AN INDUCTION HANDBOOK FOR YOUR SCHOOL A GUIDE TO TEACHER INDUCTION IN ENGLAND AND WALES

Transcription

1 AN INDUCTION HANDBOOK FOR YOUR SCHOOL A GUIDE TO TEACHER INDUCTION IN ENGLAND AND WALES

2 A GUIDE TO TEACHER INDUCTION A valuable resource A message from Doug McAvoy, NUT General Secretary New teachers are a valuable resource for your school. High quality support during the induction period is vital for newly qualified teachers, to ensure the best possible start to their teaching careers. This handbook contains: a guide to teacher induction; a checklist for NUT representatives; advice for induction tutors; advice for headteachers; useful resources; and a photocopiable tear-off checklist for newly qualified teachers. NUT representatives are asked to refer this handbook to the school s induction tutor and to the headteacher. Newly qualified teachers who are also NUT members have been sent, directly to their home address, the booklet, A Guide to Induction. Anyone who has not received a copy should visit the NUT website at for an online version. One of the best guarantees of support for newly qualified teachers during induction is their membership of the NUT. By asking them to join, you are making the difference. DOUG McAVOY

3 A GUIDE TO TEACHER INDUCTION Every teacher awarded qualified teacher status (QTS) is required to complete an induction programme, usually lasting one academic year, on taking up their first teaching post in a maintained school in England and, from 1 September 2003, in Wales. The statutory requirements and entitlements for this induction period in England are set out in Department for Education and Skills (DfES) Guidance Document 0458/2003, The Induction Support Programme for Newly Qualified Teachers. In Wales, they may be found in the National Assembly for Wales (NAFW) Circular 18/03 Induction for Newly Qualified Teachers in Wales. A GUIDE TO TEACHER INDUCTION Teachers who are required to serve an induction period All newly qualified teachers (NQTs), including peripatetic and supply teachers, serving in maintained schools in England and Wales, need to complete induction. Exceptions are: teachers who obtained qualified teacher status (QTS) on or before 7 May 1999 (England only); on or before 1 April 2003 (Wales only); supply teachers employed for less than one term. However, this only applies for a year and a term after the NQT s first appointment as a supply teacher he or she must then begin induction; supply teachers employed for more than a term to cover for absent teachers only: the post must involve regular teaching of the same classes to be eligible for induction; teachers who have satisfactorily completed induction in the other countries of the UK, Gibraltar or the Service Children s Education School Induction Programme in Germany or Cyprus; those without QTS who are employed under special provision, such as those undertaking the Graduate and Registered Teaching programmes, although he or she must undertake induction once awarded QTS; those employed as instructors and, for up to four years, overseas-qualified teachers; teachers from the European Economic Area (EEA); and overseas-trained teachers from outside the EEA with at least two years experience, who have obtained QTS and who have been assessed simultaneously as having met both the QTS and Induction Standards. Schools which can provide induction Schools which can provide induction are: maintained schools; non-maintained special schools; sixth form colleges where, before induction begins, it has been agreed that the local education authority (LEA) will act as the Appropriate Body; city technology colleges and city academies (England only); and independent schools where, before induction begins, it has been agreed that the LEA or Independent Schools Council Teacher Induction Panel will act as the Appropriate Body and where, for primary, the curriculum meets National Curriculum requirements or, for secondary, the curriculum includes all the core and foundation subjects. 1

4 A GUIDE TO TEACHER INDUCTION In the case of sixth form colleges, no more that 10 per cent of the NQT s teaching should be of students aged 19 or over. The inductee should also spend the equivalent of at least ten school days teaching children of compulsory school age, although the DfES and NAFW recommend that every effort should be made to provide school days experience in a school setting. An NQT serving induction in a sixth form college must also have an induction tutor who holds QTS. Institutions that cannot provide induction include: pupil referral units; independent schools that do not meet the above requirements; and schools in special measures, unless Her Majesty s Inspectorate (HMI) states in writing that the school is suitable. However, if a school which is found to require special measures already has NQTs in post, their induction can be completed at the school. If a school cannot offer the NQT the necessary breadth of experience needed to meet the requirements, it must ensure that the NQT is provided with appropriate additional support. For example, maintained nursery schools and early years centres designated as nursery schools may need to provide NQTs with some additional classroom experience at Key Stage 1. Similarly, NQTs working in special schools may need additional experience in a mainstream school. The Appropriate Body The Appropriate Body is the body which decides whether an NQT has met the Induction Standards. For all maintained schools, sixth form colleges and nonmaintained special schools, the LEA is the Appropriate Body. The Appropriate Body has overall responsibility for the quality assurance of induction arrangements. It is required to ensure that headteachers and governing bodies are aware of and are capable of meeting their responsibilities for monitoring, support and guidance and for undertaking rigorous and fair assessment of the NQT. The Appropriate Body can also, at the request of schools, provide guidance, support and assistance to schools. If an Appropriate Body does not believe a school is fulfilling its responsibilities, it must act immediately, well before the end of the induction period. The Appropriate Body must identify a named contact for NQTs, with whom they can raise concerns about induction which have not been resolved with the school. This person should not be directly involved in supporting, monitoring or assessing the NQT. Appropriate Bodies are required to inform the NQT, headteacher and General Teaching Council (GTC) of the outcome of induction. They must provide the GTC with lists of successful inductees, those who fail induction and those who have their induction period extended. For NQTs who fail, they must inform them of their right to appeal, contact details for the Appeal Body and the deadline for appeals. The skills tests in England In England, teacher trainees who qualified since 1 May 2001 are required to pass literacy, numeracy and ICT skills tests in order to gain QTS. This means that induction can only begin when a teacher has passed all of the skills tests and been awarded QTS. In Wales, there is no requirement to pass the skills tests in order to gain QTS and begin induction. The guidance states, however, that induction tutors should pay particular attention to whether NQTs are having any difficulties with literacy, numeracy or ICT. 2

5 The induction period Only teachers with QTS are eligible to begin induction. An NQT must be employed for at least one term for this period to be counted towards induction. This may be on a full- or part-time basis. The induction period for a part-time NQT is calculated pro rata, so that the same number of school sessions is covered as for a full-time NQT. There is no time limit for starting induction and an NQT may take a break between the periods that make up induction but it is expected that induction will be completed within five years of starting it. If an NQT has still not finished induction after five years, he or she may apply to the Appropriate Body for an extension. The induction period is normally one academic year this may be three, four or five terms, depending on the system operated by the school. If an NQT moves between schools operating different systems during their induction year, the induction period is one calendar year. The induction period can only be extended before completion if the NQT has been absent due to illness for 30 school days or more or because she has taken statutory maternity leave. An NQT working as a supply teacher can only take contracts of a term or more if the headteacher agrees in advance that the period will count towards induction. If it becomes clear part way through a short-term supply engagement that the post will last another term or more, the NQT and headteacher can agree that the remainder of the employment can count towards induction - they cannot, however, count retrospectively the time they have already spent at the school. With these provisos, NQTs employed on a supply basis must be treated in the same way as permanent employees for the purpose of induction. Supply teachers who qualified after 7 May 1999 (England only) or after 1 April 2003 (Wales only) and have done short-term supply work for more than a year and a term may only be legally employed if he or she is undergoing or has already served an induction period. A GUIDE TO TEACHER INDUCTION Newly qualified teachers entitlements In Wales, NAFW Circular 18/03 and, in England, DfES Guidance 0458/2003, set out what NQTs should expect to receive, as a minimum, during their induction year: Job description No NQT, regardless of how he or she is employed, should be given a job description which makes unreasonable demands. As defined by the NAFW and DfES, an NQT should normally serve induction in a post which: does not require teaching outside the age range and subjects for which he or she has trained; does not present the NQT with especially demanding discipline problems on a day-to-day basis. If an NQT is given a difficult class, he or she should also be given extra support; involves regular teaching of the same classes; involves planning, teaching and assessment similar to that undertaken by other teachers in the school; and does not involve additional non-teaching responsibilities without appropriate support. 3

6 A GUIDE TO TEACHER INDUCTION Advice NQTs should be provided with advice on a wide range of matters, such as: the nature of their contract of employment, a list of duties and management arrangements for the school; the timetable and support arrangements; names and contact details of induction tutors; a schedule for formal assessments and meetings; sickness and other absence arrangements; salary and pension arrangements; and all relevant school policies such as health and safety, equal opportunities, cover and behaviour policies. Monitoring and support NQTs should be provided with a programme of monitoring and support which is tailored to their individual needs and which will help them meet the requirements for satisfactory completion of the induction period. The programme should include: support from a designated induction tutor; observation of their teaching and feedback on it. The NQT should be observed at least once every six to eight weeks, including in his or her first month of employment. Observations should follow procedures and have a focus, which are agreed in advance. A brief written record should always be made which indicates where action should be taken; professional reviews of progress, which should take place between the induction tutor and NQT, every six to eight weeks. These meetings should be used to review and revise the NQT s objectives in the light of their current progress. A written record should be kept of the NQT s progress towards objectives, any new objectives and the support the school has or will provide to enable the NQT to meet his or her objectives; opportunities to observe experienced teachers, in either the NQT s own school or another school where good practice has been identified; and other targeted professional development activities, which will help the NQT to meet the Induction Standards. These may be those identified in the Career Entry and Development Profile (in England) and the Career Entry Profile (in Wales) as well as those arising from professional reviews throughout the year. Timetable All NQTs should have a timetable of no more than 90 per cent of normal average teaching time to allow their induction to take place, including those working on a supply or part-time basis. The time released by the reduced teaching load may be used in whatever way is appropriate for individual NQTs and their schools. This time must be protected and not used simply as extra non-contact time. 4

7 Release time Release time should be distributed appropriately throughout the year. The NUT believes that NQTs should be guaranteed induction release on a regular weekly basis so that he or she can plan both his or her teaching and induction time in advance. If release time is cancelled for unavoidable reasons, such as staff illness, it should be made up at some other time. Registering concerns If an NQT is not satisfied with the content and/or delivery of the school s induction programme, he or she has the right and also the responsibility to register their concerns. He or she should first use the school s internal procedures but, if the NQT s concerns go beyond the school s systems or if they feel their concerns have not been addressed, the NQT is entitled to contact a named individual at the Appropriate Body. A GUIDE TO TEACHER INDUCTION Contracts Despite the fact that the Government has told the NUT that fixed- or short-term contracts for NQTs should be discouraged, there is still no entitlement for an NQT to be employed on a permanent contract and, currently, more than a third of NQTs are on temporary contracts. This is a long-standing concern of the Union, which believes that there is no excuse for fixed-term contracts as the induction arrangements override the Burgundy Book (Conditions of Service for School Teachers in England and Wales) and allow for the dismissal of teachers who do not satisfactorily complete induction. NQT members on temporary contracts are advised to seek advice from their regional office, or in Wales, from the NUT Cymru Office. Assessment NQTs must be assessed against and meet the End of Induction Standard (Wales only) and Induction Standards (England only) in order to complete satisfactorily their induction. These require an NQT to demonstrate that he or she has continued to meet the standards for the award of QTS consistently and independently. They also focus on aspects of professional practice which can be developed only whilst working as a qualified teacher, over a sustained period of time. As well as the on-going assessment by the induction tutor which will take place as a result of observations, three formal summative assessment meetings should take place between the NQT and either the headteacher or induction tutor during the induction period. Usually, these assessment meetings should be held at the end of each term. In schools with different termly patterns, the meetings should be held at equal intervals. Usually: the first meeting will focus on how far the NQT is consistently meeting the QTS Standards and is beginning to meet the End of Induction Standard or Induction Standards; the second meeting will focus on the NQT s progress in meeting the End of Induction Standard or Induction Standards; and the final meeting will be used to determine whether the NQT has met all the requirements for induction. It should take place as late as possible in the third term. 5

