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Guidance and Information for
Headteachers and Induction Tutors
2012-13
2
Introduction
The purpose of this Guidance for Headteachers and Induction Tutors is to help you through the process of managing the Induction Year for Newly Qualified teachers. This Handbook contains information on all aspects of the NQT Induction Year. The guidance materials and pro formas have been put together to support your work with the NQTs. They are offered as a models and suggestions, and Induction Tutors should feel free to use other materials as they see fit. Statutory Requirements for Induction All teachers who have obtained Qualified Teacher Status (QTS) after 7 May 1999, by what ever route, must complete an induction period if they are to work in maintained schools or in non-maintained special schools in England. The induction period is normally three school terms (or equivalent). In exceptional circumstances, and in recognition of previous teaching experience, the induction period may be reduced. This is at the discretion of the Appropriate Body (LA). There is no set time limit for starting or completing an induction period. There is no legal requirement to complete satisfactorily an induction period if an NQT intends to work solely in the independent sector including an Academy, a Free School, an independent nursery school or an FE institution. Registering for Induction
Once the teacher has been appointed, the headteacher or principal must notify the Appropriate Body as soon as possible to register, in advance of starting. The Appropriate Body must be satisfied that it has sufficient opportunity to fulfil its role, for example to quality assure the post the NQT has been appointed to, as well as advising on professional development where appropriate. Failure to register the NQT in advance will result in a delay to the start of the induction period. There are two main aspects to the induction period; an individual programme of professional development and monitoring, and assessment against the new TEACHERS’ STANDARDS.
IMPORTANT INFORMATION – please note:
The new Statutory Guidelines for induction come into effect on 1 September 2012.
These new guidelines and the new induction arrangements affect all NQTs who have yet to
complete induction and all NQTs starting induction this September.
The new TEACHERS’ STANDARDS come into force on 1 Sept 2012 for teachers
The formal assessment forms have also been updated to reflect the new Teachers’ Standards, and these forms MUST be used.
Copies are included in this booklet, and they can be found on the Bath & NE Somerset NQT website or electronically from [email protected]
Your LA contact on all matters relating to NQT Induction is the Leadership Adviser:
[email protected] : Tel 01225 394487
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Contents Page
ASSSESSMENT Dates and Deadlines / inc part-time 4-5 What you must verify before the NQT begins Induction 6 The LENGTH of induction and part-time induction
6
The MINIMUM period that can count towards induction 6 Pre- Employment checks 7 Your NQTs contract and role in the school
8
The Reduced Timetable 8 Can Induction be extended? 9 NQT leaving before completion
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Where Induction may be served 10 RESPONSIBILITIES – The NQT
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Headteacher 11-12 Governing Body 12 Appropriate Body 13 Induction Tutor 14 Support for INDUCTION TUTORS
Timeline of the Induction year 15 The preliminary meeting with your NQT 16 Career Entry and Development Profile 17 Record Keeping and the Induction Log 18 Planning the monitoring & support programme 19 Setting objectives & the professional development plan 19 Professional development activities 19-20 Lesson observation and criteria 21 Professional review meetings 22 Formal induction assessments 23 Completing the assessment form 24 After the meeting 25 Notifying the DfE
25
Unsatisfactory progress 26 TEACHERS’ STANDARDS
27-29
TEACHERS’ STANDARDS – evidence pro forma 31-37 EXAMPLES of PRO FORMAS
38-43
STARTER Form (1) / LEAVER Form (2)
44-45
Contacts and Links
46-47
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Assessment dates and deadlines for returning the forms
It is a statutory requirement for schools to hold assessment meetings before the end of each term and to complete the formal assessment forms. The forms must be signed and despatched (preferably by first-class post) in time to be received by the dates below to:
School Improvement & Achievement Bath & NE Somerset Riverside Temple Street Keynsham Bristol BS31 1DN
Or email to [email protected] (forms MUST be signed)
Term ends Latest date for
Assessments to be received by the LA
Dates for part-time NQTs or those starting full-time induction after the beginning of a term
21 Dec 2012
14 Dec 2012 see below
22 Mar 2013
15 Mar 2013
22 July 2013
12 July 2013
Please note: Final (3rd) forms must not be late. The LA, not the school, makes the final assessment decisions on receipt of each form and notifies the General Teaching Council that an NQT has completed induction successfully. The LA is required to send the GTCE a single list each term of ‘passes’, so if just one final form is late we cannot notify any of the passes until the following term – and this delays for all B&NES NQTs the issue of their Induction Certificates which may have implications for future employment. .
Please note that the previous stand alone "Interim” Assessment Form has now been merged into the 1st and 2nd Assessment form. Also there is no longer two separate Final Forms (one for pass and one for fail). These have been merged into one Final form.
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Part-time NQTs
Regulations specify the length of the induction period an NQT is required to serve. This is judged to be a reasonable amount of time for the NQT to demonstrate the standards and to enable the head to make a recommendation, and the Authority a fair assessment, of whether or not the individual has met the new TEACHER’s STANDARDS. Although the majority of NQTs serve a standard induction period lasting six terms (three old terms), regulations also provide for NQTs with different work patterns to serve a period equivalent to three terms. The induction period for a part-time NQT is calculated pro rata. To calculate the period of time it will take for a part-time NQT to complete his or her induction period, divide the total number of days induction the NQT must service i.e. 195 days (189 days in an FE institution) by the full-time equivalent (FTE) percentage that the individual is contracted to work. For example an NQT contracted to work an FTE of 0.6 in a maintained school would need to be employed for a period of 325 days (195/0.6 = 325) in order to complete the induction period. It is the joint responsibility of the induction tutor, head teacher and the NQT to work out (if on a part-time contract) how long the induction period will last. Part-time NQTs must cover the same number of sessions as a full-time NQT.
September 2012 starters (6-term year)
Part-time proportion
1st form due
2nd form due
3rd form due
Total length of induction
0.8 (244 days) Jan 2013 May 2013 Nov 2013 7 terms 12 days
0.6 (325 days) Feb 2013 Oct 2012 spring 2014 10 terms
0.5 (390 days) spring 2013 Dec 2013 July 2014 12 terms
0.4 (488 days) May 2013 spring 2014 Feb 2015 15 terms
0.3 (650 days) Oct 2013 Oct 2014 Dec 2015 20 terms
January 2013 starters
Part-time proportion
1st form due
2nd form due
3rd form due
Total length of induction
0.8 (244 days) May 2013 Oct 2013 March 2014 7 terms 19 days
0.6 (325 days) June 2013 Jan 2014 July 2014 10 terms
0.5 (390 days) July 2013 spring 2014 Dec 2014 12 terms
0.4 (488 days) Oct 2013 July 2014 May 2015 15 terms
0.3 (650 days)
Jan 2014 Feb 2015 Spring 2016 20 terms
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What must you verify before the NQT begins induction?
