NQT InductionDay 1: Wednesday October 1st

What does it mean to be Professional?Belinda Kistell and Chris Bruce

Professionalism is….

Showing respect * behaviour * being pro-active* organisation* meeting deadlines* hierarchies standards* initiative* good time-keeping* dress confidentiality* expectations* receptive* staffroom * knowing boundaries* not over-familiar

Specsavers

S-smartnessp-punctualitye-environmentc-clear boundariess-supporta-attendancev-valuese-engagementr-respects-safety

What about in the classroom?

C C PF H M

ControlChallenge

Purposefulness

FeedbackHomeworkMonitoring

Professional Dispositions:

Professional Dispositions:1. Caring, fairness and honesty2. Responsibility and sense of social justice3. Attendance and punctuality4. Self-initiative and independence5. Reliability and dependability6. Desire to improve, with appropriate response to feedback7. Critical thinking skills8. Appropriate think-on-your-feet “with-it-ness” and multi-tasking9. Collegiality10. Commitment to the teaching profession11. Professional ethics and demeanour

“I have come to a frightening conclusionI am a decisive element in the classroom

It is my personal approach that creates the climateIt is my daily mood that makes the weather

As a teacher I possess tremendous power to make a child’s life miserable or joyous

I can be a tool of torture or an instrument of inspirationI can humiliate or humour, hurt or heal

In all situations it is my response that decides whether a crisis will be escalated or de-escalated, and a child

humanised or dehumanised”

(Haim G.Ginott- Teacher and Child)

Time-management and Well-being

-57% teachers took time off last year

-Stress-related illness is the 4th official reason for teachers taking time off

-Stress also underlies some of the physical symptoms that cause teachers to take time off.

So, how do we prevent this?• Find a work-life balance to avoid negative stress and physical, emotional and

mental ill-health

• Identify habits which wasted time and energy

• Remember: the longer you are prepared to push the boundaries of work into the rest of your life, the more work will spill into your personal time

(Parkinson’s Law: “work expands to fill the time you make available to it!”)

• Not saying “Yes”

What gets in the way of balance?

1. Inappropriate prioritisation2. Procrastination3. Failure to delegate4. Limiting beliefs5. Interaction behaviours

Urgent and Important Non- urgent but important

Urgent but not important Non-urgent and not important

Rule 1: Organisaton*A tidy desk: “clear desk, clear mind”

*“A place for everything”

*Be ruthless with paper

*Treat emails as you would paper

Rule 2: Get into a routine*Develop a routine that is best for you

eg arrive early leave early or work until a set time each day

*Use the same PPAs/frees for the same tasks each weekeg marking a set of books, week ahead planning, week ahead photocopying

*ListsEg at the start of the day list all tasks, review at the end and make a new list

Rule 3: PrioritisePrioritise things that others are relying on

eg schemes of work, data entry

Prioritise urgent/important thingseg replying to parents ,exam entries, planning

Prioritise things that will have the highest impact on learning

eg, planning over marking, spreading time around all your classes/activities

Rule 4: Be realistic*Split up difficult tasks

eg reports- write 10 then break it up with another task

*Don’t be a perfectionist- good enough is good enough

*Accept a variety of quality in lessonseg one a day may be very good, the others average

*Don’t volunteer for extra things when you have no more time available!

Rule 5: Work with others• Use SOW/ideas/lesson plans/resources of colleagues

• Ask for help if something is taking you a long time

• Don’t do everything yourself- use support staff

• Remember- there is always someone who can help you (mentor, Tutor, fellow NQTs, colleagues, Heads of House/Year, fellow tutors, family and friends)

Rule 6: Planning and marking • Outline plan batches of lessons in one go- less time overall• File everything away for future use• Work out when the copier is less busy• Set variety of tasks to mark that aren’t all labour intensive• Mark same books at same time each week• Use codes/highlighting for common feedback• Use peer and self marking

And finally…look after yourself!• Eat, drink healthily• Create time for exercise and mental space• Do something for YOU each week• Manage your stress because it affects

students too• Seek help from others if you are suffering

Thank you and

good luck!

New to mentoring?

NQT mentor trainingWednesday October 1st

Belinda Kistell : Professional Tutor/Assistant Head

What would the perfect mentor look like?

What makes a good mentor?Patient efficientgives constructive feedback sets helpful targetsCalm reviews targetsProfessional supports planningSubject specialist creative ideasKnowledgeable good communicatorOrganised praise outweighs criticismShares resources supportiveAdvice that challenges NQT’s thinking writes accurate reportsFeedback that helps analyse strengths and weaknesses

What are the responsibilities of a mentor?

What are the responsibilities of a mentor?

1. Providing support and guidance 2. Providing the time to support the NQT weekly3. Observing the NQT’s lessons (6 in total)4. Providing timely feedback5. Holding regular professional reviews of their progress (6 formal

meetings)6. Setting objectives against the Teacher standards. Review them.7. Writing reports (formal assessments) (one each term)8. Communicating with the NQT manager especially if there are concerns

What would the perfect mentor meeting look like?

1 Lesson per week timetabledsame time and place privateuninterrupted plannedrecorded targets reviewednew targets set planning aheadcollaborative planning reviewing triumphsand disasters

Plan a mentor meeting:Quickly note 3 things you would do most

weeks

What makes a good target?

1. Link the targets to the NQT’s specific needs- something they need to get better at (skills, knowledge, understanding) related to the Teaching standards

2. Make them achievable3. Make sure they are agreed, understood and recorded by the

NQT4. Review the targets from a range of evidence and activities

What makes a good report?

1. Formative2. Collaborative3. Exemplified4. Analytical not descriptive 5. Subject specific 6. Consistent with the standards7. “Points for development” with a purpose

What is really useful feedback?

What is really useful feedback?

1. Ask the NQT questions eg “What did you learn from teaching that lesson?” “How well do you think the pupils achieved your objectives?”

2. Use what pupils said, did, wrote3. Help NQTs suggest their own improvements4. Discuss the original objectives5. Relate the lesson to the wider planning context

…and what if things don’t go to plan?

1. Speak to the NQT2. Speak to other mentors3. Speak to your NQT manager4. Check that weekly targets are circulated to anyone carrying out an

observation5. Lead a piece of training at your next department meeting6. Agree and record specific outcomes /expectations for each weekly

target

Scenario

1. Your NQT is failing to respond to feedback or meet weekly targets

2. Your NQT comes to you to discuss a colleague whose feedback they find confusing/unduly negative

3. You are concerned that your NQT is not coping with the workload

Thank you

bjk@leventhorpe.net