1. Statutory induction arrangements for newly qualified teachers commencing induction on or after 1 September 2018
Please refer to WG guidance

2. Topics covered
The statutory induction rationale, arrangements and process
New professional standards for teaching and leadership
Roles and responsibilities
The induction profile
Information regarding the LA / AB

3. Induction arrangements rationale
Consistency in structure and support
Flexibility within different patterns of employment
High quality experience for the NQT
Fair and equitable process
Rigorous and consistent assessment

4. The statutory induction arrangements
The arrangements for statutory induction for ALL NQTs in Wales is a collaborative process between the NQT, the induction mentor (IM), the external verifier (EV) and the Appropriate Body (AB) or the LA induction co-ordinator and regional consortia.

5. The induction period All NQTs must complete an induction period of
Three complete terms for NQTs on a full time contract
380 school sessions for NQTs employed on a part time or temporary contract
380 school sessions for NQTs undertaking short term supply

6. Where can induction take place
Maintained schools in Wales
Non maintained special schools in Wales
Independent schools in Wales where
The curriculum for any primary learner meets NC requirements
The curriculum for learners at KS3 or 4 includes all core and foundation subjects
An agreement has been reached prior to the start of the induction period between the school and the LA that they will act as the AB
FE institutions where the institution is able to provide an NQT with an appropriate post to enable them to undertake their induction

7. Institutions where induction cannot take place
pupil referral units
community or foundation special schools established in a hospital
independent schools that do not meet the criteria described in the Regulations
independent nursery schools (unless they are independent schools that meet the
criteria specified in the Regulations) and other early years settings (unless they are maintained nursery schools)
schools requiring special measures, as judged by Estyn. See further details in guidance.

8. In Wales it is a legal requirement that all NQTs must hold QTS and be registered as a school teacher with the EWC in order to undertake induction.
Induction starts on your first day as a teacher. Every session must be recorded.
An induction period cannot start until the NQT holds QTS, all teachers must be registered with the EWC.

9. For further information about mentoring, contact the consortium: Central South EAS GwE ERW

10. New professional standards for teaching and leadership
Designed to inspire, challenge and support every practitioner to be the best they can be
Provide a framework for reflection and development
Five key professional standards: pedagogy, collaboration, leadership, innovation and professional learning
Overarching values and dispositions
Descriptors exemplify the application of each standard

11. NQTs and the professional standards for teaching and leadership
NQTs are required to demonstrate sufficient competence against all induction descriptors.
Explore the new standards and descriptors at:

15. Reflect and record using your professional learning passport (PLP) on the Education Workforce Council (EWC) website

17. Video - induction

18. Roles and responsibilities overview
Effective induction is achieved through a partnership between a number of key people, including the NQT, the school, the induction mentor, the external verifier and the Appropriate Body officer.

19. See Annex A guidance – Induction for newly qualified teachers in Wales

21. The NQT
NQTs should take responsibility for their own professional learning and demonstrate how their practice meets the professional standards.
They must:
Inform their headteacher/supply agency they are a NQT
ensure they use the professional standards and the PLP to regularly reflect on their practice and capture experiences for mapping against the standards using their induction profile

22. Record a range of professional learning experiences
Identify development priorities
Log all their sessions with the EWC
Inform the EWC if they move schools during their induction period or if their contract changes

23. The headteacher and school
The headteacher and the school as a whole ensure that there is day-to-day support available to the NQT throughout the induction period as part of the school's overall mentoring arrangements.

24. The IM
The induction mentor IM provides day-to-day support to the NQT and works with the EV to ensure the NQTs receive high quality mentoring and supervision and to provide a recommendation to the AB.

25. The EV
The EV quality assures the induction arrangements on behalf of the AB.

26. The AB
The AB has overall responsibility to ensure that induction meets the statutory requirements and uses assessment evidence to make the final decision on the induction outcome.

27. The employment or supply agency
Supply agencies must provide the necessary support to their NQTs and ensure that safeguarding and pre-employment checks are undertaken.

28. The EWC
The EWC is your professional body. They provide access to the PLP and provide technical support. See Annex A guidance – Induction for newly qualified teachers in Wales

29. EWC Code of Conduct

30. The Welsh Government
The Welsh Government sets regulations and policy and specifies national priorities for professional learning.

31. The induction profile
The induction profile is the NQT’s online record of progress and achievement in meeting the requirements to successfully complete induction.
The induction profile will form the basis of the professional dialogue between the NQT and the IM and the external verifier.
Access the induction profile via

32. Completing the induction profile
Responsibility of the NQT
Collaborative process involving the induction mentor and the NQT, it may also involve evidence from the external verifier
NQT will work with the induction mentor to agree and plan priorities
NQTs on short term supply contracts will work with the external verifier to agree and plan priorities

33. Using the standards…with NQTs
each NQT to document professional learning experiences on their profile / PLP/Pebble Pad/ Pebble Pocket App
Regular professional conversations which feed into termly progress report.
over the course of a year, record examples of things like…
most successful examples of teaching
a well organised educational visit
a display or activity that stimulates further learning
a useful contribution to a staff meeting
involvement in an extended curriculum development group
sensitively handling a delicate matter with a parent/carer
developing a ‘new’ facet of teaching
suggesting a change to a school policy
links with community
engaging with research
application and impact of professional learning

34. Reflect Using the standards…with NQTs
each NQT to document professional learning experiences on their profile / PLP/Pebble Pad/ Pebble Pocket App
Regular professional conversations which feed into termly progress report.
over the course of a year, record examples of things like…
most successful examples of teaching
a well organised educational visit
a display or activity that stimulates further learning
a useful contribution to a staff meeting
involvement in an extended curriculum development group
sensitively handling a delicate matter with a parent/carer
developing a ‘new’ facet of teaching
suggesting a change to a school policy
links with community
engaging with research
application and impact of professional learning
Reflect

35. Guide to logging Experiences
Refer to pack

36. Expected practice for Induction Mentors
fix a dedicated, regular time to meet with the NQT
conduct a range of monitoring activates e.g. lesson obs, book look, listening to learners, learning walk, planning documentation.
ensure all monitoring processes are uploaded via ‘view feedback button’
pre determined discussion points based on e.g. career entry profile, targets, PLEs, lesson observations, book scrutiny,
questions to consider …
how do you know?
what is the impact?
are the 5 standards in balance?...why not?
how do we spread the good things?
who could you help?
how can we help you?
…ambitions for next time?

