The Role of Induction Tutor 10th / 12th September 2012 Forest Lodge Education Centre Vivien Hyde – School Improvement Adviser – Primary Mark Cordell – School Improvement Adviser - Secondary

Contact Details Primary – Vivien Hyde 0116 2526027 E mail – vivien.hyde@leicester.gov.uk Secondary – Mark Cordell (assessment) 0116 2526066 E mail – mark.cordell@leicester.gov.uk - Lynda Callaghan (CPD) 0116 2222621 lynda.callaghan@leicester.gov.uk Administration – Shakila Towasin 0116 2526071 E mail – NQT@leicester.gov.uk Additional contact – Phil Drabble 0116 2528968 E mail – phil.drabble@leicester.gov.uk

The Handbook for induction of Newly Qualified Teachers Leicester City Council 2012 – 2013 This handbook is designed for Headteachers/Principals, Induction Tutors and Newly Qualified Teachers

How to access the handbook NQT Manager (when live) NQT@leicester.gov.uk Leicester Gateway – NQT Area http://www.leicester.embc.uk.com/Pages/Default.aspx

Induction Tutor Training To familiarise NQT induction tutors with the essential elements and responsibilities of the role To engage with the key documents supporting NQT induction To enable the planning and preparing of a personalised programme for NQT(s) in light of the new Teachers’ Standards To familiarise Induction Tutors with the new NQT Manager system

Statutory Requirements for Newly Qualified Teachers 10% non-contact time Plus 10% PPA time Funding to support the cost of induction Teaching age range and subjects for which they are trained Regular teaching of same class(es) Similar planning and assessment to other teachers No additional non-teaching responsibilities unless appropriate support given Access to structured induction programme A designated induction tutor

Roles and responsibilities: Head Teacher Section 1.5 Register the NQT with Appropriate Body Identify induction tutor and provide any necessary training Ensure timetable reduction Support NQT’s work/life balance Take part in termly formal assessment process Make recommendation to Appropriate Body on rate of progress and, at final assessment, whether NQT has met the standards Keep Governing Body informed of provision for induction

Roles and responsibilities: Induction Tutor Organising and implementing an individual programme of professional development, with clear objectives; Ensuring that appropriate support, monitoring and assessment takes place at appropriate times during the induction year; Arranging and conducting half-termly review meetings with the NQT as part of their formative assessment; Providing regular, well-founded feedback to the NQT on their progress; Making formal observations of teaching at least once every half-term and providing fair, accurate and constructive feedback; Maintaining a written record of all support, monitoring and assessment that takes place in relation to the induction of each NQT; Arranging additional support for the NQT, if necessary.

Roles and responsibilities: Appropriate Body On the basis of the Head Teacher/Principal’s recommendation decide whether NQT has satisfactorily completed induction With Head Teacher/Principal, responsible for training, support, guidance and supervision Respond to requests from induction tutors, Head Teacher and principals for guidance, advice and support Quality assure the induction provision in schools and colleges across the Local Authority or other sector

Timeline overview Section 3.1 Are the NQTs registered? Have they got QTS? Do the NQTS have a reduced time table (in addition to statutory 10% planning, preparation and assessment time)? Have you planned an initial meeting to agree a personalised induction programme of support and monitoring? Have you planned within the first 4 weeks an initial observation and feedback?

Suggested examples for use of release time CPD Collaborative Planning Meetings with Induction Tutor/Mentor Shadowing good practice Coaching and support Time with key staff – e.g. SENCO See P 3.3 for more suggestions

Induction Tutors: ongoing support and monitoring Half-termly: Progress review meeting Observation and feedback Planned professional development Termly: Formal Review and Assessment Form

The Teachers’ Standards Handbook Section 2 From September 2012 all NQTs (new and ongoing) will be assessed against the Teachers’ Standards.

The Teachers’ Standards – Part 1 Teaching Set high expectations which inspire, motivate and challenge pupils (3) Promote good progress and outcomes by pupils (5) Demonstrate good subject and curriculum knowledge (4) Plan and teach well-structured lessons (5) Adapt teaching to respond to the strengths and needs of all pupils (4)

The Teachers’ Standards – Part 1 – Teaching continued 6. Make accurate and productive use of assessment (4) 7. Manage behaviour effectively to ensure a good and safe learning environment (3) 8. Fulfil wider professional responsibilities (5)

Activity 1 – Teachers’ Standards -exemplification criteria In your groups, read through the exemplification criteria and decide which ones exemplify each of the 8 standards

Activity 2 – finding the evidence In the same groups, identify potential sources of evidence which you need to make a judgement against how far the NQT has made progress against the standard in your assigned standard Now review each group’s source of evidence and, using the post-its, add other potential sources to the group’s list

Teaching Standards Part 2: Personal and professional conduct Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school 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;

Teaching Standards Part 2: Personal and professional conduct continued 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.