All normal pre-employment checks must be carried out (see below). In addition: • the school must register the NQT for Induction with [email protected]
using the STARTER FORM (Page 45) and on the NQT website) National regulations state that the LA must be made aware of an NQT before the employment starts for induction to be valid from the first day of employment
• A copy of the Qualified Teacher Status certificate should have been provided to the school as part of normal pre-employment checks.
Please note:
− A Teacher Reference Number or university degree certificate are not evidence of
qualification.
− even if their certificate does not arrive on time, QTS will usually date from 1st August . But if the certificate is still not produced by the end of September, you should insist on the NQT following the instructions in the Guidance as to what to do to obtain it.
− Any teaching work before the QTS date - usually 1st August - must be as an unqualified
teacher and on the unqualified pay scale
− Any induction completed before the QTS date will be invalid and the NQT will have to restart induction
The length of induction and part-time induction
The induction programme must last the equivalent of at least six school terms or one school year. It can begin at any date, even partway through a term, but must begin as soon as the appointment starts.
Part-time NQTs must cover the same number of school sessions as a full-time NQT, and this is calculated pro-rata. They must serve a minimum of 195 days. To calculate the number of working days an NQT must serve, divide 195 by the part-time proportion – e.g. with a 0.6 (60%) contract induction has to cover a minimum of 325 working days.
Induction can be completed in more than one school at the same time, if the NQT has a contract with each of the schools for at least one term. One Headteacher will take responsibility for the induction and receive feedback from the other Headteacher about progress. Further guidance is available on our website
The minimum period of continuous employment that can count towards induction
The minimum period of employment that can be counted towards completion of the
induction period (for both full-time and part-time NQTs) is two terms (based on a six –
term year). This applies to both permanent and supply teaching posts. It also reflects the
need for each NQT to work in a stable environment and receive a personalised,
supported and pre-planned induction programme. In addition, it is important that the NQT
is in post long enough to enable a fair and reasonable assessment to be made of their
performance. It would be very difficult to do this against all of the relevant standards over
a period of less than one term.
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Pre-employment checks
All Bath & NE Somerset schools have been issued with detailed guidance on pre-employment checks for new staff. Please ensure that the current guidance has been adhered to, to ensure that all safeguarding measures have been put in place. This is a checklist of the requirements for teachers:
Application Form
NQTs must complete the standard teacher’s application form including the Rehabilitation of Offenders Act declaration and have signed and dated that form
Identity Satisfactory evidence of identity – e.g. passport, photo driving licence
Right to Work in the UK
Satisfactory evidence, in accordance with The Immigration, Asylum & Nationality Act 2006, that they have the right to work in the UK and to undertake the type of work on offer – e.g. passport, or visa/work permit
Criminal Record Bureau Disclosure
& Independent
Safeguarding Authority
Even if the NQT has an enhanced level CRB disclosure requested by their training provider or previous employer, a further CRB application must be made by your school and a satisfactory disclosure certificate received and recorded. This is because they now have a significantly greater responsibility for children and there will probably have been a gap in employment
From November 2010 all NEW school employees must be ISA registered. NQTs will be registered by their ITT provider – ie UK University (or School – in the case of GTP trainees) in line with national guidance
Employment History Information on their employment history and, if appropriate, adequate reasons for gaps in employment.
Qualified Teacher Status
An original QTS Certificate issued by the General Teaching Council for England or a letter from the GTCE confirming QTS with the date of the award
Dept for Education Evidence that they are currently registered with the DfE,
Health
Health Declaration completed; if necessary full Medical Questionnaire completed with OHU verification that the candidate has the health and physical capacity to undertake this post in accordance with The Education (Health Standards) (England) Regulations 2003
Professional and Character References
Satisfactory references taken directly from the appropriate referees. Referee(s) should have provided their assessment of the NQT’s suitability to work with children and to undertake this role
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Your NQT’s contract and role in the school
Most NQTs are employed on permanent contracts. (In the unlikely event of failing induction, this contract would automatically end as they would not then be eligible to teach.)
Sometimes a ‘fixed-term’ contract with a specified end date is appropriate (e.g. to fulfil a temporary requirement in a school, or if the number on roll is known to be falling); or sometimes an open-ended ‘temporary’ contract is appropriate (e.g. to cover a colleague on sick or maternity leave with no specified date of return).
An NQT given a non-permanent contract must be fully aware of the reason and this should be entered on the three formal assessment forms.
It is not appropriate to issue a non-permanent contract to an NQT just because you want to see how they fit into the school; Professional Associations request regular data on this and non-permanent contracts issued for inappropriate reasons are investigated.
The requirements of the role should be reasonable, but an induction post must: • involve regularly teaching the same class(es) • involve similar planning, teaching and assessment processes to those of other teachers in the
school • not involve additional non-teaching responsibilities without the provision of appropriate
preparation and support and should normally: • only require teaching in the age range and/or subject(s) for which the NQT trained – but there
is legally nothing to prevent them teaching any age range/subject once they have QTS • not present acute or especially demanding discipline problems on a day-to-day basis
The reduced timetable NQTs must have a reduction of 10% of their teaching timetable compared with other teachers in the school, to give them time to focus on their development. The 10% additional non-contact time is specifically for induction and professional development, and should not be used for preparation, planning, marking or classroom cover. This is in addition to PPA time and should be clearly distinguished from it.
Under the School Teachers’ Pay and Conditions Document, Headteachers have a duty to ensure that NQTs’ teaching time does not exceed 90% of the timetable of other classroom teachers in the school - even if the NQT is employed on a supply basis or through an agency.
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Can induction be extended?
The induction period cannot be extended just because the NQT or the school feels that they need a little more time. The LA may consider an extension to the Induction Year, but only in the following circumstances: At the end of the year, if the school recommends a failure or a borderline pass, and there is some doubt that the NQT had sufficient opportunity to demonstrate that they could meet the Standards, the LA may allow the NQT a further term of induction to confirm that they can meet the Standards Sick leave or other absences: If the NQT is absent from work for 30 working days or more during the induction period due to sickness or some other reason, an extension is mandatory and will last for the equivalent number of days –absence days must be logged carefully and EPS must be informed if your NQT approaches 20 days’ absence from the start of induction – this does not have to be consecutive days. The extension will be added to the end of the current and subsequent terms.
Maternity leave: If an NQT takes maternity leave they may choose to extend induction by any period of Statutory Maternity Leave (the first 26 weeks), but any period of Additional Maternity Leave (the second 26 weeks) over 29 days leads to a mandatory extension. Education Personnel Services can provide more information about Maternity Leave and NQT Induction. In all cases, please inform the LA if an NQT applies for maternity leave.
Please note that only the LA can authorise an extension.