8 A GUIDE TO TEACHER INDUCTION The NQT should participate fully in assessment procedures and receive copies of all written records relating to their assessment. Evidence required to inform the formal assessment meetings must include written reports from at least two observations and two progress review meetings that have taken place during that term. Other evidence could include the NQT s: pupil assessment records; lesson plans and evaluations; self-assessment and professional development documentation; and information about liaison with others, e.g. parents and other teachers. It is more likely that a wider range of evidence will be used for weaker NQTs. At the end of the induction period the headteacher is required to complete a formal recommendation of whether or not the NQT has met the End of Induction Standard (Wales only) or Induction Standards (England only). The right to union representation Although the DfES and NAFW guidance does not set out the right for NQTs to have union representation at any of the assessment meetings, the NUT expects most employers to agree to such representation, if it has been requested. The role of the Appropriate Body Appropriate Bodies may use their own assessment forms or those provided by the NAFW and DfES. In either case, these must be completed after the first two summative assessment meetings and should clearly indicate whether an NQT is making satisfactory progress at that time. The assessment forms should be signed by the headteacher, induction tutor and NQT and then sent to the Appropriate Body within ten working days of meetings. There is space for NQTs to make comments on these forms if they wish. At the end of the induction period, the headteacher must recommend to the Appropriate Body whether or not the NQT has met all the requirements of the induction period. The Appropriate Body must then decide within twenty working days whether the NQT has achieved the required standards and must take into account the headteacher s recommendation. Unsatisfactory progress The vast majority of NQTs complete induction satisfactorily. In England, the DfES has estimated that fewer than one per cent of NQTs fail induction, a figure borne out by the NUT s own monitoring. If, however, an NQT is not making satisfactory progress, it is essential that early action is taken to support and advise the NQT to make the necessary improvements. The headteacher must ensure that procedures are in place to give early warning of any difficulties the NQT is having and that this information is communicated quickly to the NQT and all those with responsibility for the NQT s induction. Action should not be delayed until a formal assessment meeting. The termly assessment forms sent to the Appropriate Body should clearly indicate whether the NQT is at risk of failing. The report should give details of identified weaknesses, agreed objectives, support given and planned and the evidence used 6

9 to inform the judgement, all of which the headteacher and Appropriate Body must assure themselves are fair and accurate. At the same time, the headteacher should write to the NQT about the assessment and the consequences of failing to make the necessary improvements. The NUT believes that this letter should also inform the NQT of when the Appropriate Body s NQT Panel will meet and that the NQT is entitled to make written representation to the Panel within ten working days of the headteacher s recommendation. A copy of the summative assessment report should be attached to this letter. It is also advisable to send a copy of the letter to the Appropriate Body. If the headteacher is not the induction tutor, he or she should observe the NQT teaching themselves and review the evidence available. If the headteacher is also the induction tutor, he or she will need to involve a third party to show that their assessment is fair. NQT members being judged as unsatisfactory are always advised to seek NUT representation at all meetings to discuss their future. In addition to any local agreement, the Employment Relations Act 1999 provides a statutory right for employees to be represented in grievance or disciplinary hearings. In this case, the assessment hearing would be tantamount to such a hearing. The Appropriate Body may either extend the induction period or judge that the NQT has failed to complete satisfactorily induction. Extension is only granted in exceptional circumstances, such as for circumstances beyond the NQT s control or where there is insufficient evidence on which to base a decision. If an NQT has failed the induction period and is appealing, the employer can dismiss him or her at that point or can continue to employ him or her pending the outcome of the appeal, subject to very stringent conditions. The NQT may not take responsibility for a class or teach a subject to a group of pupils which is not also taught that subject by a qualified and experienced teacher at the school. This means that, legally, the NQT must not have sole charge of a class but may team-teach with a suitable colleague. If the NQT s appeal subsequently fails, he or she must be dismissed within ten working days of the outcome of the hearing. The employer of an NQT who has failed induction and does not intend to appeal must dismiss that NQT within ten working days from the date either when they gave notice of this intention or from the date when the deadline for appeal expired. If, following an extension of the induction period, the school does not wish to continue to employ the teacher, this is not classed as dismissal following failure of induction. Employment would have to be terminated on other grounds, such as competence. The headteacher may instigate a capability procedure at any stage before the end of the induction period if the NQT is not only likely to be incapable of completing an induction period at the school satisfactorily, but also that the education of the children under the NQT is, in the meantime, being seriously affected. This may lead to the dismissal of the NQT before the end of the induction period. However, for as long as the NQT remains at the school, the induction procedure must continue in parallel with the capability procedure. In addition, if an NQT is dismissed on the grounds of capability before the end of an induction period, they may complete induction at another school. A GUIDE TO TEACHER INDUCTION 7

10 A GUIDE TO TEACHER INDUCTION Appeals procedure The GTC in England and the GTC(W) in Wales are the Appeal Bodies for NQTs induction and any decision it makes is final. Notice of appeals must be sent to the Appeal Body within 20 working days of the NQT receiving the decision, although the Appeal Body has the discretion to extend this time limit. The Appeal Body can either allow or dismiss the appeal or extend the induction period. The Appeal Body will send a copy of the NQT s notice of appeal to the headteacher who made the induction recommendation. The headteacher may also be asked to participate in the appeal process, often as part of the Appropriate Body s evidence to the Appeal Body. 8

11 A CHECKLIST FOR NUT REPRESENTATIVES A source of support This checklist of good practice is to be used by school representatives in cooperation with their newly qualified teacher colleagues in order to establish that their induction programme is appropriate and that proper levels of provision are being made for induction. For detailed information on the induction process, including issues relating to NQTs statutory entitlements, NQTs employed on a supply basis and unsatisfactory progress, please refer to the earlier section of this handbook, A Guide to Teacher Induction. If the answer to any of the questions 1-7 is no, school representatives should seek to discuss the matter with the headteacher. Where matters cannot be promptly or satisfactorily resolved, advice should be sought from the NUT regional office or, in Wales, the NUT Cymru Office. Checklist for the NUT representative 1. Has every newly qualified teacher been assigned an induction tutor and provided with an agreed programme of monitoring and support, as required by DfES Guidance 0458/2003, The Induction Support Programme for Newly Qualified Teachers or National Assembly for Wales Circular 18/03 Induction for Newly Qualified Teachers in Wales? 2. Has the headteacher ensured that all teachers serving induction do not teach for more than 90 per cent of the time a teacher at the school who does not receive points of responsibility would be expected to teach, in accordance with the School Teachers Pay and Conditions Document? 3. Have all newly qualified teachers and their induction tutors got easy access to a copy of the current National Assembly for Wales or DfES Guidance on Induction? 4. Has each newly qualified teacher seen his or her job description? Is their teaching role within the age range and subject(s) for which they have been trained (as required by the DfES and National Assembly for Wales Guidance on Induction)? 5. Are all inductees receiving their salary on time and in accordance with their instructions? 6. The Appropriate Body, usually the LEA, is required to appoint a named individual with whom NQTs can raise issues about induction. Are all newly qualified teachers aware of that person? 7. Are all newly qualified teachers on permanent contracts? A CHECKLIST FOR NUT REPRESENTATIVES Matters of policy and practice NUT school representatives could establish whether every newly qualified teacher in their school has: all necessary keys, security codes and useful telephone numbers; a copy of the school handbook and sight of all the school s policies, with special reference to: the national curriculum; assessment; pupil behaviour; discipline; dress codes; harassment and bullying; child protection; directed time; equal opportunities; homework; marking; health & safety; special needs; and dealing with complaints; information on the school s development plan and a timetable showing opportunities for training and professional development; 9

12 any schemes of work and information about any agreed daily/weekly/half-termly/ termly class planning procedures; somewhere to keep personal belongings safely; an academic year diary showing key dates for the year; and been introduced to other members of staff, staff room etiquette and has their own mug. A CHECKLIST FOR NUT REPRESENTATIVES Do newly qualified teachers know: who to turn to for advice when there are difficulties in their class? about playtime duty arrangements wet and dry including the system for dealing with accidents, the location of medical boxes and the accident record book, and the names of the staff members trained as first aiders? the fire drill? when it is the turn of their class to use the hall/playground/field for PE (also any arrangements for taking pupils swimming) and what they and the pupils should wear? what classroom support he or she can expect from the special needs co-ordinator (SENCO), any classroom assistants and other helpers? the school s sickness and other absence arrangements? information about pupils specific medical needs, and any special family/custody circumstances? about the access to computers and computer networks for pupils and staff? about radio and television programmes available including recording arrangements? the routine for staff meetings and the system for receiving daily/weekly updates? the dates and routine for meetings with parents? 10

13 ADVICE FOR INDUCTION TUTORS A helping hand Induction tutors have a vital role in supporting newly qualified teachers. The role offers teachers opportunities to develop consultancy and managerial skills that will contribute positively to their professional and career development. In Wales it is expected that an induction tutor will have participated in the Induction Tutor Briefing programme. The responsibilities of induction tutors are significant. The NUT believes that teachers appointed should receive additional salaries for enhanced responsibilities. The induction tutor can be the headteacher. In the NUT s view, however, it is preferable for the role to be undertaken by a teacher other than the headteacher. This allows a proper separation between the support and assessment elements of the induction process. Newly qualified teachers need: support on taking up their first substantive teaching appointment; a guided introduction to the teaching profession; advice and mentoring which helps them develop their teaching and other professional skills; and fair assessment procedures during their statutory induction period. These needs are more likely to be met if induction tutors are given the support and opportunities outlined below. Expectations of induction tutors The DfES Guidance 0458/2003, The Induction Support Programme for Newly Qualified Teachers and the National Assembly for Wales Circular 18/03 Induction for Newly Qualified Teachers in Wales, require headteachers to identify a member of staff as the induction tutor to provide day-to-day monitoring and support. Under the terms of the statutory guidance, induction tutors are expected to: provide, or co-ordinate, guidance on effective support for the newly qualified teacher s professional development; make rigorous and fair judgements about the newly qualified teacher s performance in relation to the requirements for satisfactory completion of the induction period; support the newly qualified teacher in using his or her Career Entry and Development Profile (in England) and Career Entry Profile (in Wales) as a basis for setting short-, medium- and long-term objectives for professional development; agree with the newly qualified teacher a programme of monitoring, support and assessment tailored to the individual needs of the newly qualified teacher; provide formative assessment and, in many cases, be involved in the summative assessment, by the headteacher, at the end of the induction period; ensure that records are kept of monitoring, support and formal assessment activities undertaken and their outcomes; agree in advance with the newly qualified teacher arrangements for his or her lessons to be observed; ADVICE FOR INDUCTION TUTORS 11

14 ADVICE FOR INDUCTION TUTORS undertake most of the observations of the newly qualified teacher s teaching - such observation must take place at least once in any six to eight week period, including during the first four weeks in post; co-ordinate any observations by other people from within, or from outside the school, e.g. by teachers with particular specialisms; following observations, arrange for the newly qualified teacher to have a followup discussion with the observer to analyse lessons observed and then ensure that a brief written record is made on each occasion; at intervals throughout the induction period, and at least once in any six to eight week period, discuss with the newly qualified teacher his or her progress; where the induction tutor is not the headteacher, ensure that the headteacher observes the teaching of any newly qualified teacher considered to be at risk of failing; ensure that the newly qualified teacher is given opportunities to observe experienced teachers; and contribute to the planning and implementation of other professional development activities which focus on helping the newly qualified teacher to meet the induction standards. The DfES and NAFW guidance on induction includes the following points: Induction tutors will wish to consider arrangements for the newly qualified teacher to: a. receive information about the school, the specific post and the arrangements for induction, in advance of the first day in post; b. receive information about their rights and responsibilities and those of others involved in the nature and purpose of assessment in the induction period; c. participate in the school s general induction arrangements for new staff; d. take part in any programme of staff training at the school, for example, on Key Stage 3, the National Literacy or Numeracy Strategies; e. know about any whole school policies, including those on child protection; management of behaviour; and health and safety; f. spend time with the school s special educational needs co-ordinator (SENCO) to focus on specific and general special educational needs (SEN) matters; g. receive, where appropriate, training, development or advice from professionals from outside the school, e.g. from other schools, LEAs, higher education institutions, diocesan authorities, professional bodies and subject associations; and h. attend external training events that are relevant to identified individual needs. 12

