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NQT Induction Training

NQT Induction Training

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NQT Induction Training

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Presentation Transcript

  1. The Appropriate Body • NQT Team • What does NQT Induction involve? • What paperwork is required? • Roles and Responsibilities • Key Information • Professional Development NQT Induction Training

  2. Introduction

  3. Webinar Guidance

  4. Webinar Toolbar • Minimise • Un-dock • Raise hand • Ask Question

  5. Oxfordshire Teaching Schools Alliance

  6. 4 Lead Schools • 25 Strategic Partner Schools • 30+ Partner Schools • Oxford, Oxford Brookes, Reading • Oxfordshire County Council

  7. Initial Teacher Training • Continuing Professional Development • Research and Development • School to School Support • Professional Learning Networks • NQT Induction

  8. www.otsa.org.uk

  9. OTSA Appropriate Body

  10. NQT Induction Team

  11. Adam Arnell – Director of OTSA • Diane Jones – OTSA Administrator • Eileen Crawshaw – NQT Induction Leader • Deb Davies – NQT Induction Leader • Sam Ellesmore – NQT Induction Leader • Geraldine Thomas – NQT Induction Leader • Jenny Willett – NQT Induction Leader

  12. Named Contact Adam Arnell adam@otsa.org.uk 01235 856500 www.otsa.org.uk

  13. What is Induction?

  14. All qualified teachers who are employed in a relevant school in England must, by law, have completed an induction period satisfactorily, subject to specified exceptions.

  15. “Statutory induction is the bridge between initial teacher training and a career in teaching. It combines a personalised programme of development, support and professional dialogue, with monitoring and an assessment of performance against the relevant Standards.”

  16. “The programme should support the newly qualified teacher (NQT) in demonstrating that their performance against the relevant standards is satisfactory by the end of the period and equip them with the tools to be an effective and successful teacher.”

  17. “The decision about whether an NQT’s performance against the relevant standards is satisfactory upon completion of induction should take into account the NQTs work context and must be made on the basis of what can reasonably be expected of an NQT by the end of their induction period within the framework set out by the standards.”

  18. “Judgements should reflect the expectation that NQTs have effectively consolidated their initial teacher training and demonstrated their ability to meet the relevant standards consistently over a sustained period in their practice.”

  19. NQT InductionWhat does it involve?

  20. Term 1

  21. Term 2

  22. Term 3

  23. Term 4

  24. Term 5

  25. Term 6

  26. NQT Assessment Form Exemplar

  27. NQT Induction Roles and Responsibilities

  28. NQT

  29. Provide evidence that they have QTS and are eligible to start induction

  30. Meet with their induction tutor to discuss and agree priorities for their induction programme and keep these under review

  31. Agree with their induction tutor how best to use their reduced timetable allowance

  32. Provide evidence of their progress against the relevant standards

  33. Participate fully in the agreed monitoring and development programme

  34. Raise any concerns with their induction tutor as soon as practicable

  35. Consult their appropriate body named contact at an early stage if there are or may be difficulties in resolving issues with their tutor/within the institution

  36. Keep track of and participate effectively in the scheduled classroom observations, progress reviews and formal assessment meetings

  37. Agree with their induction tutor the start and end dates of the induction period and the dates of any absences from work during any period

  38. Retain copies of all assessment forms

  39. Induction Tutor(Mentor)

  40. Provide, or coordinate, guidance and effective support including coaching and mentoring for the NQT’s professional development (with the appropriate body where necessary)

  41. Carry out regular progress reviews throughout the induction period

  42. Undertake three formal assessment meetings during the total induction period coordinating input from other colleagues as appropriate (normally one per term, or pro rata for part-time staff)

  43. Inform the NQT during the assessment meeting of the judgements to be recorded in the formal assessment record and invite the NQT to add their comments

  44. Ensure that the NQT’s teaching is observed and feedback provided

  45. Ensure NQTs are aware of how, both within and outside the institution, they can raise any concerns about their induction programme or their personal progress