If an NQT leaves before completing induction
An NQT might leave their school before completing six terms of induction (one year)– e.g. if the contract comes to an end, or if they move away from the area. When they move to another school induction will continue as before. An NQT who leaves a school before completing induction must take copies of assessment forms to provide to any future school, to plan the rest of induction. If they do not take a new appointment, their records should be retained by the school and the LA for five years. If the NQT leaves after more than a set number of terms – e.g. after 1.5 terms or 2.25 terms: In this case there is an interim assessment form (the same form as Assessments 1 & 2) for the first school to complete and send to the new school together with any termly assessment forms and all documentation from the ‘extra’ period – lesson observations, meeting reports etc – so that these can be combined with their own processes. However, if the NQT joins a new school part way through the final term of induction, they will need to complete a further full term - this is because the school needs enough time to be able to form a judgement as to their competence against all the Standards.
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Institutions in which induction may be served
The Regulations specify that induction can be served in the following institutions:
• a relevant school in England – this includes: a maintained school; a maintained or non-maintained nursery school; a nursery school that forms part of a maintained school; a local authority maintained children’s centre; and a pupil referral unit (PRU)
• an independent school in England (including Academies; Free Schools; 16-19 Academies; alternative provision Academies; and city technology colleges) or independent nursery school (subject to certain circumstances = para 2.3 of the Stat Regs)
• a further education (FE) institution including a sixth form college in the circumstances set out in para 2.3;
• an independent school overseas ( see Statutory Regulations)
• a school or FE institution in Wales in which an induction period may be served under Welsh regulations
Induction in a maintained, non-maintained or independent nursery school, or
maintained children’s centre
• NQTs employed and completing a period or part period of statutory induction in these settings must have a head teacher who can make the recommendation against the relevant standards and must teach classes of pupils predominantly aged three and over.
• The institution must ensure that it has a head teacher/principal to make the recommendation about whether the NQT’s performance against the relevant standards is satisfactory,
• have prior agreement with an appropriate body to act in this role to quality assure the induction process;
• provide the NQT with the necessary employment tasks, experience and support to enable them to demonstrate satisfactory performance against the relevant standards (the TEACHERS’ STANDARDS) by the end of the induction period;
• ensure the appointment of an induction tutor with QTS;
Induction in further education institutions (including sixth form colleges and
16-19 Academies)
An FE institution, sixth form college or 16-19 Academy wishing to offer an NQT
a post in which to serve a statutory induction period must ensure that:
• normally no more than 10% of the NQT’s teaching in the FE institution is devoted to teaching classes predominantly consisting of pupils aged 19 and over;
• to enable them to develop a sound knowledge and understanding of day- to-day practices and the role of a teacher in a school, NQTs must spend the equivalent of at least ten days teaching children of compulsory school age in a school during their induction; and
• every effort is made to provide the NQT with up to a further 15 days’ experience in a school setting.
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RESPONSIBILITIES
The NQT
The NQT should:
• provide evidence that they have QTS and are eligible to start induction; • meet with their induction tutor to discuss and agree priorities for their induction programme and keep these under review; • agree with their induction tutor how best to use their reduced timetable allowance; • provide evidence of their progress against the relevant standards ; • participate fully in the agreed monitoring and development programme; • raise any concerns with their induction tutor as soon as practicable; • consult their appropriate body named contact at an early stage if there are or may be difficulties in resolving issues with their tutor/within the institution; • keep track of and participate effectively in the scheduled classroom observations, progress reviews and formal assessment meetings; • agree with their induction tutor the start and end dates of the induction period/part periods and the dates of any absences from work during any period/part period; and • retain copies of all assessment forms.
Headteachers
The head teacher/principal is, along with the appropriate body, jointly responsible for the
monitoring , support and assessment of the NQT during induction, and should:
• Check that the NQT has been awarded QTS • clarify whether the teacher needs to serve an induction period or is exempt; • agree, in advance of the NQT starting the induction programme, which body will act as the appropriate body; • notify the appropriate body when an NQT is taking up a post in which they will be undertaking induction; • meet the requirements of a suitable post for induction; • ensure the induction tutor is appropriately trained and has sufficient time to carry out their role effectively; • ensure an appropriate and personalised induction programme is in place; • ensure the NQT’s progress is reviewed regularly, including through observations and feedback of their teaching; • ensure that termly assessments are carried out and reports completed and sent to the appropriate body; • maintain and retain accurate records of employment that will count towards the induction period; • make the governing body aware of the arrangements, that have been put in place to support NQTs serving induction; make a recommendation to the appropriate body on whether the NQT’s performance against the relevant standards is satisfactory or requires an extension; • participate appropriately in the appropriate body’s quality assurance procedures; and • retain all relevant documentation/evidence/forms on file for six years.
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There may also be circumstances where the head teacher/principal should:
• obtain interim assessments from the NQT’s previous post; • act early, alerting the appropriate body when necessary, in cases where an NQT may be at risk of not completing induction satisfactorily; • ensure third party observation of an NQT who may be at risk of not performing satisfactorily against the relevant standards; • notify the appropriate body as soon as absences total 30 days or more; • periodically inform the governing body about the institution’s induction arrangements; • advise and agree with the appropriate body in exceptional cases where it may be appropriate to reduce the length of the induction period or deem that it has been satisfactorily completed; • provide interim assessment reports for staff moving in between formal assessment periods; and • notify the appropriate body when an NQT serving induction leaves the institution.
THE GOVERNING BODY
• should ensure compliance with this guidance;
• should be satisfied that the institution has the capacity to support the NQT;
• should ensure the head teacher/principal is fulfilling their responsibility to meet the requirements of a suitable post for induction;
• must investigate concerns raised by an individual NQT as part of the institution’s agreed grievance procedures;
• can seek guidance from the appropriate body on the quality of the institution’s induction arrangements and the roles and responsibilities of staff involved in the process; and
• can request general reports on the progress of an NQT
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The Appropriate Body
The appropriate body has the main quality assurance role within the induction process
Through quality assurance the appropriate body should assure itself that:
• head teachers/principals (and governing bodies where appropriate) are aware of, and are capable of meeting their responsibilities for monitoring support and assessment. This includes ensuring that an NQT receives a personalised induction programme, designated tutor support and the reduced timetable; and
• the monitoring, support, assessment and guidance procedures in place are fair and appropriate.
The appropriate body must ensure that:
• head teachers/principals (and governing bodies where appropriate) are meeting their responsibilities in respect of providing a suitable post for induction; • the monitoring, support, assessment and guidance procedures in place are fair and appropriate • where an NQT may be experiencing difficulties action is taken to address areas of performance that require further development and support; • where an institution is not fulfilling its responsibilities, contact is made with the institution to raise its concerns; • induction tutors are trained and supported including being given sufficient time to carry out the role effectively; • head teachers/principals are consulted on the nature and extent of the quality assurance procedures it operates, or wishes to introduce; • any agreement entered into with either the FE institution or the independent school’s governing body is upheld; • the head teacher/principal has verified that the award of QTS has been made; • the school is providing a reduced timetable in addition to PPA time; • the NQT is provided with a named contact(s) within the appropriate body with whom to raise concerns; • FE institutions (including sixth form colleges) are supported in finding schools for NQTs to spend their mandatory ten days teaching children of compulsory school age in a school; • NQTs’ records and assessment reports are maintained; • agreement is reached with the head teacher/principal and the NQT to determine where a reduced induction period may be appropriate or is deemed to be satisfactorily completed; • a final decision is made on whether the NQT’s performance against the relevant • standards is satisfactory or an extension is required and the relevant parties are notified; and • they provide the Teaching Agency with details of NQTs who have started; completed (satisfactorily or not); require an extension; or left school partway through an induction period.