15 NUT advice In order to meet these expectations, the NUT recommends that induction tutors are: given a reduced teaching load to allow them to fulfil those responsibilities which can only be carried out during the teaching day; receive suitable training, in particular with regard to the standards and assessment elements of the new induction arrangements; and given ongoing support and advice and opportunities to evaluate their role. The NAFW Circular on Induction states that an induction tutor should normally be responsible for no more than two NQTs and should be allocated protected time in which to support the NQT. The DfES and NAFW guidance on induction define the standards that must be achieved by newly qualified teachers if they are satisfactorily to complete their induction. Without proper support, induction tutors are unlikely to be able properly to fulfil their responsibilities and the expectations of them under the terms of the DfES and NAFW guidance. Teachers appointed as induction tutors should therefore have a job description setting out their additional duties and responsibilities. Induction tutors should each be given responsibility for a reasonable number of inductees taking into account the time and resources available and their teaching and other responsibilities. Where induction tutors have not been able to fulfil their responsibilities adequately, such factors are likely to be highlighted during any appeal by newly qualified teachers who are deemed to have failed their induction. NUT support for induction tutors Information gathered by the NUT from local education authorities (LEAs) suggests that, in a number of cases, the funding for induction is insufficient to cover both the reduced timetables for newly qualified teachers and the training and non-contact time needed by induction tutors. Members who are appointed as induction tutors, but are not allocated appropriate training, support and opportunities to fulfil their role and meet their responsibilities, should, in consultation with their school representative, seek advice and support from their NUT regional office or, in Wales, from the NUT Cymru Office. The NUT will provide members acting as induction tutors with support and, where necessary, representation. This will apply in particular where induction tutors are drawn into appeals procedures where there is any suggestion that they have not adequately fulfilled their responsibilities or where they have not been supported in the ways outlined above. The NUT has welcomed the new induction arrangements, provided they are implemented in a way which supports newly qualified teachers. Induction tutors are a key part of the induction arrangements and the NUT will give all the necessary support to members taking on this vital role. ADVICE FOR INDUCTION TUTORS 13

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17 ADVICE FOR HEADTEACHERS A leading role Headteachers have a key role to play in the induction of newly qualified teachers. They must ensure that newly qualified teachers are as well supported as possible and enable them to complete successfully their induction period. This document is intended to help ensure headteachers are fully conversant with all legislation governing the induction period for newly qualified teachers. It explains the roles and responsibilities of all those involved in carrying out duties related to the induction period and offers advice on what to do in the event of any difficulties. The responsibility for induction arrangements Every governing body or LEA, depending on who is the employer, is responsible, when making an appointment, for ensuring that the school can meet the statutory induction requirements. If a school cannot offer the NQT the necessary breadth of experience needed to meet the requirements, the headteacher is responsible for ensuring that the NQT is provided with appropriate additional support. For example, maintained nursery schools and early years centres designated as nursery schools may need to provide NQTs with some additional classroom experience at Key Stage 1. Similarly, NQTs working in special schools may need additional experience in a mainstream school. If the headteacher or governing body does not feel able to offer an appropriate induction programme, even when support is available from the Appropriate Body, they should not appoint an NQT. Financial matters In England the Standards Fund (or the Further Education Standards Fund for sixth form colleges) is no longer used to provide funding for induction, such as supply cover costs for the NQT s lighter timetable and time to carry out assessment during the induction period. The new Financing of Maintained Schools (England) Regulations allow LEAs to allocate funds to schools on the basis of the number of NQTs they employ. The DfES has indicated that the induction of NQTs would cost schools approximately 1,000 per teacher per term. In Wales, funding will be available for supply cover to release the NQT and induction tutor for their induction activities and to provide a reduced timetable for the NQT. This funding will be available from GEST and will be 2,700 per NQT per year and 1,000 per induction tutor per year. Induction tutors with responsibility for more than one NQT are entitled to funding of 1,000 for each NQT. In addition, funding of 600 will be available for the induction tutor to attend a two-day Induction Tutor briefing, including supply cover, which will be delivered by the Appropriate Body. ADVICE FOR HEADTEACHERS Headteachers statutory responsibilities for induction Headteachers, together with Appropriate Bodies, have statutory responsibility for the supervision and training of NQTs during their induction period. Both must ensure that the NQT has an appropriate induction programme as set out in the statutory guidance. The headteacher must also recommend to the Appropriate Body whether the NQT has successfully completed the induction period. 15

18 The headteacher must inform the Appropriate Body if an NQT who has not yet completed induction either joins or leaves the school, including NQTs employed on a supply basis for a term or more. The headteacher should keep the governing body informed about induction arrangements and the results of any formal assessment meetings. If an NQT has undertaken induction in more than one school, it is vital that the headteacher ensures that copies of records and reports are obtained from the NQT s previous school and then forwards copies of any summative assessment reports to the Appropriate Body. Similarly, if an NQT leaves the school before completing induction, the headteacher must retain copies of records and reports and forward these to the NQT s new school when requested. This has proved particularly important for headteachers where NQTs have moved schools to avoid failing induction. If an NQT is employed on a part-time basis in more than one school or as a peripatetic teacher, one headteacher must take responsibility for liaising with the other schools to ensure that all the induction requirements are met. The headteacher may not delegate these responsibilities, but many of the tasks associated with them can be carried out by an induction tutor. ADVICE FOR HEADTEACHERS 16 Supporting the induction tutor Headteachers are required to identify a member of staff as the induction tutor. An induction tutor may be the NQT s line manager, a senior member of staff or other experienced colleague who has considerable contact with the NQT. The induction tutor could also be the headteacher. The NUT believes, however, that it is preferable for the role to be undertaken by someone else, to allow a proper separation between the support and assessment elements of the induction process. These two functions of the induction tutor can be split between two or more teachers in such cases, it is essential that responsibilities are clearly defined and monitored by the headteacher and that he or she ensures that the induction tutor is fully prepared and supported in the role. The NUT believes that teachers appointed as induction tutors should, as a matter of course, have a job description which sets out their additional duties and responsibilities. The role of the induction tutor offers teachers opportunities to develop consultancy and managerial skills that will contribute positively to their professional and career development. However, the role is a demanding one and the induction tutor must have the necessary skills, expertise and knowledge to undertake the role. Without proper support, induction tutors are unlikely to be able to fulfil their responsibilities and the expectations of them as set out in the statutory guidance properly. Where induction tutors have not been able to fulfil their responsibilities adequately, this is likely to be highlighted during any appeal an NQT deemed as having failed induction might make. The NUT believes that teachers appointed as induction tutors should receive additional salaries for enhanced responsibilities and additional non-contact time in order for them to undertake their duties effectively, including any necessary training. They should also be given on-going support and advice and opportunities to evaluate their role. While it is unlikely in England that sufficient induction funding will be available to schools for these purposes, the NUT believes that funding these provisions should be set against the longer-term funding credit, where the NQT is on a below-average salary and the school is funded on the basis of average salaries.

19 Newly qualified teachers entitlements Headteachers are required to ensure that NQTs receive all of their statutory induction entitlements, as set out in the statutory guidance. Full details are provided in the earlier section, A Guide to Teacher Induction. In summary, the headteacher should ensure that: no NQT, regardless of how they are employed, should be given a job description which makes unreasonable demands; NQTs should be provided with advice and information on a wide range of matters, such as timetable, support arrangements, school policies and contract of employment; NQTs should be provided with a programme of monitoring and support which is tailored to their individual needs and which will help them meet the requirements for satisfactory completion of the induction period; NQTs should have a timetable of no more than 90 per cent of normal average teaching time to allow their induction to take place, including those working on a supply or part-time basis. Under the School Teachers Pay and Conditions Document, headteachers are placed under a duty to ensure that NQTs teaching time does not exceed 90 per cent of the time a teacher at the school who does not receive points of responsibility would expect to teach; and the time released by the reduced teaching load may be used in whatever way is appropriate for individual NQTs. It should be distributed appropriately throughout the year. The NUT believes that NQTs should be guaranteed induction release on a regular weekly basis so that they can plan both their teaching and induction time in advance. If release time is cancelled for unavoidable reasons, such as staff illness, it should be made up at some other time. If an NQT is not satisfied with the content and/or delivery of the school s induction programme, they have the right and also the responsibility to register their concerns. The headteacher should seek guidance from the Appropriate Body as soon as an NQT raises concerns in school, to ensure that it is discharging its responsibilities to the NQT properly. It is a long-standing concern of the Union that there is still no entitlement for an NQT to be employed on a permanent contract. The NUT advises its headteacher members not to use temporary contracts for NQTs except for legitimate reasons such as sickness and maternity cover. Unsatisfactory progress The headteacher must ensure that procedures are in place to give early warning of any difficulties the NQT is having and that this information is communicated quickly to the NQT and all those with responsibility for the NQT s induction. Action should not be delayed until a formal assessment meeting. The termly assessment forms sent to the Appropriate Body should clearly indicate whether the NQT is at risk of failing. The report should give details of identified weaknesses, agreed objectives, support given and planned and the evidence used to inform the judgement, all of which the headteacher and Appropriate Body must assure themselves are fair and accurate. At the same time, the headteacher should write to the NQT about the assessment and the consequences of failing to make the necessary improvements. The NUT believes this letter should also inform the NQT of when the Appropriate Body s NQT Panel will meet, and that the NQT is entitled to make written representation to the ADVICE FOR HEADTEACHERS 17

20 Panel within ten working days of the headteacher s recommendation. A copy of the summative assessment report should be attached to this letter. It is also advisable to send a copy of the letter to the Appropriate Body. If the headteacher is not the induction tutor, he or she should observe the NQT teaching and review the evidence available. If the headteacher is also the induction tutor, they will need to involve a third party to show that their assessment is fair. The Appropriate Body may either extend the induction period or judge that the NQT has failed to satisfactorily complete induction. An extension is granted only in exceptional circumstances, such as for circumstances beyond the NQT s control or where there is insufficient evidence on which to base a decision another reason why records must be kept scrupulously. For additional information on this topic, please refer to the earlier section of this Handbook, A Guide to Teacher Induction. Appeals procedure The GTC in England and the GTC(W) in Wales are the Appeal Bodies for NQTs induction and any decision it makes is final. Notice of appeals must be sent to the Appeal Body within 20 working days of the NQT receiving the decision, although the Appeal Body has the discretion to extend this time limit. The Appeal Body can either allow or dismiss the appeal or extend the induction period. The Appeal Body will send a copy of the NQT s notice of appeal to the headteacher who made the induction recommendation. The headteacher may also be asked to participate in the appeal process, often as part of the Appropriate Body s evidence to the Appeal Body. It is important to note that the working days referred to within the statutory guidance are not restricted to term time. Since documentation about appeals is usually sent during the summer holidays, it is essential that arrangements are agreed between the headteacher and Appropriate Body before the end of term, to ensure that preparation for the appeal can take place. ADVICE FOR HEADTEACHERS 18

21 USEFUL RESOURCES DfES Guidance 0458/2003 The Induction Support Programme for Newly Qualified Teachers, available by telephone ( ) or from the DfES website: National Assembly for Wales Circular 18/03 Induction for Newly Qualified Teachers in Wales, Career Entry Profile and The Induction and Early Professional Development Handbook available by telephone ( ) or from Information on teaching and induction in Wales can be obtained from the General Teaching Council for Wales (GTC(W)) at: General Teaching Council for Wales, 4th Floor, Southgate House, Wood Street, Cardiff, CF10 1EW. Telephone , fax: or General information is also available on the website: Enquiries to check whether an NQT has passed the QTS skills tests GTC(E) Teacher Qualifications Helpdesk Information about training salaries, Golden Hellos, the repayment of student loans and other incentives Teacher Recruitment Team, Area 3F, Sanctuary Buildings, DfES, Great Smith Street, Westminster, London, SW1P 3BT or from or Information about Teaching Grants in Wales telephone the National Assembly for Wales ( ) and ask for the Teaching and Leadership Division. To obtain a DfES Teacher Reference Number, contact CAPITA by telephone ( ), fax: ( ) or tpmail@capitagroup.co.uk For information on assessment against the QTS and Induction Standards, by teachers who have qualified outside of the European Economic Area, contact UK NARIC on or via For further information, overseas trained teachers should contact the Teacher Training Agency on The Independent Schools Council Teacher Induction Panel (ISCTIP) can be contacted by telephone ( ) or isctip@btopenworld.com The ISCTIP website can be found at Teacher Training Agency (TTA) material: Supporting Induction for Newly Qualified Teachers pack; Into Induction: An Introduction for Trainee Teachers to the Induction Period for Newly Qualified Teachers ; The Role of Induction Tutors ; QTS Skills Tests: Information Booklet for Trainees. Career Entry and Development Profile. These are available from the TTA website or by telephoning It is important to remember that TTA guidance is non-statutory and should be used only if is appropriate for the school. The NUT A Guide to Induction and additional copies of this handbook can be downloaded from the NUT website, 19 USEFUL RESOURCES

