The Induction Tutor Handbook - The Essential Guide to Induction 2020-2021
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The Induction Tutor
Handbook
The Essential Guide to Induction 2020-2021
The Induction Tutor Handbook
Introduction
Introduction 3 Key contacts
Key Dates 3
Local Authority Co-ordinator for induction
Welcome 3
of NQTs.
What makes a good Induction Tutor 4
Ian Lindsay
Tel: 01234 276680
Getting started 6 Email: ian.lindsay@bedford.gov.uk
Before your NQTs’ first day 6
The first day 6 Local Authority Contact for NQTs
By the end of the first week 6
Judith Lovely
Tel: 01234 276594
Induction 7 Email: judith.lovely@bedford.gov.uk
Key Recommendations 7
Induction Meetings 8 NQT Administrator
Sample Induction Programme 9 Rebecca Olney-Ogden
The Career Entry Development Profile 11
Tel: 01234 276792
Lesson Observations 12
Email: rebecca.olney-ogden@bedford.gov.uk
Assessment Procedures 13
NQT HR Contact
Professional Development 16 Sarah Fuller
Advisory services provided by the 16 Employee Resourcing Manager
Local Authority Appropriate Body Tel: 01234 228084
Support in the first year 16
Email: sarah.fuller@bedford.gov.uk
Reference Information 17
Joining a Professional Association 17
Issues arising from appeal hearings 18
Local Authority Appropriate Body 19
Quality Assurance of Induction
Provision
Appendices 20
20
Appendix 1 – Supporting tool
Notes 30
2
The Induction Tutor Handbook
Introduction
Key Dates Welcome
Autumn Term 2020
7 September 2020 - term begins
Dear Colleague
3 & 4 September 2020 - training day
The responsibility of being the Induction Tutor for Newly
26 - 30 October 2020- school holiday
Qualified Teachers (NQTs) is an incredibly rewarding
2 November 2020 training day
role. It is critical that in their first year of teaching, NQTs
18 December 2020 - term ends receive the right balance of support and challenge and
that high quality learning opportunities are provided for
Spring Term 2021
them both in your school and from others.
5 January 2021 - term begins
4 January 2021 - training day NQTs are very important people. They bring energy,
15 - 19 February 2021 - school holiday creativity, new ideas and enthusiasm to our schools.
26 March 2021 - term ends Many stay in Bedford Borough and go on to be Middle
and Senior Leaders. Your role as Induction Tutor is
Summer Term 2021 therefore incredibly important. Your work will ensure
13 April 2021 - term begins that they feel welcomed, valued and that their teaching
12 April 2021 - training day is effective securing excellent progress and experiences
3 & 31 May 2021 - bank holiday for our pupils.
31 May - 4 June 2021 - school holiday
21 July 2020 - term ends This booklet is intended to support you in your task and
provide a framework for the induction year.
Training Dates 2020 - 2021 For some of you this will be a new experience – don’t
worry – we can provide you with training opportunities,
Training dates for 2020 - 2021 can be found advice and strategies. The School Improvement Team
on the Bedford Borough Council web site are always available to support you in this role.
NQT Assessment Submission Dates Thank you for your work which will ensure that we have
These dates apply to NQTs who are full time a high quality, well trained workforce across Bedford
and begin induction in September 2020. Borough.
Assessment 1: 11 December 2020
Assessment 2: 19 March 2021
Assessment 3: 16 July 2021
Ben Pearson
Chief Officer for Education, SEND and
School Infrastructure
3
The Induction Tutor Handbook
Introduction
What makes a good To be an effective Induction Tutor you
Induction Tutor? need to:
• be confident in your own teaching, setting high
Being an Induction Tutor is a huge responsibility
standards of teaching and learning;
and should be a role that you have chosen
to undertake. • be a good communicator and supportive of
others’ development;
Six Key Principles stated in the
Statutory Guidance: • register the NQT with the appropriate body;
1. The Induction Tutor must hold QTS.
• carry out relevant pre-employment checks;
2. The Induction Tutor must have the necessary skills
• establish an open-minded approach and
and knowledge to work successfully in the role.
recognise NQTs’ particular learning styles;
3. The Induction Tutor should be able to provide
• have experience of classroom observations
effective coaching and mentoring.
and providing constructive feedback, including
4. The Induction Tutor should be given sufficient target setting;
time in order to carry out the role effectively.
• celebrate NQTs’ achievements and be honest
5. The Induction Tutor will need to make rigorous and open about areas of improvement;
and fair judgements about the NQT’s progress.
• be familiar with the Teachers’ Standards for
6. Recognise when early action is needed in the Induction;
case of an NQT who is experiencing difficulties.
• be encouraging but also ensure that NQTs
Where possible, Induction Tutors and NQTs take increasing responsibility for their
should be matched according to age range or own development.
subject specialism.
Successful Induction Tutors are:
• approachable, friendly and good listeners;
• open, honest and trustworthy;
• knowledgeable of the induction process;
• well organised and informed;
• objective.
4
The Induction Tutor Handbook
Introduction
Who else has responsibility in the
induction process?
Head teachers and Principals are responsible
for:
• ensuring the school can support an
NQT effectively;
• ensuring that the NQT has a 10% reduction
in teaching load, in addition to PPA time;
• appointing an appropriate and supportive
Induction Tutor;
• overseeing the induction programme, including
officially reporting to the Appropriate Body
whether the NQT has met the standards
required;
• keeping the governing body informed about the
NQT’s progress; and The Local Authority (the Appropriate Body)
is responsible for:
• Allocating sufficient time to the Induction Tutor
• monitoring schools’ capability for providing
to support the needs of the NQT.
a suitable induction programme;
Governing bodies are responsible for: • ensuring visits are made to a sample of
schools to ensure equity of provision and
• considering induction requirements when
validity of judgements across the Local
appointing an NQT; and ensuring the
Authority;
establishment of the induction programme
within school; • maintaining records of NQTs’ progress;
• ensure compliance with Statutory Guidance; • supporting NQTs and Induction Tutors through
guidance, courses, websites and newsletters;
• ensuring the institution has capacity to support
the NQT. • providing a ‘named person’ to deal
confidentially with any concerns NQTs may
have about their induction;
• the final decision regarding the satisfactory
completion of the induction year, based on the
Head teacher’s recommendation, and
moderation by the Appropriate Body – this
decision to be conveyed to the NQT,
the Head teacher and the Teaching Regulation
Agency (TRA).