The appropriate body should also (as local capacity, resources and agreements allow):
• respond to requests from schools and colleges for guidance, support and assistance with NQTs’ induction programmes; and
• respond to requests for assistance and advice with training for induction tutors.
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Induction Tutors • must have the necessary skills, experience and knowledge to fulfil the role
• ensure the NQT:
− understands the induction process and the roles of the various people involved
− is fully aware from the start of employment of the school’s child protection policy and procedure
− becomes a reflective practitioner and evaluates what they observe and do: that the NQT completes the self-evaluation form after observations and discusses this at feedback sessions
− takes responsibility for their development and induction and for providing evidence to support their progression
− takes part in appropriate staff training
− knows about whole-school policies eg child protection, behaviour management and health and safety
− contributes to specific school improvement activities
− spends time with the school’s SENCO to focus on specific and general SEN matters
− receives, if appropriate, training, development or advice from professionals outside the school, and obtains experience outside the school context, eg at another school or a special school or on a school trip
• make rigorous and fair judgements are made about the NQT’s progress in relation to all of the Teachers’ Standards
• provide and co-ordinate guidance and support for the NQT’s professional development
• Should be familiar with: - the current DfE Guidance - the B&NES NQT Support programme
• hold the Preliminary Meeting, preferably before the start of term
• ensure sufficient time is timetabled each term for meetings with the NQT and cover is arranged
• plan an individualised and structured induction programme with the NQT
• use the customised B&NES assessment forms are used each term
• assess the NQT’s progress throughout induction
• undertake most observations of the NQT’s teaching and hold regular professional reviews of progress
• keep dated copies (and provide them to the NQT) of reports on observations, meetings and objectives until the LA has confirmed that the NQT has completed induction satisfactorily and the result of any appeal is known. Keep a note of other evidence and the outcomes of informal meetings
� informs the Headteacher immediately of any concerns about an NQT’s progress � attend any meeting about a recommendation of failure with LA Personnel
If you have any concerns about your NQTs performance, it is essential that you inform
[email protected] (01225 394487) immediately - don’t wait till the end of term or ‘hope for the best’.
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Timeline of the Induction Year Terms 1 and 2
Before term starts • School registers NQT with [email protected]
• Preliminary meeting between Induction Tutor and NQT
Within 1st week • Meeting between Induction Tutor, Induction Manager/Head & NQT
• CEDP Transition Point 2 - areas for development/targets for first term - priorities for focus
Within 1st 4 weeks • Induction Tutor observes NQT - general focus for this first observation - NQT provides lesson plan
- Induction Tutor completes observation summary - NQT self-evaluates - feedback to NQT
Before end of Term 1
• Induction Tutor & NQT review objectives/set new objectives in line with targets for the term
Term 2 • Meeting to discuss progress and prepare for 1st termly assessment
• Further observation
• Contact winifred_thomson@bathnes,gov.uk if there are concerns about the NQT’s progress
• Formal assessment meeting, complete form including development areas and support to be given and written comments by NQT
• Send form to be received by LA at least 1 week before end of term
• Set/agree objectives Term 3 Terms 3 and 4
After 4 weeks • Good practice - observation about 4 weeks into term
• discuss, feedback, review objectives
• ensure NQT knows if they are not on target
Before end of Term 3
• Meet to review progress
• Evaluation and feedback
• Meeting with Winifred Thomson if there are concerns about the NQT’s progress
Term 4 • Further observation, feedback etc
• Induction Tutor meets NQT to discuss progress 2 weeks before end of term 4
• Formal assessment meeting, complete form including development areas and support to be given and written comments by NQT
• Send form to be received by LA at least 1 week before end of term (See dates on Page 4/5)
• Set/agree objectives for final term Term 5 and 6
• Same as Terms 3 and 4
• Meeting with Winifred Thomson before half term if NQT is failing
• HT may wish/ought to observe – must if NQT is failing
• Review/observe/feedback 3 weeks before end of term
• Formal assessment meeting, complete form including written comments by NQT
• Send form to be received by LA at least 2 weeks before end of Term 6 All through induction
• Regular meetings formal/informal
• Self-evaluation by NQT
• Regular balanced feedback
• Constant progress checks
• Recording of all meetings, targets, action points
• Copies held by Induction Tutor and NQT Problems/ difficulties
• Ensure advice sought and Winifred Thomson involved at the earliest stage
• Advise NQT to seek support from Professional Association
• Ensure Children’s Services including HR aware of potential failure
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The preliminary meeting with your NQT (before they take up their appointment) - checklist
Induction Tutor:
NQT: Date:
Agenda Item Tick Comments Diary Dates of terms & major school events
Staff handbook and/or a school induction handbook
The Bath & NE Somerset Induction Handbook for NQTs
The Teachers’ Standards
School’s Child Protection Policy and Procedure
The Bath & NE Somerset’s NQT Support Programme
Timetable of lessons and groups to be taught
Assessment data for NQT’s class(es) - or how to access these
Curriculum documents
How the school will manage the induction/assessment arrangements
Career Entry & Development Profile – Transition Point 1 reviewed
Date of next meeting (within 1st week) to discuss CEDP Transition Point 2
Schedule of formal meetings and observations
Dates for the 3 formal assessments for the whole year
Induction Log
The Professional Development Plan
The NQT brings the Career Entry and Development Profile to this meeting so that you can immediately see the areas for further development identified by the NQT and their Initial Teacher Training tutor. At Transition Point 1 (towards the end of the ITT programme), the NQT and their college tutor will have identified and recorded in the CEDP:
• the aspects of teaching they find most rewarding
• their main strengths and achievements
• the aspects of teaching in which they would value further experience
• their longer term professional aspirations and goals At Transition Point 2 (at the beginning of induction) you and the NQT must identify the areas for initial focus during induction:
• their most important professional development priorities
• how their priorities have changed since Transition Point 1
• how they would prioritise their needs during induction
• what preparation, support or development would help
• Transition Point 3 is completed at the end of induction
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Career Entry and Development Profile (CEDP)
NQTs receive their CEDPs from their training establishment and they must bring them into their first post. If they do not do so, you should request a copy from their college tutor who will have completed Transition Point 1.