37. Coffee!!

38. What makes a good IM? Work in groups of 3 or 4
List the behaviours and skills IMs need to be effective mentors

39. Coaching and mentoring? Mae mentora yn cynnwys ……
involves ……
Identifying learning goals and supporting progression
Developing and increasing learners’ control over their learning
Active listening
Observing, articulating, and discussing practice to raise awareness
Shared learning
Providing guidance, feedback and when necessary direction
Assessing, appraising and accrediting practice
Mae mentora yn cynnwys ……
Nodi nodau dysgu ac ategu dilyniant
Datblygu a chynyddu rheolaeth dysgwyr dros eu dysgu
Gwrando’n astud
Arsylwi, mynegi a thrafod arfer er mwyn gwella ymwybyddiaeth
Dysgu a rennir
Rhoi arweiniad, adborth a lle y bo angen, cyfarwyddyd
Asesu, arfarnu ac achredu arfer

40. Mentoring and coaching continuum Continwwm mentora a hyfforddi
Education Scotland

41. Induction Mentor and External Verifier Schedule
Sessions
First half term
Session
Second half term
Session
Third half term
Session
Fourth half term
Session
Fifth half term
Session
Final half term
Session
Activity
It is imperative that NQT’s are registered with the EWC.
Log in and familiarise with Pebble Pad.
Complete Step 1- Upload CEP and complete Induction Self- Assessment.
An Induction Mentor (IM) will be allocated.
Discussion of Professional Standards for Teaching and Leadership; Professional Learning Experiences (PLEs).
Development priorities will be set (Step 2).
Timetable for monitoring, observation and review to be discussed.
EV to be allocated on completion of 50 sessions.
NQT to begin to reflect on the Standards through PLE’s.
Dialogue with IM. NQT to begin to reflect on the Standards through PLE’s.
EV Introductory Visit
Timetable of EV observations and QA Reviews for the academic year to be arranged.
Meet with IM at or before 140 sessions for First Progress Review. IM will set Development Priorities.
NQT to complete response to progress reports (Step 2)
A Cause for Concern will be raised if there is no evidence of PLE’s being recorded or concerns over progress.
NQT comments to be added.
Continued dialogue with IM and reflection against the Professional Standards for Teaching and Leadership. Record as PLE’s.
Work towards Development Priorities.
IM monitoring and observation as agreed.
Possible EV lesson observation/QA Review as agreed (see sessions ).
A Cause for Concern will be raised if there are insufficient evidence of PLE’s or concerns over progress.
Work towards Development priorities
Meet with IM at or before 270 sessions for Second Progress Review. IM will set Development Priorities.
Meet with IM at or before 380 sessions.
NQT submits profile on completion at 380 sessions
IM and EV will complete Review and Recommendation.
Short Term Supply (STS) NQT’s.
Please note:
It is imperative that you register with the EWV as a Short Term Supply Teacher.
You need to log your sessions after every 15 days worked. EVERY SESSION COUNTS.
Print off the Record of attendance for Short Term Supply NQT’s only. This needs to be signed by the HT/DHT of every school you undertake supply in (keep as a running record) and uploaded to your Pebble Pad at regular intervals.
You will be allocated an External Verifier (EV) on completion of 50 sessions. Your EV will also take on the role of Internal Mentor (IM) and complete all required observations, development meetings, reviews and documentation.

42. Short term supply
Be aware of short Term Supply (STS) NQTs working in your school.
Short Term Supply (STS) should also receive mentoring on a day-to-day basis.

43. What is the NQT entitled to?
10% non contact time in addition to PPA.
Access to an induction mentor.*
Allocated an External Verifier.*
Ensuring NQT has access to a range of professional development opportunities.
Appropriate day to day support.
*For short term supply the EV will undertake the role of both IM and EV.

44. Difference between EV and IM
quality assure the induction arrangements in schools on behalf of ABs to ensure NQTs are able to use the standards effectively
See appendix A for more details

45. Take Care & Avoid Make judgements and do not be judgemental
Do not give personal opinions
Avoid
Reiterating the descriptors word for word
- need to identify the practice that exemplifies the standards

46. Words to avoid
Lovely
Great
Pleasing
Nice
Beautiful
poor

47. Cause for concern and action plan
If the IM or the EV has any concerns about a NQT’s progress, they must raise them with the NQT and the AB immediately.
An action plan is put in place which is agreed by the NQT, the school and the EV. This is uploaded to profile.

48. Cause for concern and action plan
The AB should write to the NQT about the requirements for assessment and the consequences of failing to make the necessary improvement. A copy of the written notification should be held by the NQT’s school(s) and the EV.

49. FAQ - IM How many pieces of evidence?
What is a good professional learning experience?
Is there a certain number of observations?
If I have a short term supply when do I have to inform the EWC?
What is the funding?
What form do I need for a lesson observation?
How many times do I need to observe?
When can I apply for an extension?
What is an acceptable asset? How do we ensure assets are GDPR compliant?