5
The Induction Tutor Handbook
Getting Started
1. Before your NQT’s first day 2. The first day
It is important that you spend time with your Ensure that you arrive at school early so that
NQT before the beginning of their first term. you can welcome your NQT and help them
Such opportunities are likely to be of great value with any final arrangements for their first day.
in helping you and the NQT make a good start Throughout the day make yourself available for
by removing any of the uncertainties of a new any queries and at the end of the day check they
teaching career. have survived!
It is most beneficial for NQTs to spend time in 3. By the end of week one
their new school surroundings, speaking to key
personnel, gaining a feeling for the school and Spend a little time reviewing with your NQT their
spending quality time with their Induction Tutor. first week of teaching, dealing with any areas of
concern that may need immediate action for the
There will be a wealth of documentation for you following week. Recommend to your NQT that
to gather to give to your NQT. It is important not they spend some time relaxing over the weekend.
to make the NQT feel overwhelmed, but they will
need knowledge of certain key documents:
Checklist
• timetable Have you…
• class lists, set lists, prior attainment n ensured registration forms have been
sent to the NQT Administration Officer?
• Staff handbook
• planning overview n supplied your NQT with key documents?
• NQT, SEND, Child Protection, Health & Safety n familiarised yourself with NQT policy,
and Behaviour policies. Teachers’ Standards, Statutory Guidance
etc?
It may be important to allow NQTs to become
n arranged for the NQT to be booked on any
accustomed to their classroom; pointing out
relevant training?
display materials and opportunities for them to set
up their classroom environment. n had appropriate Induction Tutor training?
Past NQTs have found it most reassuring to be n identified NQT’s non-contact time?
given a contact number where they can discuss
n established a regular meeting schedule
any further issues they may have concerns about
with your NQT?
before the start of the term.
n arranged a meeting between SENDCO and
However, don’t go over the top – you can be over NQT for the first week?
prepared – many things can be sorted out once
term starts. n met or arranged the first mentoring meeting?
n drafted the induction programme for the first
half term?
6
The Induction Tutor Handbook
Induction
1. Key Recommendations
NQTs are required to complete satisfactorily
an induction period by meeting the Teachers’
Standards for Induction. Some Induction Tutors
have found it useful to list key activities to be
completed each term by the NQT.
Term 1 Term 2
• First set of targets related to the Teachers • Two observations of NQT;
Standards; • Two observations by NQT of experienced
• At least two observations of NQT per teacher(s) (if possible, other than the
term, the first within the first 4 weeks Induction Tutor);
of term; • Half termly review meetings;
• SENDCO meeting; • Review and revise targets;
• At least two observations by NQT of • Report writing (if applicable this term);
experienced teacher(s), other than the
• Second formal assessment – progress
Induction Tutor;
matched against the Teachers’ Standards;
• Half termly review meetings;
• Second term’s assessment report sent to
• Opportunities to go through school policies, Appropriate Body within the statutory
particularly behaviour management; timescales.
• Discuss professional development needs, for Creating opportunities for NQTs to visit
example, courses; other schools is considered good practice
• Information about parents’ evening; and should be encouraged.
• Formal review meeting – progress matched
against Teachers’ Standards;
• First term’s assessment report sent to Term 3
• Two observations of NQT;
Appropriate Body.
• Two observations by NQT of
It has been found to be good practice for the experienced teachers;
Head teacher to observe the NQT during their
• Review and revise targets;
first term. Subsequent targets may be set if the
• Report writing (if applicable);
first set of targets is achieved.
• Final assessment meeting;
Don’t allow too much ‘settling in’ time. The • Looking forward to next year –
year will go by very quickly and it is important performance management, co-ordinator
to have good systems in place early. The responsibilities, etc;
model for induction of teachers is a pass or
• Final term’s assessment report sent to
fail one. It is rare to be awarded an extension
Appropriate Body within the statutory
at the end of the year, and anyone who fails to
timescales.
pass may not work in any maintained school
In addition to these key elements, each
in England. All the areas of responsibility
Induction programme should be tailored to
mentioned above need to be established
meet the NQT’s individual needs and include
quickly and by half way through the first term.
elements relevant to their particular school.
7The Induction Tutor Handbook
Induction
2. Induction Meetings 3. The Induction Programme
It is recommended that NQT meetings with the The school employing the NQT must provide
Induction Tutor should be at least every fortnight, them with an effective induction programme
but they could be weekly if you both prefer. which includes:
Each meeting should have an agenda, which
• easy access to a designated Induction
may include:
Tutor who will:
• lesson observation feedback; - manage the induction programme;
- provide ongoing support;
• review of targets; - review and assess the progress;
• areas for development. • regular observation of teaching which:
- includes constructive oral and
These agendas may be set in conjunction with the
written feedback;
NQT from previous meetings or, as an Induction
- is focused on areas of individual need
Tutor, you may feel that there are important
in relation to the Teachers’ Standards;
issues that need discussing.
- may include other colleagues observing in
All induction meetings must be minuted with addition to the Induction Tutor;
copies signed and dated by both parties, and
supplied to the NQT and Head teacher. These • opportunities for the NQT to observe
are confidential but it is important that accurate experienced colleagues teach in order to:
records are kept during the period of induction. - compare practice in different classrooms,
departments and schools;
One of these meetings each half term should be a - develop a wider repertoire of
formal review meeting. teaching strategies;
- develop a wider
understanding of different age groups,
areas, subjects etc;
- improve their own teaching
through reflection.