The CEDP offers structured guidance at three Transition Points – (1) at the end of initial training, (2) at the start of induction and (3) at the end of induction. It helps to make constructive connections between the stages of career development, guides the processes of reflection and collaborative discussion, and focuses reflection on achievements and goals. You use Transition Point 1 to set targets and plan the programme and complete Transition Point 2 at the start of induction. .Here the NQT can record responses to the CEDP questions electronically or use the downloadable sample formats available on the website. The NQT can also save drafts, cut and paste from other documents, and email items to the Induction Tutor.
Record keeping and the Induction Log
All activities, observations, meetings etc during the year should be recorded. Recording should be concise and open to avoid misunderstanding now or in the future. During and after induction schools must be able to provide evidence, if required by the LA, the DfE or professional associations, of how they reached their judgements, the support they provided and discussions they had with the NQT. Copies of the following must be kept by you and used at the formal termly assessment meetings to assist you in making judgements and completing the assessment form:
• Lesson observation records
• Records of meetings
• The NQT’s self-evaluation record
• Professional Development Plan • The Induction Programme Log NQTs must also maintain their own records, notes from meetings, Induction Log etc. It is their responsibility to maintain the Induction Programme Log (available on our website and at the end of this guidance) and to keep it up to date with all the activities forming part of their Induction. Tutors should ensure that this is done. Each activity’s purpose and learning objectives should then be recorded more fully on the Professional Development Plan.
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Planning the monitoring and support programme
You must:
• schedule lesson observations, reviews of progress and formal termly assessments at the beginning of induction and pre-arrange any necessary cover for the NQT and Tutor
• observe the NQT teaching during the first 4 weeks and at least once each following half term.
• hold a scheduled professional review of progress at least once each half term
• record on a Professional Development Plan objectives, the action to be taken to meet those objectives and the criteria for determining whether they have been met
• plan professional development activities on the basis of the strengths, areas for further development and objectives noted in the CEDP
•
• ensure that the NQT
− observes the work of other experienced teachers
− attends our NQT Training Programme and any other external training events relevant to their individual needs
− takes part in programmes of training available to the school’s staff as a whole
− spends time with the SENCO to focus on specific/general SEN matters
•
• ensure that the 10% additional non-contact time is protected and used as part of the planned induction programme and is not used for Planning, Preparation or Assessment; PPA time should be separately scheduled
• keep copies of lesson observations, records of review meetings and objectives and refer to them at assessment meetings
19
Setting objectives and the Professional Development Plan
You and the NQT agree and record a Professional Development Plan using the online form (also at the end of this guidance). The first set of objectives should be agreed as soon as possible after they take up employment and should relate to the TEACHERS’ STANDARDS initially they should focus on the areas of strength and priorities for professional development identified in the CEDP. There should then be regular professional reviews of progress to identify how well they are making progress toward the achievement of objectives against the Teachers’ Standards. The effect of activities should be evaluated and objectives should be revised and the Professional Development Plan updated.
You should ensure that the NQT makes a significant contribution, through self-evaluation, to forming objectives. Objectives should be realistic and attainable. The NQT may be able to work towards them on a day-to-day basis as part of the normal teaching role, but there will be times when the support of other staff or professionals outside the school may be required. Identify this support in the ‘actions’ column. Where possible success criteria should describe the impact the achievement should have: ‘to… in order to…’ can help to define an objective’s purpose. Example of Professional Development Plan
Objective Target
date
Success criteria Action to be taken & by
whom
Review
date
To use a range
of strategies in
order to secure
effective
management of
pupil behaviour
End of
autumn
term
• pupils focused on task
• pupils demonstrate positive contributions
• pupils make progress
• pupils adhere to teacher’s expectations
• progress evident in books & through observation
• behaviour referrals reduced
• range of strategies used effectively
• NQT to observe Ms Jones in an art and science lesson
• NQT to implement strategies (e.g. eye contact, moving to stand near an off-task pupil
• NQT to use school behaviour policy
• NQT to make expectations clear & agree code of conduct
22 Professional development activities NQTs have a timetable of 90% of normal average teaching time in the school. The time released must be used for professional development activities in a way which meets the NQT’s and the school’s individual needs. Schools must ensure that these activities are focused and relate to the Teachers’ Standards, areas of strength, priorities for professional development and agreed objectives identified on the Professional Development Plan. This release time must be clearly distinguished from PPA time and other non-contact time provided for professional use, e.g. preparing for parents’ evening and normal attendance at external events or courses attended by other staff. The school must ensure that activities are programmed, structured and varied to match the NQT’s learning style and to capitalise on their range of experience They must be given opportunities to gain competence across the whole range of Teachers’ Standards.
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Examples of professional development activities during release time:
• Participation in the school’s general induction arrangements for new staff
• Time spent with the SENCO to focus on specific/general SEN matters
• Training and development or advice from other professionals from both inside and outside the school, e.g. inspectors, advisers, curriculum managers, behaviour managers
• Spending time with a different age group or visiting another area of the school, e.g. a different subject department
• Observation of experienced teachers
− in your own school
− in another school where relevant effective practice has been identified
− in a special school or Sixth Form College
To meet effective practice standards, this must lead to learning outcomes for the NQT – so before the observation you should agree with the NQT its focus and how it relates to the Teachers’ Standards, agreed objectives and identified areas of strength or priorities for professional development. You can then discuss the observation at the professional reviews of progress.
Please note: • The purpose of professional development activities and the expected learning outcomes should
always be agreed beforehand.
• An opportunity to discuss the outcomes and their relation to objectives and the Teachers’ Standards must be provided at the professional reviews of progress.
• You should ensure that there is coherence to the development programme, that the NQT receives non-contradictory advice and that the NQT is clear about the priority of actions they might subsequently take.
In addition to targeted activities, the NQT will undertake certain responsibilities for the first time, e.g:
• School trips
• Parents’ evening
• Writing reports • Taking an assembly • Managing a Tutor Group
The NQT must be supported during these activities - to be effective the support must be provided in three stages:
Before the activity relevant policy and procedures should be discussed with the NQT, including those on health and safety. For example, it may be necessary to familiarise the NQT with the procedures for school trips, or how to manage a difficult situation at parents’ evening.
During the activity you should ensure that appropriate support is available. For example, at a parents’ evening you or a senior member of staff might be present or available during specific parent interviews
Following the activity there should be a meeting with the NQT to evaluate the experience. These evaluations should be referred to during the professional reviews of progress. Because of the infrequency of some of these activities it may be important not so much to set objectives as to record ‘things I will bear in mind next time.’