22 THE NUT BELIEVES THAT WHOLE CLASSES SHOULD BE TAUGHT BY QUALIFIED TEACHERS BECAUSE OUR CHILDREN DESERVE NO LESS NATIONAL UNION OF TEACHERS 20

23 NEWLY QUALIFIED TEACHER INDUCTION A message from Doug McAvoy, NUT General Secretary Dear Colleague TEAR OFF HERE A good practice checklist for newly qualified teachers High quality support during the induction period is vital for you as a newly qualified teacher to ensure the best possible start to your teaching career. This document is intended to help you check that you are receiving your statutory entitlements during your induction and that good induction practices are operating. One of the best guarantees that newly qualified teachers are supported during induction is their membership of the NUT. If you are not already a member, contact the new joiners hotline number on or join online at You can find further information on the England and Wales induction process in the NUT A Guide to Induction by visiting the NUT website at DOUG McAVOY This page may be photocopied please bring to the attention of newly qualified colleagues GOOD PRACTICE CHECKLIST

24 A GOOD PRACTICE CHECKLIST FOR NQTs If you are a newly qualified teacher (NQT) and the answer to any of the questions below is no, you should discuss the matter with your NUT school representative in the first instance. Have you passed all of the qualified teacher status (QTS) skills tests? (England only) Have you been assigned an induction tutor? Have you been encouraged to be involved in planning the induction programme? Have you been provided with a schedule for all your induction activities, including observations, professional reviews of progress, targeted professional development activities and formal assessment meetings? Do you receive copies of all written records relating to your assessment? Have you been given the name of someone at the local education authority (LEA) with whom you can raise concerns about your induction? Are you satisfied with the content and/or delivery of your induction programme? Do you receive your entitlement of a teaching timetable of not more than 90 per cent of the time a teacher at the school who does not receive points of responsibility would be expected to teach, in accordance with the School Teachers Pay and Conditions Document? Are you receiving your salary on time, in accordance with your instructions? Have you seen your job description? Do you feel it is reasonable? TEAR OFF HERE Are you teaching the age range and/or subjects for which you have trained? If you are teaching any particularly difficult classes, have you been provided with additional support? Are you on a permanent contract? Have you received full advice about the school, your contract of employment, timetable, induction support arrangements and all relevant school policies? Do you feel confident that you know what is expected of you during your induction period, including how to use your Career Entry and Development Profile (England) or Career Entry Profile (Wales)? Do you have easy access to a copy of the National Assembly for Wales (NAFW) or Department for Education and Skills (DfES) guidance on induction? GOOD PRACTICE CHECKLIST If you are an NQT working as a supply teacher with a contract of a term or more Has your headteacher agreed in advance that the period of your employment will count towards induction? This page may be photocopied please bring to the attention of newly qualified colleagues

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26 AN INDUCTION HANDBOOK FOR YOUR SCHOOL A GUIDE TO TEACHER INDUCTION IN ENGLAND AND WALES Our aim one union for all teachers Joining hotline Designed and published by The Membership and Communications Department of The National Union of Teachers Origination by Paragraphics Printed by Centurion Press /07/03W

27 LLAWLYFR CYFNOD SEFYDLU AR GYFER EICH YSGOL ARWEINIAD I SEFYDLU ATHRAWON YNG NGHYMRU A LLOEGR

28 ARWEINIAD I SEFYDLU ATHRAWON Adnodd gwerthfawr Neges gan Doug McAvoy, Ysgrifennydd Cyffredinol yr NUT Mae athrawon newydd yn adnodd gwerthfawr i ch ysgol. Mae cefnogaeth o ansawdd uchel yn ystod y cyfnod sefydlu yn hanfodol ar gyfer athrawon sydd newydd gymhwyso, i sicrhau r cychwyn gorau posib i w gyrfa addysgu. Yn y llawlyfr hwn cynhwysir: arweiniad i sefydlu athrawon; rhestr wirio ar gyfer cynrychiolwyr yr NUT; cyngor i diwtoriaid sefydlu; cyngor i benaethiaid; adnoddau defnyddiol; a rhestr wirio i w thynnu allan a i llungopïo, ar gyfer athrawon sydd newydd gymhwyso. Gofynnir i gynrychiolwyr yr NUT gyfeirio r llawlyfr sefydlu hwn i sylw tiwtor sefydlu yr ysgol ac i r pennaeth. Bydd athrawon sydd newydd gymhwyso ac sy n aelodau o r NUT wedi derbyn y pamffled Arweiniad i r Cyfnod Sefydlu yn uniongyrchol trwy r post. Dylai unrhyw un nad yw wedi derbyn copi ymweld â gwefan yr NUT, i gael fersiwn ar-lein. Un o r gwarantau gorau o gefnogaeth i athrawon sydd newydd gymhwyso yn ystod eu cyfnod sefydlu yw bod yn aelod o r NUT. Trwy ofyn iddynt ymaelodi, byddwch yn gwneud gwahaniaeth. DOUG McAVOY

29 ARWEINIAD I SEFYDLU ATHRAWON Mae n ofynnol i bob athro sy n cael y statws athro newydd gymhwyso (ANG) gwblhau rhaglen sefydlu, sydd fel arfer yn parhau am un flwyddyn academaidd, pan fo n dechrau yn ei swydd addysgu gyntaf mewn ysgol a gynhelir yn Lloegr ac, o 1 Medi 2003 ymlaen, yng Nghymru hefyd. Nodir y gofynion a r hawliau statudol ar gyfer y cyfnod sefydlu hwn yn Lloegr yng Nghanllawiau 0458/2003 yr Adran Addysg a Sgiliau (DfES), The Induction Support Programme for Newly Qualified Teachers. Yng Nghymru, gellir dod o hyd iddynt yng Nghylchlythyr 18/03 Cynulliad Cenedlaethol Cymru (CCC) Sefydlu Athrawon Newydd Gymhwyso yng Nghymru. ARWEINIAD I SEFYDLU ATHRAWON Athrawon y mae n ofynnol iddynt gwblhau cyfnod sefydlu Mae angen i bob un o r athrawon newydd gymhwyso (ANG), gan gynnwys athrawon teithiol a llanw, sy n gweithio mewn ysgolion a gynhelir yng Nghymru a Lloegr gwblhau cyfnod sefydlu. Mae r canlynol yn eithriadau: athrawon a gafodd y statws athro cymwys (SAC) ar neu gyn 7 Mai 1999 (Lloegr yn unig); neu ar neu cyn 1 Ebrill 2003 (Cymru yn unig); athrawon llanw a gyflogir am lai nag un tymor. Fodd bynnag, mae hyn yn wir am flwyddyn a thymor yn unig ar ôl penodiad cyntaf yr ANG fel athro llanw rhaid iddo ef neu hi ddechrau r cyfnod sefydlu wedi hynny; athrawon llanw a gyflogir am fwy na thymor i gymryd lle athrawon sy n absennol yn unig; er mwyn bod yn gymwys ar gyfer y cyfnod sefydlu rhaid i benodiad gynnwys addysgu yr un dosbarthiadau yn rheolaidd; athrawon sydd wedi cwblhau cyfnod sefydlu yn llwyddiannus mewn gwledydd eraill y DU, Gibraltar neu yn Rhaglen Sefydlu Ysgolion Plant y Lluoedd Arfog yn yr Almaen neu Gyprus; rhai nad oes ganddynt SAC ac a gyflogir yn unol â darpariaeth arbennig, megis Rhaglenni Athrawon Graddedig ac Athrawon Cofrestredig, er y bydd yn rhaid iddynt hwythau ymgymryd â chyfnod sefydlu unwaith y dyfernir SAC iddynt; y rheiny a gyflogir yn hyfforddwyr ac, am hyd at bedair blynedd, athrawon a gymhwysodd dramor; athrawon o r Ardal Economaidd Ewropeaidd (AEE); ac athrawon a hyfforddwyd dramor y tu allan i r AEE, gydag o leiaf dwy flynedd o brofiad, y dyfarnwyd SAC iddynt ac a aseswyd yn gydamserol ar gyfer bodloni SAC a r Safonau Sefydlu. Ysgolion a all ddarparu cyfnod sefydlu Gall yr ysgolion canlynol ddarparu cyfnod sefydlu: ysgolion a gynhelir; ysgolion arbennig nas cynhelir; colegau chweched dosbarth lle, cyn dechrau r cyfnod sefydlu, y cytunwyd y bydd yr awdurdod addysg lleol (AALl) yn gweithredu fel Corff Priodol; colegau technoleg dinas ac academïau dinas (Lloegr yn unig); ac ysgolion annibynnol lle, cyn dechrau r cyfnod sefydlu, y cytunwyd y bydd yr AALl neu Banel Sefydlu Athrawon y Cyngor Ysgolion Annibynnol yn gweithredu fel Corff Priodol, a lle, yn achos ysgolion cynradd, y mae r cwricwlwm yn bodloni gofynion y Cwricwlwm Cenedlaethol neu, yn achos ysgolion uwchradd, y mae r cwricwlwm yn cynnwys yr holl bynciau craidd a sylfaen. 1

