

4. How to access the handbook
NQT Manager (when live)
Leicester Gateway – NQT Area

5. Induction Tutor Training
To familiarise NQT induction tutors with the essential elements and responsibilities of the role
To engage with the key documents supporting NQT induction
To enable the planning and preparing of a personalised programme for NQT(s) in light of the new Teachers’ Standards
To familiarise Induction Tutors with the new NQT Manager system

6. Statutory Requirements for Newly Qualified Teachers
10% non-contact time
Plus 10% PPA time
Funding to support the cost of induction
Teaching age range and subjects for which they are trained
Regular teaching of same class(es)
Similar planning and assessment to other teachers
No additional non-teaching responsibilities unless appropriate support given
Access to structured induction programme
A designated induction tutor

7. Roles and responsibilities: Head Teacher Section 1.5
Register the NQT with Appropriate Body
Identify induction tutor and provide any necessary training
Ensure timetable reduction
Support NQT’s work/life balance
Take part in termly formal assessment process
Make recommendation to Appropriate Body on rate of progress and, at final assessment, whether NQT has met the standards
Keep Governing Body informed of provision for induction

8. Roles and responsibilities: Induction Tutor
Organising and implementing an individual programme of professional development, with clear objectives;
Ensuring that appropriate support, monitoring and assessment takes place at appropriate times during the induction year;
Arranging and conducting half-termly review meetings with the NQT as part of their formative assessment;
Providing regular, well-founded feedback to the NQT on their progress;
Making formal observations of teaching at least once every half-term and providing fair, accurate and constructive feedback;
Maintaining a written record of all support, monitoring and assessment that takes place in relation to the induction of each NQT;
Arranging additional support for the NQT, if necessary.

9. Roles and responsibilities: Appropriate Body
On the basis of the Head Teacher/Principal’s recommendation decide whether NQT has satisfactorily completed induction
With Head Teacher/Principal, responsible for training, support, guidance and supervision
Respond to requests from induction tutors, Head Teacher and principals for guidance, advice and support
Quality assure the induction provision in schools and colleges across the Local Authority or other sector

10. Timeline overview Section 3.1
Are the NQTs registered?
Have they got QTS?
Do the NQTS have a reduced time table (in addition to statutory 10% planning, preparation and assessment time)?
Have you planned an initial meeting to agree a personalised induction programme of support and monitoring?
Have you planned within the first 4 weeks an initial observation and feedback?

11. Suggested examples for use of release time
CPD
Collaborative Planning
Meetings with Induction Tutor/Mentor
Shadowing good practice
Coaching and support
Time with key staff – e.g. SENCO
See P 3.3 for more suggestions

12. Induction Tutors: ongoing support and monitoring
Half-termly:
Progress review meeting
Observation and feedback
Planned professional development
Termly: Formal Review and Assessment Form

13. The Teachers’ Standards Handbook Section 2
From September 2012 all NQTs (new and ongoing) will be assessed against the Teachers’ Standards.

14. The Teachers’ Standards – Part 1 Teaching
Set high expectations which inspire, motivate and challenge pupils (3)
Promote good progress and outcomes by pupils (5)
Demonstrate good subject and curriculum knowledge (4)
Plan and teach well-structured lessons (5)
Adapt teaching to respond to the strengths and needs of all pupils (4)

15. The Teachers’ Standards – Part 1 – Teaching continued
6. Make accurate and productive use of assessment (4) 7. Manage behaviour effectively to ensure a good and safe learning environment (3) 8. Fulfil wider professional responsibilities (5)

16. Activity 1 – Teachers’ Standards -exemplification criteria
In your groups, read through the exemplification criteria and decide which ones exemplify each of the 8 standards

17. Activity 2 – finding the evidence
In the same groups, identify potential sources of evidence which you need to make a judgement against how far the NQT has made progress against the standard in your assigned standard
Now review each group’s source of evidence and, using the post-its, add other potential sources to the group’s list

18. Teaching Standards Part 2: Personal and professional conduct
Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school
treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position;
having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions;
showing tolerance of and respect for the rights of others;

19. Teaching Standards Part 2: Personal and professional conduct continued
not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs;
ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.
Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality
Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

20. Activity 3 – finding evidence for Part 2 of the standards
In pairs, identify potential sources of evidence for all 8 bullet points in part two
Share your findings with another pair
Group feedback

21. Setting a personalised induction programme

22. Activity 4 – Setting objectives “4
Activity 4 – Setting objectives “4. Plan and teach well-structured lessons”
In your groups,
Agree appropriate objectives to meet this standard
How will you know when they have been achieved?
Record your ideas on Appendix 2