21
Lesson Observations and Criteria
Observing the NQT teach is one of the most effective ways to monitor progress and enable them to learn further. NQTs ideally should be observed in the first 4 weeks of taking up their post and at least once every half term subsequently. If they work part-time the intervals between observations can be adjusted, but the first observation must take place in the first half term. Objectives must:
• focus on the Teachers’ Standards and have a defined focus
• provide a grade if appropriate
• be self-evaluated by the NQT
• result in specific feedback from the observer
• lead to learning outcomes
You should:
• agree the time and place of the observation
• agree its focus in relation to the Teachers’ Standards and the NQT’s objectives
• agree criteria for effectiveness in carrying out the lesson
• use a Summary of Lesson Observation for feedback form to identify strengths and areas for development and to form the agenda for the feedback
• ensure that the NQT uses the NQT’s Self-Evaluation of Lesson Observation • record subsequent objectives on the Professional Development Plan
This checklist will help you prepare for the observation:
• What is the purpose in observing this lesson?
• If a previous observation had a development point, pick this up in the next observation
• Is this a single observation or part of a series?
• What information if any is needed before the observation?
• What Core Standards are being focused on and what criteria are there for the focus? • When/where will the review meeting to provide feedback take place?
NQT’s self-evaluation of lesson observations This enables the NQT to evaluate their teaching against the Teachers’ Standards and identify specific points about the lesson to discuss during feedback. They should complete the Self-evaluation form immediately after each observed lesson so that they have time to reflect before receiving feedback later the same day. They can then respond more effectively to any suggestions.
Feedback from lesson observations Feedback should take place on the same day as the observation but not immediately after the observation, to allow time for reflection Use a room where you may talk in confidence without being distracted or interrupted.
• Feedback is most effective when it is open, unprejudiced, specific and constructive
• Firstly the NQT should give their evaluation of the lesson
• You indicate with which points you agree, raise any further positive points and explain the areas to be developed or improved, using specific examples observed
• You and the NQT set agreed objectives or revise current objectives
• You record the objectives in the Professional Development Plan together with steps which will be taken to support the NQT toward the achievement of the objectives
• Provide the NQT with their own copy
• Make sure that the objective is on the next observation sheet
22
Professional review meetings
At least once every half term there must be a professional review of progress based on your discussions with the NQT. This should be based on evidence, so you and the NQT should be prepared with outcomes from lesson observations, professional development activities and other areas of work. Successful review meetings are structured and involve: • An assessment and discussion about progress towards objectives
The NQT should be made aware of their progress towards objectives and have an opportunity to talk through their own self-evaluation and recent experiences, and to explore particular issues. Objectives should be reviewed and revised in relation to the requirements of the Core Standards and their needs and strengths
• Discussion about any observations and feedback since the last review meeting Discussions on the outcome of lesson observations will help to formulate objectives and professional development activities.
• Discussion about planned professional development activities Discussion of professional development activities which were planned in relation to objectives – the NQT should evaluate these to establish the learning outcomes and the level of success in meeting objectives. After discussing these areas, further objectives may be set and professional development activities planned. Again, this should be recorded in the Professional Development Plan. Guidance on targeted professional development activities is given above.
• The NQT’s evaluation of their work and development toward meeting the Teachers’ Standards The NQT must be familiar with the Standards and take increasing responsibility for professional development, so it is important that they are encouraged to monitor and evaluate their development in relation to the Teachers’ Standards. After lesson observations the NQT should have completed the NQT’s Self–Evaluation of Lesson Observation with specific points they would like to discuss during feedback. This can be followed up at the professional review meeting, when you should enable the NQT to:
− raise issues about other areas of the role, e.g. relationships with colleagues, managing assessment
− identify areas of particular concern − identify areas with which they are particularly pleased This part of the professional review will contribute to the revision and setting of objectives.
• Recording outcomes from the assessments and discussions A written record should be kept of the NQT’s progress towards objectives and any new objectives set, and you and the NQT should identify steps to support this. Record this in the Professional Development Plan.
At the end of the meeting complete the Professional Review Meeting Record of Discussion. and agree a date for the next meeting. Then plan for the next review meeting - it is important to gather appropriate evidence before the next meeting to help both you and your NQT decide whether the success criteria for the objectives have been met. This will involve carrying out a lesson observation linked to agreed objectives and collecting other evidence and any relevant information about professional development activities.
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Formal Induction Assessments:
The assessment meeting, how to complete the form
• Formal assessment meetings should be around three weeks before the end of each term for them to be collated and posted within the deadlines shown below
• With the NQT, schedule the three termly meetings at the start of Induction. Allow sufficient days after the meeting for the assessment forms to be written, and for the Head, Induction Tutor and NQT all to sign them and the NQT to comment.
• For assessment dates for part-time NQTs see Page 4/5 . If you have an NQT who begins induction midway through a term, please contact Winifred Thomson
• The meeting is attended by the NQT and Induction Tutor, plus if possible the Headteacher (or Secondary Induction Manager acting on behalf of the Headteacher)
• The meetings
− discuss and confirm the extent to which the NQT is achieving the Teachers’ Standards (see pages 31-37 for useful chart) .
− agree what will be included on the formal induction assessment (a draft assessment may be completed before the meeting for discussion and amendment)
− Assessments must be rigorous, accurate, fair and consistent throughout the school • The Term 1/2 meeting focuses on the extent to which the NQT is consistently beginning to
meet the Standards • The Term 3/4 meeting focuses on progress toward the Standards
• The Term 5/6 assessment determines whether the NQT has met all of the Standards. If so, the meeting then sets objectives and professional development opportunities for the second year of teaching
• Following the discussion, the statutory assessment forms are completed, signed by the Headteacher, the Induction Tutor and the NQT, and sent to the Local Authority.
• All Bath & NE Somerset schools are required to use the customised B&NES forms
(See NQT website)
At the assessment meeting You and the NQT discuss your judgement as to which of the Teachers’ Standards the NQT has already met, is on track towards meeting or is failing to show progress towards. To assess the NQT accurately you collate evidence from
• The Professional Development Plan
• Records of at least 2 lesson observations during the term
• Records of discussion from at least 2 professional reviews of progress during the term
• The NQT’s self-evaluation records
• Formal and informal assessment records for pupils for whom the NQT has particular responsibility, including test/examination results
• Information about liaison with others, e.g. colleagues or parents
• The NQT’s lesson plans, records and evaluations
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Completing the assessment form NQT should not complete any of the form (even personal details on page 1) other than the final boxes for their comments and signature. Remember that these forms have statutory status and each section must be completed.
Page 1
• Tick or complete the boxes to show the information required and whether your recommendation is that the NQT is on track to pass induction at the end of Term 3.
Pages 2-3 (Terms 1-2)
• Show the support & monitoring arrangements in place during the term • The relevant Teachers’ Standards should guide your comments. Give your
assessment of the NQT’s progress against these
Page 4
• Advice to the NQT on making a comment and a space for this • Will the NQT remain at your school for the next term & if not what school/LA
they will be moving to • Any changes to the NQT’s contract • Signatures of the Headteacher, the Induction Tutor and the NQT
Final assessments
• recommend to the LA whether or not the NQT has successfully met all the Standards. They also identify future objectives and appropriate future professional development activities.