8The Induction Tutor Handbook
Induction
A sample induction programme
Note: Every NQT should have an individualised programme based on their role and
development targets.
Term 1 Term 2 Term 3
Week Activity Week Activity Week Activity
1 Identify individual targets for 12 Third observation of 21 Fifth observation of an
term 1 (Transition Point 1) the NQT’s teaching experienced teacher
2 First observation of the 13 Structured meeting 22 Structured meeting
NQT’s teaching with Induction Tutor to between Induction Tutor
3 Structured meeting between set targets for Term 2 and NQT to set targets for
Induction Tutor and NQT 14 Third observation Term 3
4 First observation of an of an experienced 23 Fifth formal review
experienced teacher teacher meeting
Structured meeting 15 Structured meeting Fifth observation of NQT
between Induction Tutor with Induction Tutor 24 Structured meeting
and NQT 16 Third formal review between Induction Tutor
5 First formal review meeting - meeting and NQT
review of targets with written 17 Structured meeting 25 Sixth observation of an
feedback with Induction Tutor experienced teacher
6 Second observation of NQT Fourth observation 26 Sixth observation of NQT
7 Structured meeting with of an experienced 27 Professional development
Induction Tutor - using the teacher opportunity
tool for supporting NQT 18 Fourth observation 28 Sixth formal review
induction of NQT meeting
8 Second observation of an Fourth formal review 29 Third formal assessment
experienced teacher meeting meeting betweenInduction
9 Second formal 19 Professional Tutor and NQT
review meeting development
10 Professional development opportunity
opportunity 20 Second formal
11 First formal assessment assessment meeting
meeting between Induction between Induction
Tutor/ Head teacher and NQT Tutor and NQT
- using the tool for supporting
NQT induction
9The Induction Tutor Handbook
Induction
Practical Advice The use of non-contact time
The induction year needs to be well planned to In a maintained school an NQT must have a
ensure that the NQT is able to grow and develop timetable of no more than 90% of the timetable of
in their professional skills. Ideally, each of the other main scale teachers in the school without
elements of the induction programme should be responsibility points. This recognises the need
taking place throughout the year so that they for new teachers to have quality time for their
have a balanced programme in which each induction programme. It is important to make best
experience reinforces and consolidates previous use of this time by carefully planning the induction
opportunities. It is important that any particular activities with the NQT. Note: this time is in
strand is not left until the end of the period or addition to 10% PPA time.
concentrated at one time of year if the maximum
benefit is to be gained. In particular, the induction non-contact time
should be used to:
Within this integrated approach, however, it is
essential that more intensive support is provided • meet regularly with the Induction Tutor;
during their first few months of teaching. For
• meet with other colleagues, for example
example, meetings with you and observations
SENDCO, pastoral leaders, governors;
of their teaching could be more frequent in the
earlier months to ensure that they make good • enable them to observe teaching in
progress from the beginning and are not left other classrooms;
floundering. Early observation of their teaching
by you will also help to confirm or amend their • work alongside other teachers
targets and to provide early diagnosis, support when necessary;
and intervention if required.
• track pupils through different age groups
Some larger schools are able to provide a generic and/or subjects;
induction programme to their newly qualified
teachers. However, this should be additional to • hold the half termly review and termly
and not instead of, an individualised programme. assessment meetings;
• attend training and development
opportunities.
It is important for your NQT to have opportunities
to meet with other new teachers and to benefit
from as wide a range of training as possible.
You will need to identify suitable training after
discussion with your NQT to support
their development.
10The Induction Tutor Handbook
Induction
4. The Career Entry and
Development Profile (CEDP)
The Career Entry and Development Profile
provides a bridge between Initial Teacher Training
and the NQT’s first post. It may have a role to
play in helping plan and monitor the ongoing
professional development during the induction
period of the NQT.
The profile is intended to help the NQT:
• target and address their own development
needs more accurately and systematically;
Reviews of progress with your NQT should take
• build on their strengths during the
place at half termly intervals if they are working
induction year;
full time. The CEDP is not, however, intended
• take responsibility for their own professional to have a direct role in their termly summative
development from the beginning of their career assessment.
by establishing the practice of target setting
and review, and by establishing a good
foundation for appraisal. 3 Checklist
The NQT will have completed Transition Point 1 With regard to the CEDP,
at the end of their training course to summarise NQTs should have:
the strengths and priorities for further professional
development that were identified at the end of n Completed Transition Point 1 prior to arriving
their training. at the school.
Shortly after the NQT takes up their post, you
n Discussed appropriate and manageable targets
will meet with them to discuss their profile, agree
based on outcomes.
targets and write action plans for the beginning of
the induction period. These should be recorded
n Begun completing Transition Point 2 towards
on Transition Point 2 of the profile. They will be
the end of the first term in school
individual to your NQT based on the priorities
identified in Transition Point 1 and on the
demands of their first post. n Established a climate of openness and trust
during your discussions.
Targets need to be realistic, achievable within the
timescales set and supported by clear success n Revisited Transition Point 2 over the year to
criteria to enable their progress to be monitored consider the progress made and suitability of
and reviewed. They should also have an the targets.
appropriate element of challenge. Target setting
can be difficult but it is worth spending time and
effort on agreeing good targets, as they will form
the foundation of a successful year.
