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The Induction of newly qualified teachers

The Induction of newly qualified teachers. A training session for new NQT Induction tutors 09 July 2019. Objectives for the session. To develop a clear understanding of the school’s statutory responsibility for NQT induction & engage with key induction documentation

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The Induction of newly qualified teachers

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  1. The Induction of newly qualified teachers A training session for new NQT Induction tutors 09 July 2019

  2. Objectives for the session • To develop a clear understanding of the school’s statutory responsibility for NQT induction & engage with key induction documentation • To familiarize NQT induction tutors with essential elements and responsibilities of the role • To understand the NQT assessment process and the role of the Appropriate Body

  3. Key documents Statutory Guidance Coventry documentation NQT Guidance Coventry 2019 (All forms and proformas are  optional)

  4. Starter activity Share- Who you are; where are you from; how many NQTs do you have? What do you want to get out of the session? Discuss; - What are the implications of having NQTs on your staff? Decide; - in pairs look at the true/false statements and decide on the answers

  5. NQT induction -True Induction is a statutory process;- bridge between initial teacher training a career. • Eligibility – full QTS and passed numeracy and literacy tests. NQTs cannot start induction or be registered with NCTL without passing their university course • Suitability -The NQT must have a suitable post for induction - no unreasonable demands made on NQTs- • Reduced timetable (additional non contact time in addition to statutory 10% PPA time) • Support and CPD; designated induction co-ordinator, personalised programme of professional development and support including regular observations and feedback

  6. Roles and responsibilities-in school (True) • Head teacher - along with the AB is jointly responsible for monitoring support and assessments of NQTs • NQTs- participate fully in the induction programme, monitoring their own progress, raise any concerns about their induction • Governing Body - ensure school compliance with statutory guidance, be informed about arrangements for induction • Induction tutor - provide guidance and effective support including coaching and mentoring for NQTs professional development

  7. Registering NQTs

  8. Role of the induction tutor;Gemma EarlesSidney Stringer AcademyMichelle HarrisWhittle Academy

  9. Role of induction tutor The biggest determining factor of whether or not an NQT succeeds is their mentor!

  10. Induction tutor - key skills, knowledge and attributes

  11. What are the top 3 things that you can do to help your NQT to succeed?

  12. Organising and implementing an individual programme of professional development • Ensuring appropriate support, monitoring and assessment takes place a various points throughout the induction year • Arranging and conducting half termly review meeting with NQTs 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 accurate and constructive feedback • Maintaining a written record of support, monitoring and assessment for the NQT • Arrange for additional support for the NQT if necessary

  13. Meeting these overall responsibilities involves • Registering the NQT with the Appropriate Body & identifying the induction tutor and ensuring there is appropriate monitoring and support for the NQT • Ensuring the NQT has guaranteed non – contact time which is protected for the NQT professional development • Ensuring that the school can provide the professional development coaching and mentoring which will support the NQT in having a successful induction • Providing additional support and development – eg liaising with schools in networks; Providing top up support if teacher is teaching outside their specialist area • Ensure that termly assessments are completed within the timeframe set by the Appropriate Body; • Inform the Governing Body about the NQT arrangements for induction

  14. Personalising the programme A personalised programme combines development, support and professional dialogue with monitoring and an assessment of performance against standards • Take into account • Any experience since initial teacher training • The context of the school and NQT’s teaching groups • Whole school training and development • Agreed objectives

  15. What is your timeline? What will you do with your NQT first and how will it develop over the year?

  16. My NQT timeline

  17. My NQT timeline 1) Read any information on the trainee from their provider and find out what training they had from their provider.2) Meet with them to ascertain their strengths and weaknesses 3) Meet with them to ascertain their personality type so that (if you have the luxury) you can choose their mentor accordingly.4) Design a training programme which will meet their needs.5) Be creative if you can. Apart from one-off CPD sessions, is there scope for some team-teaching?6) Add observations into the training programme7) Assign them a mentor and make the expectations clear to the mentor8) Write a Monitoring and Evaluation schedule to ensure that your NQT has everything they need to succeed9) Calendar the termly forms so that these dates are not missed10) Calendar check-ins to see how your NQT(s) is getting on

  18. Look at the induction programme-what adjustments would you make for your NQTs?

  19. Look at the induction programme-what adjustments would you make for your NQTs?

  20. Look at the induction programme-what adjustments would you make for your NQTs?

  21. Look at all the materials. Is there anything you can use in your own setting? What would you add, change, challenge or develop to make it even better? Look at the induction programme-what adjustments would you make for your NQTs?

  22. Supporting NQTs using DfE Teachers’ standards

  23. Completing and writing NQT assessments

  24. Content of the assessment report • Open with a judgment of NQTs progress • Strengths- the NQTs progress against specific standards • Evidence; strengths within the lesson observation or a list of sources at the end of a section e.g. Lesson plans; pupil reports; feedback meetings • Areas of development or targets ~standards which still need to be met/ need more evidence ~should be selective and prioritised according to the NQTs capability and school context

  25. Completing assessments Tutor NQT

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