25
After the meeting • The final draft of the form is compiled and signed by the Induction Tutor. The NQT signs it
and should be encouraged to add comments.
• If there is more one NQT either the Head or the Secondary Induction Manager should collate the forms for all NQTS and verify that the format and criteria are consistent across the school.
• The forms are then passed to the Headteacher, along with any record of the discussions so that the Head is fully aware of any issues. The Head then signs the formal assessment.
• A copy is given to the NQT and another copy is kept by the school
• The form is sent to the LA to arrive by the deadlines stated
• If there are any concerns about the NQT’s progress, and you are not already in discussion with Children’s Services HR about this, please contact them as well as Winifred Thomson arrange a meeting or discuss what action will be taken next term
• On receipt of the final form the LA
− decides whether to ratify the school’s decision
− verifies the personal details
− writes to the NQT confirming completion subject to DfE ratification
Notification to the DfE, ratification, Induction Certificates When all the final forms for that term have been received (and only then – this is why we need the final form within the deadline) the LA sends a spreadsheet to the DfE of all the NQTs in the Authority who completed induction successfully during that term.
The LA returns are then checked, confirming NQTs personal details and cross-checking the lists against their record of each teacher. If there are any discrepancies, or if an NQT is not registered with them, they will inform the LA. They then send an Induction Certificate for each NQT to the LA, which distributes these to the teachers via their schools. If your NQT has left the school, please ensure that the certificate is sent to them without delay. When NQTs receive their certificates, they should keep them safely with their QTS certificates as they will have to produce both certificates throughout their career as evidence of eligibility to teach.
26
Unsatisfactory progress or personal problems of NQT If you have any concerns about your NQT’s performance, it is essential that you inform Winifred Thomson (01225 304487) immediately - don’t wait till the end of term or ‘hope for the best’. Equally, if you feel that the NQT’s personal circumstances are affecting their performance and/or health, please let us know. Detailed guidance on procedures relating to poor performance or personal issues affecting performance is available from Winifred Thomson. These include a formal notification to the NQT with recommended text, advice to contact their professional association,
27
Teachers’ Standards : Sept 2012
PREAMBLE Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils. PART ONE: TEACHING A teacher must: 1 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. 2 Promote good progress and outcomes by pupils • be accountable for pupils’ attainment, progress and outcomes • plan teaching to build on pupils' capabilities and prior knowledge • guide pupils to reflect on the progress they have made and their emerging needs • demonstrate knowledge and understanding of how pupils learn and how this impacts on
teaching • encourage pupils to take a responsible and conscientious attitude to their own work and
study.
3 Demonstrate good subject and curriculum knowledge • have a secure knowledge of the relevant subject(s) and curriculum areas, foster and
maintain pupils’ interest in the subject, and address misunderstandings • demonstrate a critical understanding of developments in the subject and curriculum areas,
and promote the value of scholarship • demonstrate an understanding of and take responsibility for promoting high standards of
literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject
• if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics
• if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.
4 Plan and teach well structured lessons • impart knowledge and develop understanding through effective use of lesson time • promote a love of learning and children’s intellectual curiosity • set homework and plan other out-of-class activities to consolidate and extend the
knowledge and understanding pupils have acquired • reflect systematically on the effectiveness of lessons and approaches to teaching • contribute to the design and provision of an engaging curriculum within the relevant subject
area(s). 5 Adapt teaching to respond to the strengths and needs of all pupils • know when and how to differentiate appropriately, using approaches which enable pupils to
be taught effectively • have a secure understanding of how a range of factors can inhibit pupils’ ability to learn,
and how best to overcome these
28
• demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development
• have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.
6 Make accurate and productive use of assessment • know and understand how to assess the relevant subject and curriculum areas, including
statutory assessment requirements • make use of formative and summative assessment to secure pupils’ progress • use relevant data to monitor progress, set targets, and plan subsequent lessons • give pupils regular feedback, both orally and through accurate marking, and encourage
pupils to respond to the feedback.
7 Manage behaviour effectively to ensure a good and safe learning environment • have clear rules and routines for behaviour in classrooms, and take responsibility for
promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy
• have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly
• manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them
• maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.
8 Fulfil wider professional responsibilities • make a positive contribution to the wider life and ethos of the school • develop effective professional relationships with colleagues, knowing how and when to
draw on advice and specialist support • deploy support staff effectively • take responsibility for improving teaching through appropriate professional development,
responding to advice and feedback from colleagues • communicate effectively with parents with regard to pupils’ achievements and well-being.
29
PART TWO: PERSONAL AND PROFESSIONAL CONDUCT A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.
• Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:
• 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
• 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.
The Teachers’ Standards must operate in the context of teachers’ legal rights and contractual entitlements. Nothing in the professional standards militates against teachers taking lawful industrial action.
30
31
Teachers’ Standards 2012 : Evidence for Assessment Standard Brief notes of evidence and date Met by end of
assessment period
Asst 1
Asst 2
Asst3
1. Set high expectations which inspire, motivate and challenge pupils
a) establish a safe and stimulating environment for pupils, rooted in mutual respect
b) set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
c) demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils
2. Promote good progress and outcomes by pupils
a) be accountable for pupil’s attainment, progress and outcomes
b) be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these
c) guide pupils to reflect on the progress they have made and their emerging needs
d) demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching
32
Standard Brief notes of evidence and date Met by end of assessment
period Asst
1 Asst
2 Asst
3 e) encourage pupils to take a responsible and conscientious attitude to their own work and study
3. Demonstrate good subject and curriculum knowledge a) have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings
b) demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship
c) demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject
d) if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics
e) if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies
4. Plan and teach well structured lessons a) impart knowledge and develop understanding through effective use of lesson time
33
Standard Brief notes of evidence and date Met by end of assessment
period Asst
1 Asst
2 Asst
3 b) promote a love of learning and children’s intellectual curiosity
c) set homework and plan other out-of-class activities to consolidate and extend the knowledge
d) reflect systematically on the effectiveness of lessons and approaches to teaching
e) contribute to the design and provision of an engaging curriculum within the relevant subject area(s)
5. Adapt teaching to respond to the strengths and needs of all pupils a) know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively
b) have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these
34
Standard Brief notes of evidence and date Met by end of assessment
period Asst
1 Asst
2 Asst
3
c) demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development
d) have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them
6. Make accurate and productive use of assessment a) know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements
b) make use of formative and summative assessment to secure pupils’ progress
c) use relevant data to monitor progress, set targets, and plan subsequent lessons
d) give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback
35
Standard Brief notes of evidence and date Met by end of assessment
period Asst
1 Asst
2 Asst
3 7. Manage behaviour effectively to ensure a good and safe learning environment a) have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy
b) have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly
c) manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them
d) maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary
8. Fulfil wider professional responsibilities a) make a positive contribution to the wider life and ethos of the school
b) develop effective professional relationships with
36
Standard Brief notes of evidence and date Met by end of assessment
period Asst
1 Asst
2 Asst
3 colleagues, knowing how and when to draw on advice and specialist support
c) deploy support staff effectively
d) take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues
e) communicate effectively with parents with regard to pupils’ achievements and well-being
PART TWO: PERSONAL AND PROFESSIONAL CONDUCT A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career. a) Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:
• treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position
• showing tolerance of and respect for the rights of others
• not undermining fundamental British values, including democracy, the rule of law, individual
37
Standard Brief notes of evidence and date Met by end of assessment
period Asst
1 Asst
2 Asst
3 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.
