AN-ACTION-PLAN-FOR-IMPROVEMENT by sdaferv

VIEWS: 34 PAGES: 5

More Info
									AN ACTION PLAN FOR IMPROVEMENT

INTRODUCTION

This action plan is designed to be used by Induction Tutors and Subject/Key Stage Mentors either in ISCtip clinic sessions or as a self-help tool in a real school setting.

It can be completed by an individual Tutor or Mentor or, more helpfully, in partnership with a colleague or in a small group. It may prove helpful to involve the NQT in considering some of the questions.

The Action Plan links to slides in the PowerPoint ‘Action for Improvement’

There are a few prompts but no suggested answers. The boxes are for you to put your responses into words and explore them a little so be specific and clear if you can; recognise when you are being general and ask yourself why that is.

1|Page

Slide A4.

How do we identify the problem(s) more thoroughly?

Think about my NQT; identify the Standard(s) towards which progress is not being made _________________  what signs led me to this conclusion?



what have others seen / heard / told me that supports the conclusion that satisfactory progress is not being made? (be as specific as possible – what exactly did they see/hear? when and where?)



am I certain that this evidence is secure? If so, why? If not, why not? What evidence of progress may the NQT produce if I say that I believe that satisfactory progress is not being made?



have there been occasions when progress has been made or when the adverse signs have not been present?

Is the NQT aware of my concern?  if not, why not and what steps need to be taken? Why not?

What steps now?



if the NQT is aware, does he/she agree with me? if not, why might this be?

2|Page

Slide A5. How do we clarify expectations? Considering the same NQT and the problems I have already identified  can I describe the behaviour, action or characteristic I am looking for?

 Why?

why am I looking for this? what will be the benefit to NQT or to others?

What benefit?

 can I explain how the behaviour / characteristic I’m seeking is linked to the Standards ? What are the Standards? How is the behaviour/characteristic I’m looking for linked?



what has the NQT got to do to produce this behaviour, action or characteristic? Have I told him/her?



can I break down what the NQT has to do into SMART objectives to share with him/her?



what practical advice can I give that might help the NQT to start making progress?



what support might the NQT want or need in order to meet these new objectives? Have I asked him/her?

3|Page

Slide A6. What is meant by ‘additional structured support’? Bearing in mind the existing support structure and mechanism in place for this NQT…  would additional lesson observations be helpful in addressing the situation? if so who could do them and join the support team (if they are not already part of it)?



what training might additional support colleagues require?



if lesson observations won’t help, what might? training (with whom?)? more one-to-one time with me or KSM or HoD or an additional mentor conscripted for this purpose?

 what regular meetings with the NQT are currently taking place as part of the existing support who with? how often? timetabled? is that time protected?  could any of the current arrangements be improved upon to make them more effective? be specific

 have I got sufficient time for (more) support meetings with the NQT? if not could time be made? What are the key points to make to the Head?

can I suggest any changes to the NQT’s timetable, duties, commitments, etc that might help him/her to make the required progress? I need to be clear exactly what the changes are, why they might help and what I would expect from the NQT if they were implemented - make things SMART!



4|Page

Now consider the NQT’s obligations1 What is the evidence that the NQT is…  …keeping a record of his/her own progress against the Standards?



…keeping his/her own copies of all documentation?



…identifying his/her own development needs?

If not, he/she should be; how will I tell him/her? If he/she asks me why this needs to be done what am I going to say convincingly?

What is the evidence that the NQT is…  …participating effectively in lesson observations?

 …participating fully in progress reviews?

If not, how do I know – what are my criteria for full and effective participation in these activities?

How might the NQT benefit if his/her participation was improved as I suggest?

Does the NTQ set and review objectives on a ‘living’ action plan? If not, is this something that I or someone else could assist with? How would the NQT benefit in the present situation if this was done?

Is the NQT actively engaging in the process of Induction? If not, could he/she be encouraged to change? What do I mean by ‘actively engaging’ – what are the criteria? what are the signs I look for?

1

See additional sheet ‘The responsibilities of the NQT’ 5|Page


								
To top