11The Induction Tutor Handbook
Induction
5. Lesson Observations The person conducting the observation (if not the
Induction Tutor) should be given the opportunity
Lesson observations are a fundamental part of to feedback to the NQT first hand. Where possible
the induction process, not only for the Induction the Induction Tutor should also be involved in
Tutor but also for the NQT. Observations are most this process.
successful when a focus has been agreed; for The NQT should be given guidelines on how to
example, plenary, starters, pupil management, observe other teacher’s lessons with a specific
clear setting of lesson objectives. It is important focus. Feedback is not essential but it is preferable
to focus upon the agreed observation criteria. for the NQT to have the opportunity to discuss the
However other issues may arise which could lessons observed.
become targets or areas for review at induction
meetings. There is no minimum requirement for formal
observations of the NQT’s teaching although the
At the start of the lesson to be observed the NQT statutory guidance states these should be regular.
should supply the observer with a copy of the We recommend a minimum of six per Induction
lesson plan. period (i.e. one per half term if completed in one
Observation must always be followed by a full academic year).
debrief highlighting strengths and weaknesses, The lesson observation form template can be
being objective and constructive in your found on the Bedford Borough website.
comments. A copy of all documentation must be
signed and dated by both parties and kept as part
of the induction records.
12The Induction Tutor Handbook
Induction
6. Assessment Procedures
a. Completion of Induction
Each NQT needs to be aware that they must
complete induction satisfactorily in order to remain
eligible to teach in maintained schools beyond
the induction period. Although they have already
achieved Qualified Teacher Status (QTS), they
must show the ability to meet all the Teachers’
Standards consistently and independently within
the employment context.
The Teachers’ Standards comprise requirements
for:
• Teaching
• Personal and Professional Conduct
The Teachers Standards 2012 are set out at the
rear of this handbook.
b. Assessment Procedures
Generally:
Each NQT will receive ongoing, formative
• the first meeting will focus on the extent
feedback each time they are observed teaching,
to which they are beginning to meet the
and the half termly review meetings with the
Teachers’ Standards;
Induction Tutor will also be used to monitor their
progress. These should give the NQT an accurate, • the second meeting will focus on their progress
developing picture of their progress and of any
in meeting the Teachers’ Standards and identify
areas they still need to address.
any major areas which need to be targeted
Formal, summative assessment against the before the end of the induction period;
Teachers’ Standards will take place three
times during the induction period. For full-time • if all is well, the third meeting will confirm
colleagues this will be on a termly basis, usually that they have met the requirements for the
towards the end of each term. The assessment of induction period. It may also be used to discuss
their progress during these meetings will be based arrangements for the next year including target
on observations of their teaching, notes from the setting implications of any new responsibilities
review meetings and evidence of the progress that and performance management.
the pupils are making.
• If the school are concerned that the
A tool to help support review and NQT may not be completing induction
assessment meetings can be found at the successfully, contact the Appropriate Body
rear of this handbook and is also
immediately.
available electronically on the Bedford
Borough Council website.
13The Induction Tutor Handbook
Induction
c. Formal Reports d. The Local Authority’s
A summary report is completed following each of
Appropriate Body Role
the formal assessment meetings. The NQT will be During the induction year schools may receive
asked to sign the report and add any comments. a formal visit from the Appropriate Body
They will receive a copy of the report and the Adviser. The main purposes of their visit to the
Induction Tutor, Head teacher and the Appropriate school are to:
Body will also hold a copy.
• quality assure the school’s arrangements for
At the end of the induction period and following induction including the adequacy of the
the third assessment meeting, the Head teacher induction programme provided;
will make a recommendation to the Appropriate • observe an NQT teaching and provide
Body as to whether or not the NQT has constructive feedback on the lesson(s) seen;
satisfactorily completed induction. The
Appropriate Body must then decide whether or not • verify the schools’ assessment of the NQT’s
to accept this recommendation, and will report its progress and performance;
decision to the NQT, the Head teacher and the • help to ensure consistency of assessment and
TRA. If the NQT’s progress has been satisfactory support between schools and NQTs.
throughout, this is little more than a formality and
the NQT need not worry. The adviser will:
• discuss the NQT’s general progress, including
the targets set during induction; and also
• meet with you to discuss the NQT’s progress
and the school’s induction arrangements.
Additional support and observations may be
arranged if the NQT’s progress towards becoming
a competent teacher is causing concern.
Schools should ensure that they have the
written documentation to evidence the teachers
standards for any monitoring visit.
14The Induction Tutor Handbook
Induction
e. Unsatisfactory Progress The school recommendations on the assessment
form will be discussed at the termly Induction
Firstly, very few newly qualified teachers fail to Board meeting to see if any further support can be
make satisfactory progress. The support and put in place for the NQT.
guidance that they receive through their induction If progress continues to cause concern, he/she
programme should ensure that they make steady may be asked to attend a meeting to clarify the
progress in meeting the Teachers’ Standards. situation. The meeting could involve the Head
If, despite this, their progress is not sufficient, teacher, the Induction Tutor, Appropriate Body
you will discuss this with your NQT at an early officer, and the NQT may be accompanied by their
stage. Their specific difficulties will be analysed, Professional Association Representative or a
targets set and additional support arranged to help friend if they wish.
them overcome these difficulties. The Induction
Tutor must immediately notify the Appropriate If progress has not been sufficient by the end of
Body Induction Co-ordinator who may also provide the induction period, the Appropriate Body has to
further guidance. take account of the school’s recommendation and
decide whether to terminate the NQT’s
The NQT will be told at the time of their formal employment or to offer an extension. In either
termly assessment if their progress is such that situation, the NQT will be informed of their rights
he/she is in danger of failing to meet the of appeal, and what they need to do.
requirements of the induction year and this will be
recorded on the assessment form. If this occurs,
the NQT will be notified in writing by the Head
teacher that he/she is not meeting the Teachers’
Standards and that the consequences of this
could be dismissal, and the NQT will also be
observed teaching by the Head teacher. A model
letter is available to provide a structure for the
written notification of unsatisfactory progress.