• having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions
b) 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
c) Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities
38
39
Induction Programme Log
It is the NQT’s responsibility to keep this log up to date, and the Induction Tutor is responsible for ensuring that this is being done Record the basic outline of all activities and events included in the induction programme and occasions when substantial support or advice has been given. Each activity’s purpose and learning objectives should be recorded more fully on the Professional Development Plan.
Date Development activity
Signed: NQT…………………………… Induction Tutor…………………………..
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Professional Development Plan - objectives & activities to be undertaken
When each activity has been undertaken, evaluate it with your Induction Tutor
Objective/learning aim
(To help identify the purpose, word each
objective ‘to…in order to…’)
Target date
Success criteria
(as measurable as possible with the sources of
evidence identified)
Action to be taken, by whom &
resources needed
(use bullet points)
Review date
Evaluation
41
Summary of Lesson Observation for feedback to NQT NQT:
Date:
Observer:
Subject:
Length of observation: Comment on the quality of the NQT’s teaching in relation to the Teachers’ Standards. Ensure that generic advice is given that can be applied to other lessons, as well as specific advice relevant to this lesson.
Strengths Development points - in order to improve you will need to…
Professional attributes
Professional knowledge & under-standing
Professional skills
Carry forward development points to the Professional Development Plan
Overall assessment of lesson: Outstanding � Good � Satisfactory � Inadequate � Signed: NQT ………………………………. Induction Tutor…………………………..
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NQT’s Self-Evaluation of Lesson Observation
To be completed by the NQT immediately after the observation with reference to the Teachers’ Standards & brought to the feedback session with the Induction
Tutor NQT:
Date:
Subject:
Comment on your lesson in relation to the Teachers’ Standards, using the following headings:
Strengths Development points – in order to improve I will need to….
Professional attributes
Professional knowledge & under-standing
Professional skills
Areas with which I am particularly pleased or with which I have concerns I would like to discuss further:
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Professional review meeting: record of discussion
Review of progress & achievement since the last meeting
NQT: Date: Date of previous meeting: General Comments Note any issues relevant to the progress of induction which have arisen since the last review meeting, e.g. lesson observations, parents’ evenings, assessment/marking, development activity. State:
• Areas of strength (achievements & the specific aspects of the Teachers’ Standards demonstrated by them)
• Areas for development (related to the Teachers’ Standards)
• An outline of the areas to be carried forward as objectives in the Professional Development Plan
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FORM 1
Appointment of a Newly Qualified Teacher This form should be completed by the Headteacher and returned to Winifred Thomson, Workforce Reform Adviser, within ten working days of the appointment.
FULL NAME OF TEACHER:
NAME OF INDUCTION TUTOR:
DATE OF BIRTH:
DfE REFERENCE NO:
NAME OF SCHOOL:
DfE NUMBER OF SCHOOL:
DATE COMMENCED to COMMENCE EMPLOYMENT:
NQT Handbook Please tick as appropriate
Received Required
Bath and North East Somerset LA
................................................................................................................................................
NQT SPECIALISM:
Key Stage
Age Range
Subject
Does the NQT Work
Part Time?
Please state proportion of week worked
Full Time?
Is this the first period of induction?
Yes No
If no where was the previous induction undertaken:
Please attach previous reports if outside B&NES
Name of appropriate body receiving the report:
Please return Via Deborah Carter to Winifred Thomson – Leadership Advier – School Improvement, Riverside, Temple Street, Keynsham, Bristol BS31 1DN or email to [email protected]
45
FORM 2 Leaver’s Form for Newly Qualified Teachers
This form should be completed by the Headteacher and returned to Winifred Thomson, Leadership Adviser C/O Deborah Carter School Improvement & Achievement, Riverside, Temple St, Keynsham BS31 1DN
Full name of teacher:
Name of Induction Tutor:
DfE Reference Number (7 digits)
Name of School:
Appropriate Body Receiving Report: Bath & North East Somerset Date of Appointment:
Date of Leaving:
Name, address and telephone number of new employer: ………………………………………………………………………………………………………… …………………………………………………………………………………………………………
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USEFUL CONTACTS AND LINKS
Bath & NE Somerset LA
• NQT Induction site -
http://www.bathnes.gov.uk/BathNES/educationandlearning/teachersGovernorsChildcare/nqt/default.htm
• ‘Named Contact’ - for any concerns about your induction
[email protected] ; 01225 394487 Department for Education (DFE) − For information about induction please contact:
Tel: 0870 000 2288 http://www.education.gov.uk/schools/leadership/deployingstaff/b0066959/induction-newly-qualified-teachers NQT Statutory Arrangements http://media.education.gov.uk/assets/files/education%20induction%20arrangements%20for%20school%20teachers%20england%20regulations%202012.pdf
NQT Guidance
http://media.education.gov.uk/assets/files/pdf/s/statutory%20guidance%20for%20the%20induction%20of%20nqts%20england%20september%202012.pdf
− For information on Teachers’ Pay and Conditions, please contact: Tel: 0870 001 2345
Web: http://www.education.gov.uk/schools
The Teaching Agency: Teaching Agency: QTS and Induction Division 7th Floor, 53-55 Butts Road, Earlsdon Park, Coventry, CV1 3BH Telephone: 0370 4968324 Email: [email protected] Teaching unions:
− National Association of Head Teachers (NAHT) Tel: 01444 472472 Email: [email protected] Web: www.naht.org.uk
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− National Union of Teachers (NUT) Tel: 020 7388 6191 Web: www.teachers.org.uk/index.php
− National Association of School Masters Union of Women Teachers (NASUWT) Tel: 0121 453 6150 Email: [email protected] Web: www.teachersunion.org.uk/homepage.asp?NodeID=42710
Association of School and College Leaders (formerly Secondary Heads Association (SHA)) Tel: 0116 299 1122 Email: [email protected] Web: http://www.ascl.org.uk
− Association of Teachers and Lecturers (ATL)
Tel: 020 7930 6441 Email: [email protected] Web: www.askatl.org.uk
Other useful sites:
− The Independent Schools Council Teacher Induction Panel (ISCTIP): Tel: 020 7766 7070
Web: www.isc.co.uk
