Guidance on the NQT Induction process - Octavo Partnership Some examples of how the NQT release time

  • View
    2

  • Download
    0

Embed Size (px)

Text of Guidance on the NQT Induction process - Octavo Partnership Some examples of how the NQT release time

  • Octavo Partnership, 4th Floor, Croydon Clocktower Katharine Street, Croydon, CR9 1ET Trust our knowledge and expertise

    020 8241 5460 enquiries@octavopartnership.org octavopartnership.org @octavopartnership

    Guidance on the

    NQT Induction process

    September 2019

    for:

    Induction Tutors

    Headteachers and Governors

    Newly Qualified Teachers

    mailto:enquiries@octavopartnership.org

  • Contents

    Page

    A welcome to NQTs and Appropriate Body Contacts 4

    Introduction - What is Induction? 5

    Roles and responsibilities of: The Appropriate Body 6-7

    The Headteacher 8

    The Induction Tutor 9

    The NQT 9

    The Governing Body 9

    Summary of roles and responsibilities for NQT Induction 10

    Induction checklists for: The Headteacher 11-12

    The NQT 13

    Quality Assurance checklist of school’s provision for NQT Induction 14

    Form A: NQTs Initial Meeting with Headteacher/Induction Tutor 15

    Induction Timescale and suggested termly programme 16-18

    Some examples of how the NQT release time might be used throughout the induction 19

    period

    Teachers’ Standards September 2012 20-21

    Form B: NQT Induction: Lesson Observation Record 22-25

    Prompts for conducting progress reviews 26

    Preparing for Progress Review Meetings – points for the NQT to think about 27

    Form C: Record of Review Meeting 28

    Form D: Induction Period - Objectives and Action Plan 29

    Form E: A tool for supporting Induction for Induction Tutors and NQTs – Summative

    record of progress

    30-39

  • Form F: Induction Period - Professional Development Record 40

    Guidance on completing NQT assessment reports 41

    An example of a completed assessment report 42-47

    What to do when the NQT does not make satisfactory progress 48

    Model letter for NQTs 49

    Extending the induction period 50

    Useful National Contacts and Glossary 51

    Original Materials © Cambridgeshire County Council, 2012

  • A welcome to NQTs from the Octavo Partnership

    September 2018

    Dear NQT

    Welcome to what, for most of you, will be your first teaching post.

    The NQT Induction period is designed to provide both support and challenge, allowing NQTs to

    build upon the skills and knowledge gained during training. All NQTs should have a structured

    programme of professional development which will build on the areas for development identified

    at the end of their training.

    The information in this guide will support you through the induction process and enable you to

    play a key role in delivering our shared vision: helping all children and young people to achieve

    their potential.

    If you have any queries, or require any further information, please don’t hesitate to contact

    Christine Lonsdale, Octavo’s NQT Induction Manager.

    Yours sincerely Cathy Brearley

    Head of HR - Octavo Partnership Octavo NQT Induction Manager: Christine Lonsdale

    0792 0657797

    christine.lonsdale@octavopartnershiporg

    4

  • Introduction What is Induction?

    All qualified teachers who are employed in a maintained school or non-maintained special

    school in England, including a maintained nursery or PRU, must, by law, have completed an

    induction period satisfactorily, subject to specified exceptions.

    Statutory induction is not a legal requirement to teach in the FE or independent sector, including

    Academies and Free Schools, but may be served in these settings.

    Statutory induction is the bridge between initial teacher training and a career in teaching. It

    combines a personalised programme of development, support and professional dialogue with

    monitoring and an assessment of performance against the relevant standards (see paragraph

    1.5). The programme should support the newly qualified teacher (NQT) to meet the relevant

    standards by the end of the period and equip them with the tools to be an effective and

    successful teacher.

    In Croydon we believe that induction should be informed by the following principles:

    Equality of opportunity

    All teachers should have equal access to training and supervision during the

    induction period.

    Entitlement

    Teachers are entitled to high quality, well planned and well organised support and

    training throughout the induction year which offers them every opportunity to

    complete successfully.

    Consistency

    The supervision, training and assessment provided for teachers should at all times

    be kept within the principles of equality of opportunity and entitlement and be applied

    consistently by all schools and academies.

    This short guide sets out:

    • the induction process to which NQTs are entitled, including roles, responsibilities and the induction timeline

    • the Teachers’ Standards which the NQT must meet

    • operational forms to support the process

    • information of what to do when NQTs are not making satisfactory progress

    • references to the other documents and websites you will find useful as you support NQTs through the induction process.

    The statutory provisions which underpin this guidance are sections 135A, 135B and 141C (1)(b) of the Education Act 2002, and the associated

    Education (Induction Arrangements for School Teachers) (England) Regulations 2012 (hereafter referred to as “the Regulations”).

    5

  • The Role of the Appropriate Body

    All NQTs must be registered with an Appropriate Body before their induction can begin. The

    Appropriate Body has the main quality assurance role within the induction process.

    The Appropriate Body must be assured that:

    • headteachers/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 (see page 7); • 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 headteacher/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 has met the relevant standards for satisfactorily

    completing induction 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/academies and colleges for guidance, support and

    assistance with NQTs’ induction programmes; and respond to requests for assistance and advice with training for Induction Tutors.

    6

  • In Croydon this is carried out:

    • through representatives meeting with NQTs at Induction events;

    • through representatives monitoring termly assessment forms. Follow up visits are made

    when these forms indicate the NQT is not on track to meet the standards by the end of the induction period;

    • through sampling of judgements by visits to a small number of randomly selected

    schools/academies.

    The Appropriate Body must, after receiving a recommendation (with supporting evidence on the

    assessment form) from the headteacher at the end of the induction period, make the decision on

    whether the teacher has

    • successfully completed the induction period;

    • failed to complete the induction period;

    • should be granted an extension.

    This decision must then be communicated to the teacher, Headteacher and Teaching Agency. The

    A ppropriate Body should on a regular basis consult with headteachers/principals on the

    nature and exten