15The Induction Tutor Handbook
Professional Development
Your school should support the NQT’s immediate • A newsletter is produced once a term to
needs in the classroom. Your school also has update staff with the latest information about
access to additional advice and support through a NQT induction. We also send a copy directly
range of services. There is an annual programme to each NQT as well as putting it on the NQT
of CPD which offers opportunities for NQTs to section of Bedford Borough Council’s website.
further their knowledge and understanding. The
CPD also provides an invaluable opportunity to • NQTs are encouraged to visit another school at
meet and share practice with colleagues from some stage in the year.
across the Borough.
• We run an NQT exchange programme across
You should discuss your NQTs, requirements our schools. Contact Ian Lindsay for further
periodically and ensure that the NQT is able to details
attend relevant training.
• We have arranged for a contact person who the
Advisory Services Provided by the NQT can make use of if they need to discuss
Local Authority Appropriate Body any aspect of their induction year with someone
outside the school who is not involved in their
Education Advisers are employed by the assessment.
Borough Council to provide a number of services
contributing to school improvement. • All the professional associations offer support
and advice to NQTs. You will find contact
We provide a range of opportunities, including
details on the next page of this booklet.
professional study groups where colleagues
develop innovative teaching and learning
• There is a free, confidential counselling
strategies and resources. It is strongly
support service called Education Support
recommended that the Induction Tutor access
Partnership, which is available to all teachers.
regular updated training to support in developing
Phone: 0800 0562 561
their role. Such training is provided by the School
Website: www.educationsupportpartnership.org.uk
Improvement Team, and is available on the
Bedford Borough Council website.
Support in the first year
There is a range of different levels of support that
NQTs can access in their first year. Please make
new staff aware of how to access the support they
require.
• In your school, there should be designated
members of staff who have responsibility to
oversee NQT progress.
• The NQT Professional Study Group meets
termly and is a valuable opportunity to share
good practice and support the induction
process.
16The Induction Tutor Handbook
Reference information
National Association of
Schoolmasters Union of Women
Teachers (NASUWT)
National Education Union (NEU)
Deirdre Murphy
Email: deirdre.murphy1@btinternet.com
Tel: 07813 099 204
Joining a Professional Association Voice
It is important that NQTs are made aware of Bob Gale
the value of joining a Professional Association. Email: bobgale@voicetheunion.org.uk
Information about the County Secretaries enquiries@voicetheunion.org.uk
appears below, although many schools also have Tel: 01332 372337
representatives available for consultation. Advice
and protection can be provided to the NQT in the
interpretation of industrial relations legislation, but
more importantly, the Professional Association can
offer support on a range of issues the NQT may
encounter as a new teacher.
If you are concerned that that the NQT is not
meeting the Teachers’ Standards, they should
be advised to contact their Professional
Association representative. In addition your
school should alert the Appropriate Body as
early as possible.
17The Induction Tutor Handbook
Reference Information
Issues arising from appeal hearings The second main issue is the importance of
explaining to the NQT the function of the Induction
re: problematic / effective practice
Tutor both in terms of their supportive and their
monitoring role. In some schools the supportive
Notification to the NQT role is largely carried out by a buddy mentor and
Where difficulties emerge, schools are the monitoring role by the Induction Tutor. In these
understandably keen to adopt a positive approach, cases the NQT needs to be made fully aware
particularly where difficulties emerge in the of their respective role. There is also a need for
first term. Sometimes this desire to encourage schools to stress to NQTs that they themselves
improvement is, however, insufficiently balanced have responsibilities within the process so that
by the clear and explicit identification of problems, they take a pro-active role in their own induction and
the establishment of measures to bring about do not rely entirely on initiatives taken by the school.
improvement and explanation of the possible
consequences in terms of the induction process.
Professional Reviews of Progress
There is a tendency to avoid tackling problems
immediately, meaning that NQTs can be given the From the cases reaching final appeal there
wrong messages. appears to be considerable variation in the
importance of setting and recording the targets set
Where difficulties persist in the second term, at formal review meetings which are then subject
schools are sometimes keen to continue with a to monitoring and reassessment. Where a process
positive approach in the first part of the term, but has been found on appeal to have significant
are then obliged to change tack when difficulties defects, it is often the lack of systematic systems
persist. They sometimes signal this abruptly to of setting and reviewing targets, which has been
the NQT and late in the process. In the cases central to the problems identified.
considered on appeal, it is not unusual for the
first formal notification of potential failure not
Arrangements for Observing
to be given to the NQT (and the Appropriate
Body). Delay in doing this can lead to difficulties Teaching
with NQTs becoming confused about what are The Appropriate Body (AB) recommends that
perceived as sudden changes from a positive observations should take place every six to eight
to a negative approach and only a limited time weeks as a minimum. They should focus on
available to take remedial action. particular aspects of teaching with the NQT being
informed of the focus in advance. In addition,
feedback should be given promptly and a written
Role of Induction Tutor
record should be made which relates back to the
There are two main issues that arise from the NQTs’ targets.
cases considered to date. The first is the need
for schools to ensure that the Induction Tutor is The observation requirements have generally
clearly identified from the outset of the induction been met in the cases considered, and in the
period and to avoid, as far as possible, changing feedback given, but there is often a tendency to
the person carrying out the role during the course bunch observations within a short period. The
of the induction year. There have been cases extent to which NQTs are informed of the focus
where the Induction Tutor has changed each term, of the observations has also varied considerably.
which inevitably leads to potential problems of Different schools adopt different approaches to
consistency of approach and is unsettling for observations and feedback based on the different
the NQT. advice and guidance provided by ABs. The lesson
observation sheet for NQTs is available on the
Bedford Borough website.
18The Induction Tutor Handbook
Local Authority Appropriate Body
Quality Assurance
of Induction Provision The sample of schools and NQTs will be drawn up
The Statutory Guidance on Induction specify: using the criteria below that have been agreed with
the professional associations locally.