23. Activity 5 - Induction Programme
On your tables, discuss the Induction Programme in Section 3.3 of the Handbook
Be prepared to feed back

24. Assessment

25. Classroom observation
Statutory requirements:
NQT observed every half term (6-8 week period)
Professional dialogue
Written feedback signed and dated after each observation
Agreed actions
Observations are supportive and developmental against the Standards (no Ofsted-style grading)
The induction tutor should not be the only person to observe the NQT, but co-ordinates observations to avoid inappropriate overload
Use an appropriate proforma (see example - Appendix 4 and 5)

26. The progress review meeting
One in each half term
Between NQT and Induction Tutor
Focus on the support – Is it meeting NQT’s needs?
Extent to which NQT is making progress towards the Standards and personal targets
Agreeing how evidence will be collected – lesson observations, work scrutiny, etc.
Amending, revising and setting new targets in the light of experience
Meetings should be minuted and signed (see Appendix 3)

27. The formal assessment meeting
Towards the end of each term
NQT, Induction Tutor and Head Teacher (or Senior Manager)
Judgements about progress towards meeting the Standards within the induction period (first and second assessments)
The final assessment determines whether the NQT has met the requirements for satisfactory completion of the induction period
Evidence base will include written reports from the lesson observations and professional review meeting
Complete assessment form
Signed by NQT, Induction Tutor and Head Teacher
Submit to Local Authority using NQT Manager

28. Completing Assessment forms
First and second or interim assessment forms
Final assessment form
Assessment periods
full time and part-time NQTs
different school/college terms
Organise the report around Part 1 - Teaching (8 Standards) and Part 2- Personal and professional conduct (see Appendix 6 & 7)
You should cite evidence which exemplifies progress towards each standard and targets for the next term
Included in the training pack are two examples of completed assessment forms.

29. Activity 6 – Sample Assessment Forms
On your tables, look at the examples of the completed Assessment Forms
Identify 3-5 key points about writing an effective assessment
Be prepared to feed back

30. Checklist for Assessment Forms (Section 4.2)
NQT personal details boxes completed
Recommendation box
Correct calculation of days completed for part-time NQTs (195 days – pro rata)
Absence days including nil returns
Evidence related to specific Standard
Targets for the coming term / new year
NQT box evidencing discussion of report ticked
Hard copy to NQT

31. NQT Manager

32. What is NQT Manager?
Schools register NQTs online
Schools complete termly assessments online
Completely Paperless
Registrations and termly assessments are completed online by the schools. No paper copies need be sent in the post as all are digitally signed online by the school and NQT

33. What is NQT Manager … continued
Data Safe
Data is entered via a secure environment and protected by a 128bit encrypted system. Data is backed up daily and securely stored off site
The system can be accessed from any computer connected to the Internet accessing NQT Manager using a secure username and password
Other features
guidance notes and useful links
addition of online videos and a helpdesk system

34. Important dates for the year Assessments due by:
Autumn Term
Friday 14th December 2012
Spring Term
Friday 15th March 2013
Summer Term
Friday 5th July 2013

35. NQTs experiencing difficulties
Section 6

36. Concern Triggers
Lesson observations where teaching and learning are judged to be less than satisfactory
Poor behaviour management
Low standards of personal and professional conduct
Issues around working as part of a team
Communication issues with pupils, staff or parents
Failure to follow school guidelines, policies, rules or expectations
Pupil outcomes show low expectations
Failure to meet targets and deadlines

37. NQTs experiencing difficulties – ignore at your peril!
Not meeting the standards for the 1st, 2nd assessments – does not mean NQT has “failed” the induction period
Advise NQT to contact union
School – expected to provide additional support for the NQT in areas where they are not meeting the standards
School-based support needs to be recorded in an action plan
Inform LA named person asap – this will trigger support:
(a) verify the school’s judgement (includes lesson observations), and
(b) to check that the school is providing support

38. NQTs experiencing difficulties continued
Hopefully, the support will lead to the NQT making agreed progress
If final recommendation is a fail, the LA panel can agree, extend, overturn
Extension for 1 term
30 days (or more) absence automatically extends the induction period

39. Action in case of unsatisfactory progress
Accurately identify the area for improvement and communicate to NQT in writing
Minute and sign all meetings/discussions
Set appropriate objective(s) with detailed action plan (see Appendix 2)
Keep Appropriate Body informed
Ensure a 3rd party is involved in an observation of the NQT

40. Activity 7 – NQTs causing concern
Supporting NQTs causing concern:
Take two minutes individually to read the case studies
Move into pairs / threes to focus on one case study and share ideas on how to support the NQT in this situation
Be prepared to feedback a few of your key points to the whole group.
Three case studies provided in a separate handout.

41. From the horse’s mouth …