1. Claire Murray Wednesday 21st September 2016
NQT Mentor Briefing
Claire Murray
Wednesday 21st September 2016

2. NQT Contacts NQT address - nqts@rbwm.gov.uk
Claire Murray
(RBWM NQT Consultant) –
Elaine Norstrom -
(Administration Officer)
Karen Piper
(Finance Officer) -
Clive Haines -
(Schools Leadership Development Manager)
Contacts
A lot of communication on FC
Dianne for all Booking – please do check you are booked on –someone at school should do that for you! i

3. All information can be found at:

4. Aims of Briefing Session
Explore the roles and responsibilities of the School and induction tutor
Requirements for NQT year
Become familiar with the teaching standards
Identify support and training offered by RBWM
Ask delegates to reflect what they want from the session. Write down – post it note?
Stick post its onto flip chart.
Line up activity?

5. A NQT mentor is…
A respected colleague skilled in facilitating and brokering supportive, yet challenging development
Selected on the basis of appropriate knowledge of the needs and working context of the NQT
Knowledgeable about the culture and day-to day running of the school.
Two elements of the role:
Formative -developmental
Assessment role

6. Appointment of an induction tutor
2.35 The headteacher/principal must identify a person to act as the NQT’s induction tutor, to provide day-to-day monitoring and support, and coordination of assessment. The induction tutor must hold QTS and have the necessary skills and knowledge to work successfully in this role and should be able to provide effective coaching and mentoring. This is a very important element of the induction process and the induction tutor must be given sufficient time to carry out the role effectively and to meet the needs of the NQT. The induction tutor will need to be able to make rigorous and fair judgements about the NQT’s progress in relation to the relevant standards. They will need to be able to recognise when early action is needed in the case of an NQT who is experiencing difficulties. It may, in some circumstances, be appropriate for the headteacher to be the induction tutor.
Statutory guidance on Induction for newly qualified teachers (England) 2015

7. 81. As well as meeting pupils, inspectors should usually conduct meetings with:
parents (these may be informal at the start and end of the day)
staff (including conducting a specific meeting with NQTs and trainees to discuss, for example, the effectiveness of induction and mentoring arrangements)
other stakeholders.
School inspection handbook from September 2015

8. What makes an outstanding mentor?
Discuss skills and attributes
Discuss how realistic this is

9. Welcome over 60 NQTs
Recruitment difficulties
DFE data (Guardian March 2015)
- 4/10 leave with in a year
- 76% consider leaving in first year
‘the profession is incompatible with normal life’ Mary Bousted ATL 2015

10. Great Profession Research shows teachers:
-Laugh out loud on average every 9 minutes
-Smile every 3 minutes and
- enjoy two way banter with pupils every 7 minutes!
-Been identified as the least bored
profession
Humour and good conversational style is key to maintaining good classroom discipline
Exploring Effective Pedagogy in Primary Schools: Evidence from Research. London: Pearson 2014

11. Requirements of NQT Year
An induction tutor
Not make unreasonable demands on NQT
Not normally teaching outside class or age range employed to teach in.
Not present the NQT, on a day to day basis, with discipline problems that are unreasonably demanding for the setting.
A reduced timetable – 10% NQT/ 10% PPA
3 Assessment points December, March and July
3 Assessment points December, March, July
Non Contact time. Plan use of non contact time. Should be used to support induction:
Meeting your induction tutor.
Talking with Teaching Assistants or other teachers
Meeting SENCO
Observing colleagues teach
Collecting evidence for your Career Entry Development Profile
All colleagues now have Planning, Preparation and Assessment time. (PPA) You have an additional 10%
Observations expect one in first 4 weeks – perhaps sooner!

12. The Role of the Mentor
Provide guidance and support including coaching for the NQT’s professional development
Inform NQT during the assessment meeting the judgements to be recorded and invite NQTs to add their comments
Ensure teaching is observed, feedback provided
Ensure NQTs are aware of how, within and outside the institution, they can raise any concerns
Take prompt, appropriate action if an NQT appears to be having difficulties
Ensure NQT receives PPA and NQT time
Carry out regular progress reviews
Undertake 3 formal assessment meetings

13. The First Half Term
Meet NQT in first week. Review their strengths and areas for development from ITT (CEDP)
Provide key whole school policies, for example child protection, management of behaviour, health and safety, marking and feedback policies (See checklist)
Ensure 10% PPA and NQT time is set up
Set up individualised induction programme