30 ARWEINIAD I SEFYDLU ATHRAWON Yn achos colegau chweched dosbarth, ni ddylai mwy na 10 y cant o addysgu r ANG fod ar gyfer myfyrwyr 19 oed neu fwy. Dylai r athro sy n cwblhau r cyfnod sefydlu dreulio o leiaf 10 diwrnod ysgol yn addysgu plant mewn oedran ysgol gorfodol hefyd, er bod yr DfES a CCC yn argymell y dylid gwneud pob ymdrech bosibl i ddarparu diwrnod ysgol o brofiad mewn amgylchiadau ysgol. Yn ychwanegol, rhaid i ANG sy n cwblhau cyfnod sefydlu mewn coleg chweched dosbarth gael tiwtor sefydlu sydd ag SAC. Ni all y sefydliadau canlynol ddarparu cyfnod sefydlu: unedau cyfeirio disgyblion; ysgolion annibynnol nad ydynt yn bodloni r gofynion uchod; ac ysgolion lle y gweithredir mesurau arbennig, onid yw Arolygiaeth Ei Mawrhydi (AEM) yn datgan yn ysgrifenedig bod yr ysgol yn addas. Fodd bynnag, os canfyddir bod mesurau arbennig yn ofynnol ar gyfer ysgol a hithau ag ANG eisoes wedi eu penodi yno, gall yr ANG gwblhau eu cyfnod sefydlu yn yr ysgol honno. Os nad yw ysgol yn gallu cynnig yr ystod o brofiad i r ANG sy n angenrheidiol er mwyn bodloni r gofynion, rhaid iddi sicrhau y darperir cefnogaeth ychwanegol briodol ar gyfer yr ANG. Er enghraifft, hwyrach y bydd angen i ysgolion meithrin a gynhelir a chanolfannau blynyddoedd cynnar a ddynodwyd yn ysgolion meithrin ddarparu profiad ychwanegol yn y dosbarth i r ANG yng Ngham Allweddol 1. Yn yr un modd, hwyrach y bydd ar ANG sy n gweithio mewn ysgolion arbennig angen profiad ychwanegol mewn ysgol brif ffrwd. Y Corff Priodol Y Corff Priodol yw r corff sy n penderfynu a yw ANG wedi bodloni r Safonau Sefydlu. Yr AALl yw r Corff Priodol ar gyfer yr holl ysgolion a gynhelir, colegau chweched dosbarth ac ysgolion arbennig nas cynhelir. Y Corff Priodol sydd â r prif gyfrifoldeb dros sicrhau ansawdd y trefniadau sefydlu. Mae n ofynnol iddo sicrhau bod penaethiaid a chyrff llywodraethol yn ymwybodol o, ac yn gallu, cyflawni eu cyfrifoldebau o ran monitro, cefnogi a rhoi canllawiau, ac o ran asesu r ANG mewn ffordd drwyadl a theg. Gall y Corff Priodol ddarparu canllawiau, cefnogaeth a chymorth i r ysgolion hefyd, ar gais yr ysgolion. Os yw Corff Priodol yn credu nad yw ysgol yn cyflawni ei chyfrifoldebau, rhaid iddo weithredu ar unwaith, mewn da bryd cyn diwedd y cyfnod sefydlu. Rhaid i r Corff Priodol ddarparu cyswllt enwebedig ar gyfer yr ANG, ar gyfer codi unrhyw bryderon yngly^n â r cyfnod sefydlu, na ellir eu datrys gyda r ysgol. Ni ddylai r person hwn gyfrannu n uniongyrchol tuag at gefnogi, monitro nac asesu r ANG. Mae n ofynnol i Gyrff Priodol hysbysu r ANG, y pennaeth a r Cyngor Addysgu Cyffredinol Cymru (CACC) o ganlyniad y cyfnod sefydlu. Rhaid iddynt ddarparu rhestrau i r CAC, o r athrawon swydd wedi cwblhau eu cyfnod sefydlu yn llwyddiannus, y rhai a fu n aflwyddiannus, a r rhai yr estynnwyd eu cyfnod sefydlu. Rhaid iddynt hysbysu r ANG aflwyddiannus o u hawl i apelio, gan roi manylion cyswllt y Corff Apelio iddynt, ynghyd â r terfyn amser ar gyfer apeliadau. Y profion sgiliau yn Lloegr Yn Lloegr, mae n ofynnol i athrawon sydd wedi cymhwyso er 1 Mai 2001 lwyddo mewn profion sgiliau llythrennedd, rhifedd a TGCh cyn y dyfernir SAC iddynt. 2

31 Golyga hyn na all y cyfnod sefydlu ddechrau onid yw r athro wedi pasio pob prawf sgil ac onid yw r SAC wedi ei ddyfarnu. Yng Nghymru, nid yw n ofynnol pasio r profion sgiliau er mwyn cael SAC a dechrau ar y cyfnod sefydlu. Mae r canllawiau yn datgan, fodd bynnag, y dylai r tiwtoriaid sefydlu edrych yn benodol a yw r ANG yn cael unrhyw anawsterau ai peidio gyda llythrennedd, rhifedd neu TGCh. Y cyfnod sefydlu Athrawon sydd â SAC yn unig sy n gymwys i ddechrau ar gyfnod sefydlu. Rhaid i ANG fod yn gyflogedig am o leiaf un tymor er mwyn i r cyfnod hwnnw gael ei gyfrif yn rhan o r cyfnod sefydlu. Gall fod mewn swydd ran-amser neu lawn-amser. Cyfrifir y cyfnod sefydlu ar gyfer ANG rhan-amser ar sail pro rata, fel y cwmpesir yr un nifer o sesiynau ysgol ag ar gyfer ANG llawn-amser. Nid oes terfyn amser ar gyfer dechrau ar gyfnod sefydlu, a gall ANG gymryd seibiant rhwng y cyfnodau sy n cyfrif tuag at y cyfnod sefydlu, ond disgwylir i r cyfnod sefydlu fod wedi ei gwblhau o fewn pum mlynedd i w ddechrau.os nad yw ANG wedi cwblhau r cyfnod sefydlu ar ôl pum mlynedd, gall ef neu hi wneud cais am estyniad i r Corff Priodol. Fel arfer, mae r cyfnod sefydlu yn parhau am un flwyddyn academaidd gall hyn olygu tri, pedwar neu bum tymor, gan ddibynnu ar y system a weithredir gan yr ysgol. Os yw ANG yn symud rhwng ysgolion sy n gweithredu systemau gwahanol yn ystod ei flwyddyn sefydlu, bydd y cyfnod sefydlu yn un flwyddyn galendr. Ni ellir estyn y cyfnod sefydlu cyn ei gwblhau ac eithrio pan fu r ANG yn absennol, naill ai oherwydd salwch am 30 diwrnod ysgol neu ragor, neu oherwydd ei bod wedi cymryd absenoldeb mamolaeth statudol. Ni all ANG sy n gweithio fel athro llanw dderbyn cytundebau o dymor neu ragor oni bai fod y pennaeth yn cytuno o flaen llaw y bydd y cyfnod hwnnw yn cyfrif tuag at y cyfnod sefydlu. Os daw yn eglur, yn ystod penodiad llanw byrdymor, y bydd y penodiad yn parhau am dymor arall neu ragor, gall yr ANG a r pennaeth gytuno y bydd gweddill y gyflogaeth yn cyfrif tuag at y cyfnod sefydlu ni allant, fodd bynnag, gyfrif yr amser a dreuliwyd eisoes yn yr ysgol, yn ôl-weithredol. Heblaw am yr amodau hyn, rhaid trin ANG a gyflogir yn athrawon llanw yn yr un modd â gweithwyr parhaol i ddibenion sefydlu. Ni ellir cyflogi athrawon llanw yn gyfreithlon, sydd wedi cymhwyso ar ôl 7 Mai 1999 (Lloegr yn unig) neu ar ôl 1 Ebrill 2003 (Cymru yn unig), onid ydynt naill ai ar ganol neu wedi cwblhau cyfnod sefydlu. ARWEINIAD I SEFYDLU ATHRAWON Hawliau athrawon sydd newydd gymhwyso Yng Nghymru, mae Cylchlythyr 18/03 CCC ac, yn Lloegr, Canllawiau 0459/2003 yr DfES yn nodi r hyn y gall ANG ddisgwyl ei gael, fel lleiafswm, yn ystod eu blwyddyn sefydlu: Disgrifiad swydd Ni ddylai unrhyw ANG, sut bynnag y i cyflogir ef neu hi, gael disgrifiad swydd sy n gwneud gofynion afresymol. Yn ôl diffiniadau r DfES a CCC, dylai ANG fel rheol gwblhau cyfnod sefydlu mewn swydd: nad yw n gofyn am addysgu y tu allan i r ystod oedran a r pwnc/pynciau yr hyfforddwyd yr ANG ar eu cyfer; nad yw n wynebu r ANG â phroblemau disgyblaeth difrifol neu arbennig o heriol yn feunyddiol. Os rhoddir dosbarth anodd i r ANG, dylai ef neu hi gael cefnogaeth ychwanegol yn ogystal; sy n rhoi r cyfle i addysgu r un dosbarthiadau yn rheolaidd; 3

32 ARWEINIAD I SEFYDLU ATHRAWON sy n cynnwys prosesau cynllunio, addysgu ac asesu tebyg i r rhai a ymgymerir gan athrawon eraill yn yr ysgol; ac nad yw n cynnwys cyfrifoldebau eraill ar ben y gwaith addysgu heb ddarparu cefnogaeth briodol. Cyngor Dylid rhoi cyngor i r ANG ar amrywiaeth eang o faterion, megis: natur y contract cyflogaeth, rhestr o r dyletswyddau a threfniadau rheoli r ysgol; yr amserlen a r trefniadau cefnogi; enwau a manylion cyswllt y tiwtoriaid sefydlu; yr amserlen ar gyfer asesiadau a chyfarfodydd ffurfiol; trefniadau ar gyfer salwch ac absenoldebau eraill; trefniadau cyflog a phensiwn; ac holl bolisïau perthnasol yr ysgol, megis iechyd a diogelwch, cyfleoedd cyfartal, polisïau ar gyfer gwaith llanw ac ymddygiad. Monitro a chefnogi Dylid darparu rhaglen fonitro a chefnogi ar gyfer yr ANG, sydd wedi ei theilwra i w hanghenion unigol, ac a fydd yn eu helpu i fodloni r gofynion er mwyn cwblhau eu cyfnod sefydlu yn foddhaol. Dylai r rhaglen gynnwys: cefnogaeth gan diwtor sefydlu penodedig; arsylwi ar eu haddysgu, gydag atborth perthnasol. Dylid arsylwi ar yr ANG o leiaf unwaith bob chwech i wyth wythnos, gan gynnwys arsylwi yn ystod mis cyntaf eu cyflogaeth. Dylid arsylwi yn unol â gweithdrefnau, a chyda chanolbwynt, a gytunir o flaen llaw. Dylid gwneud cofnod ysgrifenedig byr bob tro, sy n nodi sut y dylid gweithredu; adolygiadau cynnydd proffesiynol, a ddylai ddigwydd rhwng y tiwtor sefydlu a r ANG, bob chwech i wyth wythnos. Dylid defnyddio r cyfarfodydd hyn i adolygu a diwygio amcanion yr ANG yng ngoleuni eu cynnydd cyfredol. Dylid cadw cofnod ysgrifenedig o r cynnydd a wnaed gan yr ANG tuag at yr amcanion, unrhyw amcanion newydd a r gefnogaeth a ddarparwyd neu a ddarperir gan yr ysgol i alluogi r ANG i fodloni eu hamcanion. cyfleoedd i arsylwi ar athrawon profiadol, naill ai yn ysgol yr ANG neu mewn ysgol arall lle y canfuwyd arferion da; a gweithgareddau datblygu proffesiynol eraill sydd wedi eu targedu, ac a fydd yn helpu r ANG i fodloni r Safonau Sefydlu. Gallant fod y rhai a nodir yn y Career Entry and Development Profile (Lloegr) a r Proffil Mynediad i Yrfa (Cymru), yn ogystal â r gweithgareddau sy n codi o r adolygiadau proffesiynol trwy gydol y flwyddyn. Amserlen Er mwyn eu galluogi i gyflawni r cyfnod sefydlu, ni ddylai unrhyw ANG, gan gynnwys y rhai sy n gweithio fel athrawon llanw neu athrawon rhan-amser, fod ag amserlen sy n fwy na 90 y cant o r amser addysgu arferol. Gellir defnyddio r amser a ryddheir trwy leihau r baich dysgu llai ym mha ffordd bynnag sy n briodol i r ANG unigol ac i w hysgolion. Rhaid amddiffyn yr amser hwn, ac ni ddylid ei ddefnyddio yn unig fel amser digyswllt ychwanegol. 4

