1. NQT Mentor Briefing Claire Murray Wednesday 23 rd September 2015

2. NQT Contacts NQT address - nqts@rbwm.gov.uknqts@rbwm.gov.uk Claire Murray - murrc057@rbwm.org.ukmurrc057@rbwm.org.uk (RBWM NQT Consultant) - 01628 – 796628 Elaine Norstrom - norse001@rbwm.org.uknorse001@rbwm.org.uk (Administration Officer)- 01628 796926 Karen Piper - 07825 733 260 (Finance Officer) - pipek001@rbwm.org.ukpipek001@rbwm.org.uk Clive Haines- clive.haines@rbwm.gov.ukclive.haines@rbwm.gov.uk (Schools Leadership Development Manager)

3. All information can be found at: http://rbwm- education.rbwm.org.uk/Content/?documents

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

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.

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 3 Assessment points December, March, July

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 1. 1. Get the behaviour right 2. 2. Become friends with the data 3. 3. Question everything, make time to read 4. 4. 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: http://educationechochamber.wordpress.com/ http://educationechochamber.wordpress.com/

20. Join Twitter – be careful about school’s rules regarding social media Sam Freedman has a good starter list of people to follow http://samfreedman1.blogspot.co.uk/2013/1 1/75-education-people-you-should- follow.html http://samfreedman1.blogspot.co.uk/2013/1 1/75-education-people-you-should- follow.html 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: nqts@rbwm.gov.uk nqts@rbwm.gov.uk First assessment- 4 th December 2015 Second assessment- 11 th March 2016 Final assessment- 8 th July 2016

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 - - norse001@rbwm.org.uknorse001@rbwm.org.uk

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 Discus 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