Activity 3 – finding evidence for Part 2 of the standards In pairs, identify potential sources of evidence for all 8 bullet points in part two Share your findings with another pair Group feedback

Setting a personalised induction programme

Activity 4 – Setting objectives “4 Activity 4 – Setting objectives “4. Plan and teach well-structured lessons” In your groups, Agree appropriate objectives to meet this standard How will you know when they have been achieved? Record your ideas on Appendix 2

Activity 5 - Induction Programme On your tables, discuss the Induction Programme in Section 3.3 of the Handbook Be prepared to feed back

Assessment

Classroom observation Statutory requirements: NQT observed every half term (6-8 week period) Professional dialogue Written feedback signed and dated after each observation Agreed actions Observations are supportive and developmental against the Standards (no Ofsted-style grading) The induction tutor should not be the only person to observe the NQT, but co-ordinates observations to avoid inappropriate overload Use an appropriate proforma (see example - Appendix 4 and 5)

The progress review meeting One in each half term Between NQT and Induction Tutor Focus on the support – Is it meeting NQT’s needs? Extent to which NQT is making progress towards the Standards and personal targets Agreeing how evidence will be collected – lesson observations, work scrutiny, etc. Amending, revising and setting new targets in the light of experience Meetings should be minuted and signed (see Appendix 3)

The formal assessment meeting Towards the end of each term NQT, Induction Tutor and Head Teacher (or Senior Manager) Judgements about progress towards meeting the Standards within the induction period (first and second assessments) The final assessment determines whether the NQT has met the requirements for satisfactory completion of the induction period Evidence base will include written reports from the lesson observations and professional review meeting Complete assessment form Signed by NQT, Induction Tutor and Head Teacher Submit to Local Authority using NQT Manager

Completing Assessment forms First and second or interim assessment forms Final assessment form Assessment periods full time and part-time NQTs different school/college terms Organise the report around Part 1 - Teaching (8 Standards) and Part 2- Personal and professional conduct (see Appendix 6 & 7) You should cite evidence which exemplifies progress towards each standard and targets for the next term Included in the training pack are two examples of completed assessment forms.

Activity 6 – Sample Assessment Forms On your tables, look at the examples of the completed Assessment Forms Identify 3-5 key points about writing an effective assessment Be prepared to feed back

Checklist for Assessment Forms (Section 4.2) NQT personal details boxes completed Recommendation box Correct calculation of days completed for part-time NQTs (195 days – pro rata) Absence days including nil returns Evidence related to specific Standard Targets for the coming term / new year NQT box evidencing discussion of report ticked Hard copy to NQT

NQT Manager

What is NQT Manager? Schools register NQTs online Schools complete termly assessments online Completely Paperless Registrations and termly assessments are completed online by the schools. No paper copies need be sent in the post as all are digitally signed online by the school and NQT

What is NQT Manager … continued Data Safe Data is entered via a secure environment and protected by a 128bit encrypted system. Data is backed up daily and securely stored off site The system can be accessed from any computer connected to the Internet accessing NQT Manager using a secure username and password Other features guidance notes and useful links addition of online videos and a helpdesk system

Important dates for the year Assessments due by: Autumn Term Friday 14th December 2012 Spring Term Friday 15th March 2013 Summer Term Friday 5th July 2013

NQTs experiencing difficulties Section 6

Concern Triggers Lesson observations where teaching and learning are judged to be less than satisfactory Poor behaviour management Low standards of personal and professional conduct Issues around working as part of a team Communication issues with pupils, staff or parents Failure to follow school guidelines, policies, rules or expectations Pupil outcomes show low expectations Failure to meet targets and deadlines

NQTs experiencing difficulties – ignore at your peril! Not meeting the standards for the 1st, 2nd assessments – does not mean NQT has “failed” the induction period Advise NQT to contact union School – expected to provide additional support for the NQT in areas where they are not meeting the standards School-based support needs to be recorded in an action plan Inform LA named person asap – this will trigger support: (a) verify the school’s judgement (includes lesson observations), and (b) to check that the school is providing support

NQTs experiencing difficulties continued Hopefully, the support will lead to the NQT making agreed progress If final recommendation is a fail, the LA panel can agree, extend, overturn Extension for 1 term 30 days (or more) absence automatically extends the induction period

Action in case of unsatisfactory progress Accurately identify the area for improvement and communicate to NQT in writing Minute and sign all meetings/discussions Set appropriate objective(s) with detailed action plan (see Appendix 2) Keep Appropriate Body informed Ensure a 3rd party is involved in an observation of the NQT

Activity 7 – NQTs causing concern Supporting NQTs causing concern: Take two minutes individually to read the case studies Move into pairs / threes to focus on one case study and share ideas on how to support the NQT in this situation Be prepared to feedback a few of your key points to the whole group. Three case studies provided in a separate handout.

From the horse’s mouth …