33 Rhyddhau Dylid dosbarthu r amser rhyddhau yn briodol trwy r flwyddyn. Cred yr NUT y dylid gwarantu amser rhyddhau i ANG yn ystod eu cyfnod sefydlu, fel y gallant gynllunio ei amser addysgu a u hamser sefydlu o flaen llaw. Os yw r amser rhyddhau yn cael ei ohirio am resymau anochel, megis salwch staff, dylid ei adennill ar ryw adeg arall. Mynegi pryderon Os nad yw ANG yn fodlon gyda chynnwys a/neu r modd y cyflwynir rhaglen sefydlu yr ysgol, mae ganddo ef neu hi yr hawl, a r cyfrifoldeb hefyd, i hysbysu ei bryderon. Dylai ef neu hi ddefnyddio gweithdrefnau mewnol yr ysgol yn gyntaf, ond os yw pryderon yr ANG yn mynd tu hwnt i systemau r ysgol neu os yw n teimlo na roddwyd sylw priodol i w pryderon, mae hawl gan yr ANG i gysylltu ag unigolyn enwebedig yn y Corff Priodol. ARWEINIAD I SEFYDLU ATHRAWON Cytundebau Er bod y Llywodraeth wedi dweud wrth yr NUT eu bod yn anghymeradwyo cyntundebau cyfnod-penodol neu fyrdymor ar gyfer ANG, mae r ANG yn dal yn amddifad o r hawl i gael eu cyflogi ar cytundeb parhaol ac, ar hyn o bryd, mae mwy na thraean o r ANG ar cytundebau dros dro. Bu hyn yn bryder i r Undeb ers tro byd, a chred yr Undeb nad oes unrhyw esgus dros gael cytundebau cyfnodpenodol gan fod y trefniadau sefydlu yn cymryd blaenoriaeth dros Lyfr Amodau Gwasanaeth Athrawon Ysgol Cymru a Lloegr, ac yn cynnwys darpariaeth ar gyfer diswyddo athrawon nad ydynt yn cwblhau r cyfnod sefydlu yn foddhaol. Anogir aelodau sy n ANG ac ar cytundebau dros dro i geisio cyngor gan eu swyddfa ranbarthol, neu, yng Nghymru, gan Swyddfa NUT Cymru. Asesu Rhaid i r ANG gael eu hasesu gyferbyn â r Safon Diwedd Sefydlu (Cymru yn unig) a r Safonau Sefydlu (Lloegr yn unig) a bodloni r safonau hynny er mwyn cwblhau eu cyfnod sefydlu yn foddhaol. Mae r safonau hyn yn mynnu bod yr ANG yn dangos ei fod ef neu hi wedi parhau i fodloni r safonau ar gyfer dyfarnu r SAC yn gyson ac yn annibynnol. Maent hefyd yn canolbwyntio ar agweddau ar ymarfer proffesiynol na ellir eu datblygu ond trwy weithio fel athrawon cymwys dros gyfnod estynedig. Yn ogystal â r asesu parhaus gan y tiwtor sefydlu o ganlyniad i arsylwi, dylid cynnal tri chyfarfod asesu cyfansymiol yn ystod y cyfnod sefydlu, rhwng yr ANG a r pennaeth neu r tiwtor sefydlu. Fel rheol, dylid cynnal y cyfarfodydd asesu hyn ar ddiwedd pob tymor. Mewn ysgolion sydd â phatrymau tymhorol gwahanol, dylid cynnal y cyfarfodydd hyn ar ôl ysbeidiau cyfartal. Fel arfer: bydd y cyfarfod cyntaf yn canolbwyntio ar bennu pa mor gyson y mae r ANG yn bodloni Safonau r SAC ac yn dechrau bodloni r Safon Diwedd Sefydlu neu r Safonau Sefydlu; bydd yr ail gyfarfod yn canolbwyntio ar gynnydd yr ANG wrth fodloni r Safon Diwedd Sefydlu neu r Safonau Sefydlu: a defnyddir y cyfarfod olaf i benderfynu a yw r ANG wedi bodloni r holl ofynion ar gyfer sefydlu. Dylid cynnal y cyfarfod hwn mor ddiweddar ag y bo modd yn y trydydd tymor. Dylai r ANG gymryd rhan lawn yn y gweithdrefnau asesu a chael copïau o r holl gofnodion ysgrifenedig mewn perthynas â u hasesiad. 5

34 ARWEINIAD I SEFYDLU ATHRAWON Rhaid i r dystiolaeth sy n ofynnol ar gyfer goleuo r cyfarfodydd asesu gynnwys adroddiadau ysgrifenedig o ddau arsylwad o leiaf a dau gyfarfod adolygu cynnydd sydd wedi digwydd yn ystod y tymor hwnnw. Gallai y dystiolaeth arall mewn perthynas â r ANG gynnwys: cofnodion asesu disgyblion; cynlluniau a gwerthusiadau gwersi; dogfennau hunanasesu a datblygiad proffesiynol; a gwybodaeth am gyswllt gydag eraill, e.e. rhieni ac athrawon eraill. Mae n fwy tebygol y defnyddir ystod ehangach o dystiolaeth yn achos yr ANG gwannaf. Ar ddiwedd y cyfnod sefydlu mae n ofynnol i r pennaeth gwblhau argymhelliad ffurfiol a yw r ANG wedi bodloni r Safon Diwedd Sefydlu (Cymru yn unig) neu r Safonau Sefydlu (Lloegr yn unig). Yr hawl i gynrychiolaeth undeb Er nad yw canllawiau r DfES na CCC yn pennu bod hawl gan ANG i gynrychiolaeth undeb mewn unrhyw un o u cyfarfodydd asesu, mae r NUT yn disgwyl i r rhan fwyaf o gyflogwyr gytuno i gynrychiolaeth o r fath, pan wneir cais. Swyddogaeth y Corff Priodol Gall y Cyrff Priodol ddefnyddio eu ffurflenni asesu eu hunain neu r ffurflenni a ddarperir gan CCC a r DfES. Yn y naill achos neu r llall, rhaid eu llenwi ar ôl y ddau gyfarfod asesu cyfansymiol cyntaf, a dylid nodi n eglur a yw r ANG yn gwneud cynnydd boddhaol ar yr adeg honno. Dylai r pennaeth, y tiwtor sefydlu a r ANG lofnodi r ffurflenni asesu, a u hanfon i r Corff Priodol o fewn deng niwrnod gwaith ar ôl y cyfarfodydd. Mae gofod i r ANG hefyd gynnwys eu sylwadau ar y ffurflenni hyn, os dymunant. Ar ddiwedd y cyfnod sefydlu, rhaid i r pennaeth argymell i r Corff Priodol a yw r ANG wedi bodloni holl ofynion y cyfnod sefydlu ai peidio. Yna, rhaid i r Corff Priodol benderfynu o fewn ugain niwrnod gwaith a yw r ANG wedi bodloni r safonau gofynnol, gan ystyried argymhelliad y pennaeth. Cynnydd anfoddhaol Mae mwyafrif llethol yr ANG yn cwblhau r cyfnod sefydlu yn foddhaol. Yn Lloegr, amcangyfrifir gan y DfES bod llai nag un y cant o r ANG yn aflwyddiannus yn y cyfnod sefydlu, ac mae gwaith monitro r NUT yn cadarnhau r ffigwr hwn. Fodd bynnag, pan nad yw ANG yn gwneud cynnydd boddhaol, mae n hanfodol cymryd camau cynnar i gefnogi a chynghori r ANG i wneud y gwelliannau angenrheidiol. Rhaid i r pennaeth sicrhau bod gweithdrefnau wedi eu sefydlu er mwyn cael rhybudd cynnar am unrhyw anawsterau y mae r ANG yn eu cael, a chyfleu r wybodaeth honno yn gyflym i r ANG a phawb sydd â chyfrifoldeb yngly^n â chyfnod sefydlu r ANG. 6 Dylai r ffurflenni asesu tymhorol a anfonir i r Corff Priodol nodi n eglur a yw r ANG

35 mewn perygl o fethu. Dylai r adroddiad roi manylion y gwendidau a nodwyd, yr amcanion a gytunwyd, y gefnogaeth a roddir ac a gynllunnir a r dystiolaeth a ddefnyddiwyd i oleuo r dyfarniad; a dylai r pennaeth a r Corff Priodol sicrhau bod yr holl fanylion hyn yn deg a chywir. Ar yr un pryd, dylai r pennaeth ysgrifennu at yr ANG ynghylch yr asesiad a r canlyniadau a fydd yn dilyn os yw n methu â gwneud y gwelliannau angenrheidiol. Cred yr NUT y dylai r llythyr hwn roi gwybod hefyd i r ANG pa bryd y bydd Panel ANG y Corff Priodol yn cyfarfod, a bod hawl gan yr ANG i gyflwyno sylwadau ysgrifenedig i r Panel o fewn deng niwrnod gwaith ar ôl argymhelliad y pennaeth. Dylid atodi copi o adroddiad yr asesiad cyfansymiol i r llythyr hwn. Byddai n ddoeth anfon copi o r llythyr hefyd at y Corff Priodol. ARWEINIAD I SEFYDLU ATHRAWON Os nad y pennaeth yw r tiwtor sefydlu, dylai ef neu hi arsylwi ar yr ANG yn addysgu ei hunan, ac adolygu r dystiolaeth sydd ar gael. Os yw r pennaeth yn diwtor sefydlu hefyd, bydd angen iddo ef neu hi gynnwys trydydd parti er mwyn dangos bod ei asesiad yn un teg. Cynghorir ANG a fernir yn anfoddhaol i geisio cynrychiolaeth NUT ym mhob cyfarfod a gynhelir i drafod eu dyfodol. Yn ogystal ag unrhyw gytundeb lleol, mae Deddf Cysylltiadau Cyflogaeth 1999 yn rhoi r hawl statudol i weithwyr gael eu cynrychioli mewn gwrandawiadau cwynion neu ddisgyblu. Yn yr achos hwn, byddai r gwrandawiad asesu yn gyfystyr â gwrandawiad o r fath. Gall y Corff Priodol naill ai estyn y cyfnod sefydlu, neu ddyfarnu bod yr ANG wedi methu â chwblhau r cyfnod sefydlu yn foddhaol. Caniateir estyniad mewn amgylchiadau eithriadol yn unig, megis amgylchiadau sydd tu hwnt i reolaeth yr ANG neu lle nad oes digon o dystiolaeth i seilio penderfyniad arni. Os yw ANG yn aflwyddiannus yn y cyfnod sefydlu, ac yna n apelio, gall y cyflogwr ei ddiswyddo ar yr adeg honno, neu barhau i w gyflogi r ANG o dan amodau caeth iawn tra n disgwyl canlyniad yr apêl,. Ni all yr ANG gymryd y cyfrifoldeb dros ddosbarth nac addysgu pwnc i grw^p o ddisgyblion nad ydynt hefyd yn cael eu haddysgu yn yr un pwnc gan athro cymwysedig a phrofiadol yn yr ysgol. Golyga hyn, na all yr ANG yn gyfreithlon gymryd y cyfrifoldeb am ddosbarth ar ei ben ei hunan, ond y gall addysgu mewn tîm ar y cyd â chydweithiwr addas. Os yw apêl yr ANG yn methu wedi hynny, rhaid iddo ef neu hi gael ei ddiswyddo o fewn deng niwrnod gwaith i ganlyniad y gwrandawiad. Rhaid i gyflogwr ANG sy n aflwyddiannus yn y cyfnod apêl, nad yw n bwriadu apelio, ddiswyddo r ANG hwnnw o fewn deng niwrnod gwaith ar ôl y dyddiad y rhoddodd wybod am y bwriad hwnnw, neu ar ôl dyddiad y terfyn amser ar gyfer apelio. Os, ar ôl estyn y cyfnod sefydlu, nad yw ysgol yn dymuno parhau i gyflogi r athro, nid ystyrir hyn yn ddiswyddiad yn dilyn methiant yn y cyfnod sefydlu. Byddai n rhaid terfynu r gyflogaeth am resymau eraill, megis cymhwysedd. Gall y pennaeth ysgogi gweithdrefn galluoedd ar unrhyw adeg cyn diwedd y cyfnod sefydlu os yw n debygol bod yr ANG yn analluog i gwblhau r cyfnod sefydlu yn yr ysgol yn foddhaol ac, yn ogystal, yr effeithir yn ddifrifol ar addysg y plant sydd yng ngofal yr ANG yn y cyfamser. Gall hyn arwain at ddiswyddo r ANG cyn diwedd y cyfnod sefydlu. Fodd bynnag, cyhyd ag y bo r ANG yn parhau i weithio yn yr ysgol, rhaid i r cyfnod sefydlu barhau yn gyfochrog â r weithdrefn galluoedd. Yn ychwanegol, os diswyddir ANG cyn diwedd y cyfnod sefydlu am reswm sy n ymwneud â i allu, gall gwblhau cyfnod sefydlu mewn ysgol arall. 7