The appointment of an Appropriate Body (AB) is a
statutory requirement for the induction period of Essential
newly qualified teachers and the Appropriate Body
makes the final decision as to whether an NQT 1. Schools in “red” category with an Ofsted
has met the teachers’ standards on the designation – all NQTs
recommendation of the head teacher/principal. 2. Schools in “red” category - LA designation
– at least one NQT
When a NQT is appointed to a post that is suitable 3. All NQTs where the first assessment fine
for induction, the Head teacher/Principal must grading is “D” or “E”
notify the Appropriate Body to put in place
4. Any schools where, subsequent to the first
support, monitoring and assessment procedures
assessment period, concerns about progress
to ensure the smooth running of the induction
are raised
process.
It is for schools to ensure that they commit Desirable (In priority order)
appropriate resources to induction and for the
1. Schools in “amber” category
Appropriate Body to ensure quality of this
induction provision. 2. Schools in “light green” where the ability to
fulfil their statutory functions may be
The Appropriate Body, ensures that schools are temporarily impaired
able to meet the above requirements through a 3. All schools where the Head teacher is also the
range of activities. Training courses are run to Induction Tutor
develop the skills and knowledge of Induction 4. All other schools where there has been
Leads and Tutors. School visits are also a change of senior management so that
undertaken. experience in induction is limited
Each year school visits will be made to a minimum 5. Schools where NQTs are not attending “core”
of 20% of schools that have NQTs. Visits will be entitlement training.
made by the Appropriate Body personnel, and 6. Upper Schools
schools will be contacted in advance.
At all times, the Appropriate Body will reserve the
School visits are undertaken primarily to ensure right to make any quality assurance visits or
that schools are providing appropriate monitoring, audits as it might reasonably deem necessary.
support, assessment and guidance. During the
visit schools’ procedures and documentation Schools are reminded that they have the
will be examined. At least one NQT will also be statutory responsibility for providing
observed in the classroom to enable the appropriate induction, making rigorous
Appropriate Body to confirm that schools are able assessments and returning documentation
to make rigorous and equitable assessments of to the Appropriate Body within the agreed
NQTs. timescales.
Where an NQT is having some difficulties
reaching the required standards the Appropriate
Body will want to observe in order to moderate the 19
school’s developing judgement.20
Bedford Borough School Standards and Interventions
A tool for supporting NQT Induction (for use by NQTs and their Induction Tutors)
This can be used both to inform review and assessment meetings and to record progress. It is not statutory and can be adjusted to meet the schools’ needs.
TEACHERS’ STANDARDS FOR NQT INDUCTION
The Induction Tutor Handbook
PART 1: TEACHING
SCOPE POINTS TO CONSIDER POSSIBLE EVIDENCE ACTUAL EVIDENCE (Examples)
TEACHERS’ STANDARD 1) Set
high expectations which inspire
Appendix 1 - Supporting Tool
motivate and challenge
1a) Establish a safe and What factors in the learning environment enable Personal/Professional conduct in
stimulating environment for pupils pupils to feel safe, confident and valued? school
rooted in mutual respect.
How do you ensure that your teaching practices are Contributions within meetings with
1b) Set goals that stretch and fully inclusive? staff
challenge pupils of all
backgrounds, abilities and How do you use information from assessment and Planning
dispositions monitoring in your planning and teaching?
Lesson Observation
1c) Demonstrate consistently the How do you communicate, model and promote
positive attitudes, values and positive attitudes, values and behaviour which are Student progress data
behaviour which are expected of expected of pupils through your teaching?
pupils. Classroom displays & environment
What in your practice is influenced by your
understanding of key school policies? Consistently working within school
policies
Health & Safety taken into account
e.g. in risk assessment
A tool for supporting induction for Induction Tutors and NQTsBedford Borough School Standards and Interventions
SCOPE POINTS TO CONSIDER POSSIBLE EVIDENCE ACTUAL EVIDENCE (Examples)
TEACHERS’ STANDARD 2) How do you monitor the progress of students in your
Promote good progress and class?
outcomes by pupils
What do you do to establish pupils’ prior knowledge
2a) Be accountable for pupils’ and capabilities in order to build upon this in your Communications with colleagues
attainment, progress and planning?
outcomes Communications with parents (written
How do you give feedback in a positive, accurate and and oral
2b) Plan teaching to build on constructive way?
pupils’ capabilities and prior Feedback from parents
knowledge How do you promote the skills necessary for learners
to be able to identify the progress they have made? Feedback from colleagues
2c) Guide pupils to reflect on the
progress they have made and their What do learners know about the standards of Contributions to meetings of working
emerging needs attainment expected of them in the next stage in groups
learning, or at the point of transition?
2d) Demonstrate knowledge and Evidence of student progress
understanding of how pupils learn How do you plan for learners to respond to your
and how this impacts on teaching. feedback? Planning to support progress for all
Appendix 1 - Supporting Tool
2e) Encourage pupils to take a How do you effectively use verbal feedback in your Book scrutiny
responsible and conscientious lessons?
attitude to their own work and
study. What professional development opportunities have
you undertaken to improve the effectiveness of your
teaching?
How do you evaluate the impact of your teaching?
What aspects of your practice promote the social and
emotional aspects of learning?
What strategies do you use to develop independent
learning?
How do you plan and provide for learners to co-
operate and collaborate?
A tool for supporting induction for Induction Tutors and NQTs
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The Induction Tutor HandbookBedford Borough School Standards and Interventions
22
SCOPE POINTS TO CONSIDER POSSIBLE EVIDENCE ACTUAL EVIDENCE (Examples)
TEACHERS’ STANDARD 3:
Demonstrate good subject and
curriculum knowledge
3a) Have a secure knowledge of What do you do to develop your subject/curriculum Self review (of teaching and practice)
the relevant subject(s) and knowledge?
curriculum areas, foster and Contribution to objective setting
maintain pupils’ interest in the Can you talk about ways in which you have adapted
The Induction Tutor Handbook
subject and address your practice in response to developments in your Range of professional development
misunderstandings subject / curriculum areas? opportunities undertaken
3b) Demonstrate a critical What approaches have you found successful in Response to feedback from colleague
understanding of developments in fostering and maintaining pupil interest in your including lesson observations
the subject and curriculum areas, subject?
and promote the value of Willingness to approach colleagues
scholarship How do you keep up to date with the latest
developments in education? Pupil response / engagement (e.g.
