Monthly Status Report by ida19730


									Induction for
newly qualified teachers (NQTs)
in England

                    developing people, improving young lives
Your induction period

The induction period is designed to:

•   offer you support during your first year of teaching

•   provide you with a firm foundation for future professional and career
Your induction period, continued

There are two main aspects to your induction period:

•   an individual programme of professional development and monitoring

•   assessment against standards
What can you expect?

•   a reduction of 10 per cent in your teaching timetable in relation to the other
    teachers in your school. This is in addition to the guaranteed minimum 10 per
    cent timetabled teaching time for planning, preparation and assessment (PPA)
    time that all teachers receive

•   an individualised induction programme

•   an induction tutor
What can you expect? continued

•   observation of your teaching, with follow-up review meetings

•   a programme of professional development opportunities

•   termly assessment meetings
What can you expect? continued

•   reports on your progress

•   additional support in cases of difficulty

•   a named contact at the local authority (LA) or at the Independent Schools Council
    Teacher Induction Panel (ISCTIP)

•   a recommendation on completion
Your role and responsibilities

•   before you take up your post

•   when you start your new job

•   during your induction period
Other roles and responsibilities

•   headteacher

•   induction tutor

•   appropriate body
Other roles and responsibilities, continued

The General Teaching Council for England (GTC)

•   registers qualified teachers
•   produces codes of practice and conduct
•   hears competence and conduct cases
•   advises the Secretary of State for Education
•   hears appeals
Other roles and responsibilities, continued

Department for Children, Schools and Families

•   responsibility for policy

•   circular DfES 0458/2003
    The new framework of professional
    teacher standards

•    A coherent and progressive set of standards for classroom teachers

     –   effective from September 2007
     –   there are 41 induction standards – these are known as the ‘core standards’ in the
     –   they are the core standards that underpin all the subsequent professional
         standards for teachers
     –   they fall into three sections: professional attributes; professional knowledge and
         understanding and professional skills

•    The framework replaces the existing induction standards (QTS standards
     plus six induction standards)

•    To complete induction successfully, NQTs must show by the end of induction
     that they have met the standards

Transitional arrangements for assessing NQTs
from September 2007

•   NQTs who are part way through their induction period when the revised
    standards are introduced in September 2007 have the option to continue to be
    assessed against the current induction standards until 31 December 2007 if
    they so wish
•   All assessments thereafter must be made against the revised induction
    Purposes of the guidance

•    To help NQTs
     –   to monitor their progress against the core standards
     –   to identify their professional development needs and priorities, including
         any further experience, monitoring and support that would be helpful

•    To help induction tutors working with NQTs
     –   to set objectives
     –   to review their progress towards meeting the standards
     –   to identify support, and
     –   to plan and monitor their development opportunities
How the guidance can be used
and how it should not be used

•   How can it be used?                         •   How should it not be used?

    –   to show how standards are linked            –   as a checklist, to ‘tick-off’ each
        across themes                                   standard

    –   to show how evidence can be used to         –   to develop an extensive evidence
        assess meeting more than one                    base or portfolio
        standard at a time
                                                    –   as an exhaustive and comprehensive
    –   in partnership with your induction              set of material for meeting the
        tutor                                           standards
        •   to monitor progress against the
        •   to identify and plan professional
            development needs

Supporting the NQT Process: TDA Guidance
is based on five themes that cover the 41 core standards

•   These are:
    1. Developing professional and constructive relationships
    2. Working within the law and frameworks
    3. Professional knowledge and understanding
    4. Professional skills
    5. Developing practice

•   The themes do not cover the standards in sequential order as set out in the new
    framework of professional standards

•   For example, Theme 5: Developing Practice links standards 7, 8, 9 and 35

•   Each theme has four parts

    –   rationale – the reason for the standard

    –   standards – the individual standards under each theme

    –   scope – some (but not all) aspects of practice covered by the standard

    –   questions – to help NQTs reflect on their practice, prompt further discussion and
        identify any monitoring, support and professional development needs
Example – Theme 5: Developing Practice

                                                                          Core standards

Standards: 7, 8, 9, 35

Theme 5
Developing practice

Reviewing, identifying and implementing ways in which practice can develop and become more effective will have a greater impact on children and
young people’s learning, attainment and well-being, and the outcomes of reviews will form the basis for improving teaching and learning. As part of this
review cycle, teachers have a responsibility to take an active part in identifying and reviewing their own performance and professional development
needs so that they can develop their practice and improve their effectiveness through adopting critically evaluated ideas and approaches and sharing
and adapting effective practice.

C7 Evaluate their performance and be committed to improving their practice through appropriate professional development.
C8 Have a creative and constructively critical approach towards innovation; being prepared to adapt their practice where benefits and improvements are identified.
C9 Act upon advice and feedback and be open to coaching and mentoring.
C35 Review the effectiveness of their teaching and its impact on learners’ progress, attainment and well-being, refining their approaches where necessary.
Example – Theme 5: Developing Practice, continued

These standards are about how you review the effectiveness of your teaching and its impact on learners and steps you might take to improve your effectiveness.
For example, aspects of practice covered by these standards might include:
     using your induction entitlement to a 10 per cent reduced teaching timetable to engage in professional development opportunities and activities
     taking opportunities to engage with coaching and mentoring, reflecting with others about your own progress against your identified development needs and the
      needs of learners
     seeking evidence about improvements to learning, teaching and children and young people’s development and well-being from a variety of sources, such as
      recent and relevant research and the practice of other colleagues, in school and beyond
     applying constructive criticism to new ideas, research and approaches and contributing to change and innovation by taking informed risks to promote and
      adopt them
     discussing with learners themselves, parents, carers and colleagues issues concerning their well-being, progress and attainment
     using assessment to monitor learners’ work and progress and taking appropriate steps to refine your teaching approach and/or modify planning as required.

Prompt questions which can be used for discussion with your induction tutor:
    How have you been supported in identifying your professional development needs?
    How have your professional development needs been responded to in your school?
    Have you been given any suggestions or guidance on how to make best use of your induction entitlement of a 10 per cent reduced teaching timetable and how
     have you applied any such advice?
    What feedback, new ideas and suggestions have you received from coaches, mentors and others and how has this made a difference to your practice?
    What difference has your professional development made to your practice?
    What additional support or guidance do you feel you need?

•   Supporting the NQT Process: TDA Guidance
    will be available:

    –   in web-based format (link from TDA website)

    –   in hard-copy format: (booklet available from September 2007)

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