36 ARWEINIAD I SEFYDLU ATHRAWON Y drefn apelio Y CAC (yng Nghymru neu yn Lloegr) yw r Corff Apêl ar gyfer cyfnod sefydlu r ANG, ac mae unrhyw benderfyniad a wneir ganddo yn derfynol. Rhaid anfon hysbysiad o r apêl i r Corff Apêl o fewn 20 diwrnod gwaith ar ôl y dyddiad pan fo r ANG yn cael y penderfyniad, er bod disgresiwn gan y Corff Apêl i estyn y terfyn amser hwn. Gall y Corff Apêl ganiatáu neu wrthod apêl, neu estyn y cyfnod sefydlu. Bydd y Corff Apêl yn anfon copi o hysbysiad apêl yr ANG at y pennaeth a wnaeth yr argymhelliad sefydlu. Hwyrach y gofynnir i r pennaeth gymryd rhan yn y broses apêl yn ogystal, yn aml fel rhan o dystiolaeth y Corff Priodol i r Corff Apêl. 8

37 RHESTR WIRIO I GYNRYCHIOLWYR YR NUT Ffynhonnell o gefnogaeth Mae r rhestr wirio arferion da hon i w defnyddio gan gynrychiolwyr ysgol mewn cydweithrediad â u cydweithwyr sy n ANG, er mwyn sicrhau bod eu rhaglen sefydlu yn un briodol ac y darperir yn addas ar gyfer y cyfnod sefydlu. Am wybodaeth fanwl ar y broses sefydlu, gan gynnwys materion yn ymwneud â hawliau statudol yr ANG, ANG a gyflogir fel athrawon llanw, a chynnydd anfoddhaol, cyfeiriwch os gwelwch yn dda at yr adran flaenorol y llawlyfr hwn, Arweiniad i Sefydlu Athrawon. Os atebir unrhyw un o r cwestiynau rhwng 1 a 7 gyda na, dylai r cynrychiolwyr ysgol geisio trafod y mater gyda r pennaeth. Pan nad oes modd datrys materion yn brydlon neu n foddhaol, dylid ceisio cyngor gan swyddfa ranbarthol yr NUT, neu, yng Nghymru, Swyddfa NUT Cymru. Rhestr wirio i gynrychiolydd yr NUT 1. A aseiniwyd tiwtor sefydlu i bob athro sydd newydd gymhwyso, ac a ddarparwyd rhaglen fonitro a chefnogi ar gyfer yr ANG, yn unol â Chanllawiau 0458/2003 yr DfES, The Induction Support Programme for Newly Qualified Teachers neu Gylchlythyr 18/03 Cynulliad Cenedlaethol Cymru, Sefydlu Athrawon Newydd Gymhwyso yng Nghymru? 2. A yw r pennaeth wedi sicrhau nad oes unrhyw athro sy n cwblhau cyfnod sefydlu yn addysgu am fwy na 90 y cant o r amser y disgwylid i athro nad oes ganddo bwyntiau cyfrifoldeb yn yr ysgol addysgu, yn unol â Dogfen Cyflogau ac Amodau Gwaith Athrawon Ysgol? 3. A oes gan athrawon sydd newydd gymhwyso a u tiwtoriaid sefydlu fynediad hawdd at gopi o Ganllawiau Sefydlu cyfredol Cynulliad Cenedlaethol Cymru neu r DfES? 4. A yw pob athro sydd newydd gymhwyso wedi gweld ei ddisgrifiad swydd ef neu hi? A yw eu swyddogaeth addysgu o fewn yr ystod oedran a r pwnc neu bynciau yr hyfforddwyd hwy ar eu cyfer (fel sy n ofynnol yng Nghanllawiau Sefydlu r DfES a Chynulliad Cenedlaethol Cymru)? 5. A yw r holl athrawon sy n cwblhau cyfnod sefydlu yn derbyn eu cyflog yn brydlon, ac yn unol â u cyfarwyddiadau? 6. Mae n ofynnol i r Corff Priodol, yr AALl fel arfer, benodi unigolyn enwebedig y gall yr ANG fynegi unrhyw bryderon wrtho yngly^n â i gyfnod sefydlu. A yw pob ANG yn gwybod am yr unigolyn hwnnw? 7. A yw pob ANG ar gontract parhaol? RHESTR WIRIO I GYNRYCHIOLWYR YR NUT Materion polisi ac ymarfer Gall cynrychiolwyr yr NUT yn yr ysgolion ganfod a yw pob athro newydd gymhwyso wedi cael y canlynol: yr holl allweddi, codau diogelwch a rhifau ffôn sy n angenrheidiol; copi o lawlyfr yr ysgol a holl bolisïau r ysgol, yn enwedig mewn perthynas â r: cwricwlwm cenedlaethol; asesu; ymddygiad disgyblion; disgyblaeth; codau gwisgo; aflonyddu a bwlio; amddiffyn plant; amser cyfeiriol; cyfleoedd cyfartal; gwaith cartref; marcio; iechyd a diogelwch; anghenion arbennig; a delio â chwynion; 9

38 gwybodaeth am gynllun datblygu r ysgol ac amserlen yn nodi r cyfleoedd ar gyfer hyfforddiant a datblygiad proffesiynol; unrhyw gynlluniau gwaith a gwybodaeth am unrhyw weithdrefnau cynllunio dosbarthiadau dyddiol/wythnosol/hanner-tymhorol/tymhorol sydd wedi eu cytuno; rhywle i gadw eiddo personol yn ddiogel; dyddiadur blwyddyn academaidd sy n dangos dyddiadau allweddol y flwyddyn; a cyflwyniad i aelodau eraill y staff, arferion yr ystafell athrawon, ac yn y blaen. RHESTR WIRIO I GYNRYCHIOLWYR YR NUT A yw r athrawon sydd newydd gymhwyso yn gwybod y canlynol: gan bwy y dylid ceisio cyngor ynghylch anawsterau yn eu dosbarth? y trefniadau dyletswydd amser chwarae glaw a hindda gan gynnwys y system ar gyfer delio â damweiniau, lleoliad y blychau meddygol a r cofnod damweiniau, ac enwau r aelodau staff a hyfforddwyd mewn cymorth cyntaf? y dril tân? pryd mae tro eu dosbarth i ddefnyddio r neuadd/maes chwarae/cae ar gyfer Addysg Gorfforol (hefyd, unrhyw drefniadau ar gyfer mynd â r disgyblion i nofio) a r hyn y dylent hwy a r disgyblion ei wisgo? y gefnogaeth y gallant ei disgwyl yn y dosbarth gan y cydlynydd anghenion arbennig (CAAA), cynorthwywyr dosbarth ac unrhyw gynorthwywyr eraill? trefniadau salwch ac absenoldebau eraill yr ysgol? gwybodaeth am anghenion meddygol y disgyblion, ac unrhyw amgylchiadau teuluol neu gadwraeth plant? y trefniadau mynediad at gyfrifiaduron a rhwydweithiau cyfrifiadurol, i ddisgyblion a staff? y rhaglenni radio a theledu sydd ar gael, a r trefniadau ar gyfer eu recordio? y drefn ar gyfer cyfarfodydd staff a r system ar gyfer cael y wybodaeth ddiweddaraf yn ddyddiol/wythnosol? y dyddiadau a r drefn ar gyfer cyfarfodydd rheolaidd gyda r rhieni? 10

39 CYNGOR I DIWTORIAID SEFYDLU Help llaw Mae tiwtoriaid sefydlu yn chwarae rhan hanfodol o ran cefnogi athrawon sydd newydd gymhwyso. Mae r swyddogaeth hon yn rhoi cyfle i athrawon ddatblygu sgiliau ymgynghori a rheoli a fydd yn cyfrannu n gadarnhaol at eu datblygiad proffesiynol a gyrfaol. Yng Nghymru, disgwylir i diwtor sefydlu fod wedi dilyn y rhaglen Briffio Tiwtoriaid Sefydlu. Mae cyfrifoldebau r tiwtoriaid sefydlu yn rhai sylweddol, a chred yr NUT y dylai r athrawon a benodir gael tâl ychwanegol oherwydd eu cyfrifoldebau ehangach. Gall y pennaeth fod yn diwtor sefydlu. Ym marn yr NUT, fodd bynnag, mae n fwy priodol i r swyddogaeth hon gael ei chyflawni gan athro arall heblaw r pennaeth. Mae hyn yn caniatáu gwahaniaethu n briodol rhwng yr elfen gefnogi a r elfen asesu yn y broses sefydlu. Mae ar yr athrawon sydd newydd sefydlu angen: cefnogaeth wrth gychwyn ar eu swydd addysgu lawn gyntaf; eu cyflwyno dan arweiniad i r proffesiwn addysgu; cyngor a mentora i w helpu i ddatblygu eu dull o addysgu a u sgiliau proffesiynol eraill; a gweithdrefnau asesu teg yn ystod eu cyfnod sefydlu statudol. Mae r anghenion hyn yn fwy tebygol o gael eu diwallu os yw r tiwtoriaid sefydlu yn cael y gefnogaeth a r cyfleoedd a amlinellir isod. Yr hyn a ddisgwylir gan y tiwtoriaid sefydlu Mae Canllawiau 0458/2003 yr DfES, The Induction Support Programme for Newly Qualified Teachers, ynghyd â Chylchlythyr 18/03 Cynulliad Cenedlaethol Cymru, Sefydlu Athrawon Newydd Gymhwyso yng Nghymru yn mynnu bod penaethiaid yn enwi aelod o staff yn diwtor sefydlu, a fydd yn gyfrifol am fonitro a chefnogi o ddydd i ddydd. Yn unol â thelerau r canllawiau statudol, disgwylir i r tiwtoriaid sefydlu wneud y canlynol: darparu, neu gydlynu, canllawiau ar gefnogaeth effeithiol ar gyfer datblygiad proffesiynol yr ANG; gwneud dyfarniadau manwl a theg ynghylch perfformiad yr ANG mewn perthynas â r gofynion ar gyfer cwblhau r cyfnod sefydlu yn foddhaol; cefnogi r ANG wrth iddo ef neu hi ddefnyddio ei Career Entry and Development Profile (yn Lloegr) a r Proffil Mynediad i Yrfa (yng Nghymru) fel sylfaen ar gyfer gosod amcanion datblygiad proffesiynol byrdymor, canoldymor neu hirdymor; cytuno, gyda r ANG, ar raglen o fonitro, cefnogi ac asesu sydd wedi ei gynllunio i anghenion unigol yr ANG; darparu asesu ffurfiannol, ac mewn llawer achos, cyfranogi yn yr asesu cyfansymiol, gan y pennaeth, ar ddiwedd y cyfnod sefydlu; sicrhau y cedwir cofnodion o r gweithgareddau monitro, cefnogi ac asesu yr ymgymerir â hwy, ac o u canlyniadau; cytuno o flaen llaw, gyda r ANG, ar y trefniadau ar gyfer arsylwi ar ei ddosbarthiadau ef neu hi; CYNGOR I DIWTORIAID SEFYDLU 11