3c) Demonstrate an understanding observation, homework evidence)
of and take responsibility for How are cross-curricular approaches effectively
promoting high standards of reflected in your work? Lesson planning
Appendix 1 - Supporting Tool
literacy, articulacy and the correct
use of standard English, whatever How do you maximise opportunities for learners to
the teacher’s specialist subject develop and use literacy and numeracy skills?
3d) If teaching early reading,
demonstrate a clear understanding
of systematic synthetic phonics
3e) If teaching early mathematics,
demonstrate a clear understanding
of appropriate teaching strategies.
A tool for supporting induction for Induction Tutors and NQTsBedford Borough School Standards and Interventions
SCOPE POINTS TO CONSIDER POSSIBLE EVIDENCE ACTUAL EVIDENCE (Examples)
TEACHERS’ STANDARD 4) Plan
and teach well structured
lessons
4a) Impart knowledge and How do you demonstrate good planning? Short/Medium/Long term plans
understanding through effective
use of lesson time How do you demonstrate a secure knowledge and Lesson planning
understanding of the curriculum you teach?
4b) Promote a love of learning and Lesson evaluation
pupils’ intellectual curiosity. How do you ensure that homework is relevant to, and
marked to, learner’s needs or interests? Work sampling
4c) Set homework and plan other
out-of-class activities to Do you apply constructive criticism to new ideas, Lesson observation
consolidate and extend the research and approaches and contribute to change
knowledge and understanding and innovation in your school? Homework diaries
pupils have acquired.
Are you proactive in seeking, listening to and acting Parent/Carer feedback
4d) Reflect systematically on the upon advice? (including opportunities for coaching
effectiveness of lessons and and mentoring, professional dialogue or other Differentiated tasks (including
approaches to teaching. professional development activities)? homework)
Appendix 1 - Supporting Tool
4e) Contribute to the design and What contributions do you make to, for example, Department minutes, contributions in
provision of an engaging departmental, team, staff, planning or other meetings? staff meetings
curriculum within the relevant
subject area(s). What do you do to extend your pupils’ learning outside Coaching/Mentoring feedback
the classroom?
CPD opportunities
Meeting minutes, email
correspondence, presentations to
staff
A tool for supporting induction for Induction Tutors and NQTs
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The Induction Tutor HandbookBedford Borough School Standards and Interventions
24
SCOPE POINTS TO CONSIDER POSSIBLE EVIDENCE ACTUAL EVIDENCE (Examples)
TEACHERS’ STANDARD 5)
Adapt teaching to respond to
the strengths and needs of all
pupils
5a) Know when and how to How do you support and guide learners so that they Planning, including evidence of
differentiate appropriately using can reflect on their learning, identify the progress they differentiation
approaches which enable pupils to have made, set positive targets for improvement and
The Induction Tutor Handbook
be taught effectively become successful independent learners? Assessment records
5b) Have a secure understanding How do you make effective use of an appropriate Work sampling
of how a range of factors can range of observation, assessment, monitoring and
inhibit pupils’ ability to learn and recording strategies as a basis for setting challenging Lesson observation
how best to overcome these. learning objectives and monitoring learners’ progress
and levels of attainment? Involvement in CPD opportunities
5c) Demonstrate an awareness of
the physical, social and intellectual How can you show that you have taken account of Interaction with SENCo and EAL co-
development of pupils and know specific needs of individual/groups of pupils within ordinator (as appropriate)
how to adapt teaching to support your teaching?
pupils’ education at different TA deployment and feedback
Appendix 1 - Supporting Tool
stages of development. How do you show awareness of the school’s SEND
policy In your planning?
5d) Have a clear understanding of
the needs of all pupils, including How do you demonstrate and show differentiation in
those with special educational your planning and practice?
needs; those of high ability; those
with EAL; those with disabilities; What strategies have you found successful in
and be able to use and evaluated supporting EAL pupils in your classroom?
distinctive teaching approaches to
engage and support them.
A tool for supporting induction for Induction Tutors and NQTsBedford Borough School Standards and Interventions
SCOPE POINTS TO CONSIDER POSSIBLE EVIDENCE ACTUAL EVIDENCE (Examples)
TEACHERS’ STANDARD 6: Make
accurate and productive use of
assessment
6a) Know and understand how to How do you use information from assessment and Planning
assess the relevant subject and monitoring in your planning and teaching?
curriculum areas, including CPD/Staff development activities
statutory assessment How is the school assessment policy/practice
requirements. evidenced in your planning? Lesson observation
6b) Make use of formative and How does your planning and teaching show Work sampling
summative assessment to secure progression towards national levels and/or public
pupils’ progress examinations? Whole school/department moderation
6c) Use relevant data to monitor How do you assess achievement both within lessons Assessment records
progress, set targets and plan and in pupils’/students’ work?
subsequent lessons
How do you use assessment as part of your teaching
6d) Give pupils regular feedback, to diagnose learners’ needs, set realistic and
both orally and through accurate challenging targets for improvement and plan future
Appendix 1 - Supporting Tool
marking and encourage pupils to teaching?
respond to the feedback
How do you work with relevant colleagues to access
and use local and national data?
When, where and how do you use formative and
summative assessment in your teaching?
How can you show that data informs your planning?
How do you give feedback in a positive, accurate and
constructive way?