14. The Standards
They have already proved that they have the qualities to be a caring, professional and committed teacher
Need to consolidate in NQT year
Consolidation of ITT 8 standards
Build on QTS

15. 5 Skills to becoming an excellent teacher Exploring Effective Pedagogy in Primary Schools: Evidence from Research. London: Pearson 2014
Positive classroom environment, including good behaviour
Being organised
Tailoring teaching to individual students
Using open questions
Providing opportunities to explore
new concepts

16. 4 Steps to becoming an Outstanding Teacher David Weston - Chief Executive of Teacher Development Trust November 2013
Get the behaviour right
Become friends with the data
Question everything, make time to read
Group work

17. 1. Get the behaviour right
High expectations, good relationships, simple techniques applied consistently
100% clear on school behaviour systems and policies
Observe experienced teachers
Discuss difficult situations that have occurred with colleagues
Video your lesson and watch back with mentor

18. 2. Become Friends with the data
Standards 5 and 6
Use marks and grades you are collecting to reflect on strengths and weaknesses
Don’t leave until end of topic – gather analysis during teaching process and gain support from colleagues
Not just numeric scores but behaviour and attendance as well

19. 3. Question everything, make time to read
Time to reflect – reflection in action, reflection on action (Jenny Moon)
Keep up to date
Blog that brings together some top bloggers with range of views, professional reflection and research based practice
The Echo Chamber:

20. Join Twitter – be careful about school’s rules regarding social media
Sam Freedman has a good starter list of people to follow
Tom Bennett

21. 4. Outstanding teachers do it in groups
Ensure teaching is not a solitary activity
Make time to meet other NQTs
Make time to discuss issues, good practice, research with colleagues

22. Individual Induction Programme (see tracker)
Formal lesson observations
- first before half term
- at least 6 observations
Agree dates and which lessons to be observed
- to be carried out by mentor or another suitable person within the institution
- targets set against standards
- time for follow up discussions and regular review of progress

23. Induction Programme Continued
Time for NQT to observe
- other teachers in own institution - in another institution where effective practice is identified
-video lessons
- ‘parrot on the shoulder’
- time to discuss findings
Complete 3 formal assessments with NQTs

24. Writing Assessment Reports (See proforma)
Reports should show progress against specific standards
Brief details about progress including:
- strengths
- areas for further development even if progress is satisfactory
- evidence
- targets for the term
- planned support

25. Assessment Dates
These are to be sent electronically only with signatures scanned in to:
First assessment - 2nd December 2016
Second assessment - 10th March 2017
Final assessment - 7th July 2017

26. Assessments Reports must be shared with NQTs
There is to be no surprises
Standards may not be met in first and second assessment but you would need to have clear action plan in place to show how to help NQT meet the standards
Inform ‘appropriate body’ about any concerns
If do not pass final assessment cannot teach

27. Summary
Provide guidance and support including coaching for the NQT’s professional development
Carry out regular progress reviews
Undertake 3 formal assessment meetings
Inform NQT during the assessment meeting the judgements to be recorded and invite NQTs to add their comments
Ensure teaching is observed ,feedback provided
Ensure NQTs are aware of how, within and outside the institution, they can raise any concerns
Take prompt, appropriate action if an NQT appears to be having difficulties

28. Requirements of NQT year
There is no set time for starting or completing an induction period
NQTs can serve induction on a part time basis (See part sheet)
No more than 30 days absence
Only one chance

29. Collecting & use of evidence
In most cases it will not be necessary to collect large amounts of supporting evidence for the 8 Standards
More helpful to select specific pieces of evidence that arise from day to day work & planning
Evidence to support termly assessments (see evidence proforma)

30. Collecting & use of evidence
Records of observations and professional review meetings
Self assessment by the NQT
Analysis of pupils’ work & assessment records – both formal & informal
Samples of planning & lesson evaluations
Liaison with colleagues, parents
Examples of standards that need more consolidation

31. Training Training Programme Funding
RBWM training follow on from School Direct
Elaine Norstrom - -

32. Mentor v NQT
Discuss possible issues
How could they be resolved?

33. Welcome over 60 NQTs
Recruitment difficulties
DFE data (Guardian March 2015)
- 4/10 leave with in a year
- 76% consider leaving in first year
‘the profession is incompatible with normal life’ Mary Bousted ATL 2015

34. Top Tips for NQTs
Discuss 5 top tips to survive NQT year

35. Questions???

36. No surprises!

37. Nothing is too obvious

38. Share and Steal!!

39. Take a step back