A tool for supporting induction for Induction Tutors and NQTs
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The Induction Tutor HandbookBedford Borough School Standards and Interventions
26
SCOPE POINTS TO CONSIDER POSSIBLE EVIDENCE ACTUAL EVIDENCE (Examples)
TEACHERS’ STANDARD 7)
Manage behaviour effectively to
ensure a good and safe learning
environment
7a) Have clear rules and routines How have you demonstrated the effective use of the Lesson observations
for behaviour in classrooms and school’s behaviour management policy?
take responsibility for promoting Classroom displays
The Induction Tutor Handbook
good and courteous behaviour What factors in the learning environment enable
both in classrooms and around the pupils to feel safe, confident and valued? Seating plans
school, in accordance with the
school’s behaviour policy What strategies do you use to encourage appropriate Behaviour records/logs
behaviour?
7b) Have high expectations of CPD linked to behaviour management
behaviour and establish a How do you support learners to take responsibility for
framework for discipline with a their own behaviour?
range of strategies, using praise,
sanctions and rewards consistently How effectively do you establish and build
and fairly. relationships with pupils and colleagues?
Appendix 1 - Supporting Tool
7c) Manage classes effectively,
using approaches which are
appropriate to pupils’ needs in
order to involve and motivate them.
7d) Maintain good relationships
with pupils, exercise appropriate
authority and act decisively when
necessary.
A tool for supporting induction for Induction Tutors and NQTsBedford Borough School Standards and Interventions
SCOPE POINTS TO CONSIDER POSSIBLE EVIDENCE ACTUAL EVIDENCE (Examples)
TEACHERS’ STANDARD 8: Fulfil
wider professional
responsibilities
How do colleagues e.g. teaching
8a) Make a positive contribution to assistants/department staff, know what you want them Planning
the wider life and ethos of the to do in order for learners to achieve learning
school. outcomes? Assessment
8b) Develop effective professional How can you demonstrate that you are able to Lesson observation including
relationships with colleagues, collaborate and cooperate effectively with colleagues deployment of TA support
knowing how and when to draw on and other professionals?
advice and specialist support. Professional development
How do you involve them in planning and the
8c) Deploy support staff effectively assessment and recording of pupil progress? Communication with colleagues
8d) Take responsibility for How do you use and organise resources, including Communication with parents
improving teaching through support staff, to support personalisation?
appropriate professional
development, responding to advice How do you liaise with relevant colleagues to assist in
and feedback from colleagues. supporting the range of learning and developments
Appendix 1 - Supporting Tool
needs?
8e) Communicate effectively with
parents with regard to pupils’ How do you know that you fully utilise the skills and
achievements and well-being. expertise of your support staff?
How can you demonstrate that contributions from
colleagues impact on your teaching?
What do you think other team members value about
your contributions?
How effectively do you establish and build on your
relationships with parents and carers, engaging with
them in a respectful and trusting manner?
Do you actively promote strategies by which the
learner can be supported at home in other out of
school situations?
A tool for supporting induction for Induction Tutors and NQTs
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The Induction Tutor HandbookBedford Borough School Standards and Interventions
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PART 2: PERSONAL AND PROFESSIONAL CONDUCT
SCOPE POINTS TO CONSIDER POSSIBLE EVIDENCE ACTUAL EVIDENCE
(Examples)
9) Teachers must uphold public
trust in the profession and
maintain high standards of ethics
and behaviour within and outside How does your teaching reflect mutual respect and
school.
The Induction Tutor Handbook
tolerance of different faiths and beliefs?
9a) Treating pupils with dignity, Professional development
building relationships rooted in How can you demonstrate that you are aware of local and
mutual respect and at all times national legal requirements which guide the teaching Updated pupil records
observing proper boundaries profession, including the safeguarding and well-being of
appropriate to a teacher’s children and young people? Response to possible incidents
professional position (safeguarding and child protection)
How can you demonstrate your awareness of legislation
9b) Having regard for the need to governing the teaching profession e.g. Children Act 2004; Communications with colleagues
safeguard pupils’ well-being, in Safeguarding children in education (DfE2004) and linked
accordance with statutory provisions Local Authority guidance? Contributions to meetings
9c) Showing tolerance of and respect
Appendix 1 - Supporting Tool
for the rights of others Lesson observation
What are the possible signs of neglect, physical,
9d) Not undermining fundamental emotional and sexual abuse? Learner feedback
British values, including democracy,
the rule of law, individual liberty and How would you pass on any concerns you had about an Child Protection training
mutual respect and tolerance of individual?
those with different faiths and beliefs Safeguarding training
How have you been made aware of school policy and
9e) Ensuring that personal beliefs are procedures? E.g. Student disclosures and confidentiality Record of having read school policies
not expressed in ways which exploit and other key documents
pupils’ vulnerability or might lead How do you liaise effectively with key people in your
them to break the law workplace?
Do you know who the appropriate colleagues are who
provide/can access specialist support?
Is your teaching impartial and reflective of school policy
and procedures? e.g. PSHE
A tool for supporting induction for Induction Tutors and NQTsBedford Borough School Standards and Interventions
SCOPE POINTS TO CONSIDER POSSIBLE EVIDENCE ACTUAL EVIDENCE
(Examples)
10) Teachers must have proper How do you demonstrate a clear understanding of the Professional development contributions
and professional regard for the school’s ethos, policies and practices? to meetings.
ethos, policies and practices of
the school in which they teach and Does your attendance and punctuality meet the Communication with colleagues
maintain high standards in their expectations of the school?
own attendance and punctuality Attendance records
Induction tutor meeting minutes
Homework diaries
Parent/carer/learner feedback
SCOPE POINTS TO CONSIDER POSSIBLE EVIDENCE ACTUAL EVIDENCE
(Examples)
11) Teachers must have an How can you demonstrate your practice and awareness of Parent/carer/learner feedback
understanding of and always act the statutory frameworks?
Appendix 1 - Supporting Tool
within the statutory frameworks Professional development
that set out their professional
duties and responsibilities. Contribution to meetings
Communications with colleagues
Induction tutor meeting minutes
A tool for supporting induction for Induction Tutors and NQTs
29
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