40 ymgymryd â r rhan fwyaf o r arsylwi ar addysgu r ANG rhaid i arsylwadau o r fath ddigwydd o leiaf un waith ym mhob cyfnod o chwech i wyth wythnos, gan gynnwys arsylwi yn ystod pedair wythnos gyntaf yr ANG yn y swydd; cydlynu unrhyw arsylwadau gan bobl eraill, yn fewnol neu o r tu allan i r ysgol, e.e. gan athrawon sydd ag arbenigeddau penodol; ar ôl arsylwi, trefnu trafodaeth ddilynol rhwng yr ANG a r arsylwr er mwyn dadansoddi r gwersi a arsylwyd, gan sicrhau y cedwir cofnod ysgrifenedig bob tro; ar adegau yn ystod y cyfnod sefydlu, ac o leiaf unwaith bob chwech neu wyth wythnos, trafod cynnydd yr ANG gydag ef neu hi; pan nad yw r pennaeth yn diwtor sefydlu, sicrhau bod y pennaeth yn arsylwi ar addysgu unrhyw ANG yr ystyrir eu bod mewn perygl o fethu; sicrhau y rhoddir cyfleoedd i r ANG arsylwi ar athrawon profiadol; a chyfrannu at gynllunio a gweithredu gweithgareddau datblygiad proffesiynol eraill sy n canolbwyntio ar helpu r ANG i fodloni r safonau sefydlu. Mae canllawiau r DfES a CCC yn cynnwys y pwyntiau canlynol: Bydd tiwtoriaid sefydlu yn dymuno rhoi sylw i drefniadau a fydd yn galluogi r ANG i: a. gael gwybodaeth am yr ysgol, y swydd benodol a r trefniadau sefydlu, a hynny cyn y diwrnod cyntaf yn y swydd; CYNGOR I DIWTORIAID SEFYDLU b. gael gwybodaeth am eu hawliau a u cyfrifoldebau ac am rôl eraill yn y rhaglen sefydlu; c. cymryd rhan yn nhrefniadau sefydlu cyffredinol yr ysgol ar gyfer staff newydd; d. cymryd rhan mewn unrhyw raglen hyfforddi ar gyfer staff yr ysgol, e.e. ar Gyfnod Allweddol 3, neu r Strategaethau Llythrennedd a Rhifedd; e. gwybod am unrhyw bolisïau ysgol gyfan, gan gynnwys y rhai sy n ymwneud ag amddiffyn plant; rheoli ymddygiad; a iechyd a diogelwch; f. treulio amser gyda chydlynydd anghenion addysgol arbennig (CAAA) yr ysgol i ganolbwyntio ar faterion penodol a chyffredinol yn ymwneud ag anghenion addysgol arbennig (AAA); g. pan fo n briodol, cael hyfforddiant, datblygiad neu gyngor gan broffesiynolion o r tu allan i r ysgol, e.e. o ysgolion eraill, AALl, sefydliadau addysg uwch, awdurdodau esgobaethol, cyrff proffesiynol a chymdeithasau pwnc; a h. mynychu digwyddiadau hyfforddi allanol sy n berthnasol i r anghenion unigol a ganfuwyd. 12 Cyngor yr NUT Er mwyn bodloni r disgwyliadau hyn, mae r NUT yn argymell y dylai tiwtoriaid sefydlu: gael baich addysgu llai i w galluogi i gyflawni r tasgau hynny na ellir eu cwblhau ac eithrio yn ystod y diwrnod addysgu; dylent gael hyfforddiant addas, yn arbennig yn yr elfennau sy n ymwneud â safonau ac asesu yn y trefniadau sefydlu newydd; a dylent gael cefnogaeth a chyngor yn barhaus, yn ogystal â chyfleoedd i werthuso eu swyddogaeth. Mae Cylchlythyr CCC ar y Cyfnod Sefydlu yn datgan na ddylai tiwtor sefydlu fod yn

41 gyfrifol am fwy na dau ANG fel rheol, ac y dylid neilltuo amser i r tiwtor ar gyfer cefnogi r ANG. Mae canllawiau r DfES a CCC ar y Cyfnod Sefydlu yn diffinio r safonau y mae n ofynnol i athrawon sydd newydd gymhwyso eu bodloni er mwyn cwblhau eu cyfnod sefydlu yn foddhaol. Heb gefnogaeth addas, mae tiwtoriaid sefydlu yn annhebygol o allu cyflawni eu cyfrifoldebau yn briodol, na r hyn a ddisgwylir ganddynt yn unol â thelerau canllawiau r DfES a CCC. Dylai r athrawon a benodir yn diwtoriaid sefydlu gael disgrifiad swydd, felly, sy n nodi eu dyletswyddau a u cyfrifoldebau ychwanegol. Dylai pob tiwtor sefydlu gael cyfrifoldeb dros nifer rhesymol o ANG, gan ystyried yr amser a r adnoddau sydd ar gael, eu cyfrifoldebau addysgu a u dyletswyddau eraill. Lle nad yw tiwtoriaid wedi gallu cyflawni eu cyfrifoldebau yn ddigonol, mae n debygol y tynnir sylw at ffactorau o r fath yn ystod unrhyw apêl gan athrawon sydd newydd gymhwyso a fernir yn aflwyddiannus yn eu cyfnod sefydlu. Cefnogaeth gan yr NUT i diwtoriaid sefydlu Mae gwybodaeth a gasglwyd gan yr NUT oddi wrth awdurdodau addysg lleol (AALl) yn awgrymu bod y cyllid a neilltuir ar gyfer sefydlu, mewn nifer o achosion, yn annigonol i ddarparu athrawon llanw ar gyfer amserlenni llai yr athrawon sydd newydd gymhwyso yn ogystal â r hyfforddiant a r amser digyswllt y mae ei angen ar y tiwtoriaid sefydlu. Dylai aelodau a benodir yn diwtoriaid sefydlu, ac na ddyrennir hyfforddiant, cefnogaeth a chyfleoedd priodol iddynt i gyflawni eu swyddogaeth a u cyfrifoldebau, geisio cyngor a chefnogaeth gan eu swyddfa NUT ranbarthol neu, yng Nghymru, Swyddfa NUT Cymru, ar ôl ymgynghori â u cynrychiolydd ysgol. Bydd yr NUT yn darparu cefnogaeth, a chynrychiolaeth pan fo n briodol, i aelodau sy n gweithredu fel tiwtoriaid sefydlu. Bydd hyn yn arbennig o berthnasol pan fo tiwtoriaid sefydlu yn cael eu tynnu i mewn i weithdrefnau apelio, lle y gwneir unrhyw awgrym nad ydynt wedi cyflawni eu cyfrifoldebau yn ddigonol, neu lle nad ydynt wedi eu cefnogi yn y ffyrdd a amlinellir uchod. Mae r NUT wedi croesawu r trefniadau sefydlu newydd, cyn belled â u bod yn cael eu gweithredu mewn ffordd sy n cefnogi ANG. Mae tiwtoriaid sefydlu yn rhan allweddol o r trefniadau sefydlu, a bydd yr NUT yn rhoi pob cefnogaeth angenrheidiol i aelodau sy n ymgymryd â r swyddogaeth hollbwysig hon. CYNGOR I DIWTORIAID SEFYDLU 13

42 Gwenfan newydd yr NUT, llawn gwybodaeth, cynhyrfus ac yn rhwydd i'w ddefnyddio. 14

43 CYNGOR I BENAETHIAID Chwarae rhan flaenllaw Mae penaethiaid yn chwarae rhan allweddol mewn sefydlu athrawon sydd newydd gymhwyso. Rhaid iddynt sicrhau bod ANG yn cael y gefnogaeth orau bosibl, a galluogi r ANG i gwblhau eu cyfnod sefydlu yn llwyddiannus. Diben y ddogfen hon yw helpu i sicrhau bod penaethiaid yn gwbl gyfarwydd â r holl ddeddfwriaeth sy n llywodraethu r cyfnod sefydlu ar gyfer ANG. Mae n esbonio swyddogaethau a chyfrifoldebau pawb sydd â dyletswyddau mewn perthynas â r cyfnod sefydlu, ac yn cynnig cyngor ar yr hyn y dylid ei wneud os digwydd unrhyw anawsterau. Y cyfrifoldeb am drefniadau sefydlu Mae pob corff llywodraethol neu AALl, yn ôl pa un yw r cyflogwr, yn gyfrifol wrth benodi am sicrhau y gall yr ysgol fodloni r gofynion sefydlu statudol. Os na all ysgol gynnig profiadau digon eang i fodloni r gofynion hynny, mae r pennaeth yn gyfrifol am sicrhau y darperir cefnogaeth addas ychwanegol i r ANG. Er enghraifft, hwyrach y bydd angen i ysgolion meithrin a gynhelir, neu ganolfannau blynyddoedd cynnar a ddynodwyd yn ysgolion meithrin, ddarparu rhywfaint o brofiad ychwanegol yn y dosbarth i r ANG yng Nghyfnod Allweddol 1. Yn yr un modd, hwyrach y bydd angen profiad ychwanegol mewn ysgol prif ffrwd ar ANG sy n gweithio mewn ysgolion arbennig. Pan nad yw r pennaeth neu r corff llywodraethu n teimlo n alluog i gynnig rhaglen sefydlu briodol, hyd yn oed gyda chefnogaeth ar gael gan y Corff Priodol, yna ni ddylent benodi ANG. Materion ariannol Yn Lloegr, bellach, ni ddefnyddir y Gronfa Safonau (na r Gronfa Safonau Addysg Bellach yn achos colegau chweched dosbarth) i ddarparu cyllid ar gyfer sefydlu, megis costau athrawon llanw ar gyfer amserlen ysgafnach yr ANG neu r amser asesu yn ystod y cyfnod sefydlu. Mae r Rheoliadau Cyllido Ysgolion a gynhelir (Lloegr) newydd yn caniatáu i r AALl ddyrannu cyllid i ysgolion ar sail y nifer o ANG a gyflogir ganddynt. Yn ôl amcangyfrif yr DfES, mae cost sefydlu ANG oddeutu 1,000 am bob athro/athrawes am bob tymor. Yng Nghymru, bydd cyllid ar gael i ddarparu athrawon llanw er mwyn rhyddhau r ANG a r tiwtor sefydlu ar gyfer eu gweithgareddau sefydlu, ac i ddarparu amserlen ysgafnach i r ANG. Bydd yr arian hwn, sef 2,700 y flwyddyn i bob ANG a 1,000 y flwyddyn i bob tiwtor sefydlu, ar gael trwy GCAH,. Mae gan diwtoriaid sefydlu sy n gyfrifol am ragor nag un ANG yr hawl i gyllid o 1,000 ar gyfer pob ANG. Yn ychwanegol, bydd cyllid o 600, sy n gynnwys y cyllid ar gyfer athrawon llanw, ar gael gan y Corff Priodol i alluogi r tiwtor sefydlu i fynychu sesiwn briffio dauddiwrnod ar gyfer Tiwtoriaid Sefydlu. CYNGOR I BENAETHIAID Cyfrifoldebau statudol penaethiaid mewn perthynas â r cyfnod sefydlu Mae gan benaethiaid, ynghyd â r Cyrff Priodol, gyfrifoldeb statudol dros oruchwylio a hyfforddi ANG yn ystod eu cyfnod sefydlu. Rhaid i r pennaeth a r Corff Priodol sicrhau rhaglen sefydlu ddigonol ar gyfer yr ANG, yn unol â r canllawiau statudol. Yn ogystal, rhaid i r pennaeth wneud argymell i r Corff Priodol ar a yw r ANG wedi cwblhau ei gyfnod sefydlu yn llwyddiannus ai peidio. 15

44 Rhaid i r pennaeth hysbysu r Corff Priodol os oes ANG, nad yw eto wedi cwblhau ei gyfnod sefydlu, yn ymuno â i ysgol neu n ei gadael, gan gynnwys unrhyw ANG a gyflogir yn athrawon llanw am dymor neu ragor. Dylai r pennaeth hysbysu r corff llywodraethu o r trefniadau sefydlu a chanlyniadau unrhyw gyfarfodydd asesu ffurfiol. Os yw ANG wedi cwblhau cyfnod sefydlu mewn mwy nag un ysgol, mae n hanfodol bod y pennaeth yn sicrhau copïau o r cofnodion a r adroddiadau o r ysgol flaenorol, ac yna n anfon copïau o unrhyw adroddiadau asesu cyfansymiol i r Corff Priodol. Yn yr un modd, os yw ANG yn gadael yr ysgol cyn cwblhau r cyfnod sefydlu, rhaid i r pennaeth gadw copïau o r cofnodion a r adroddiadau a u hanfon ymlaen i ysgol newydd yr ANG pan ofynnir amdanynt. Bu hyn yn arbennig o bwysig i r penaethiaid mewn achosion pan newidiodd ANG ysgolion er mwyn osgoi methu r cyfnod sefydlu. Os yw ANG wedi ei gyflogi yn rhan-amser mewn mwy nac un ysgol neu fel athro teithiol, rhaid i un pennaeth gymryd y cyfrifoldeb dros gysylltu â r ysgolion eraill i sicrhau bod yr holl ofynion sefydlu n cael eu bodloni. Ni all pennaeth ddirprwyo r cyfrifoldebau hyn; fodd bynnag, gall y tiwtor sefydlu gyflawni nifer o r tasgau sy n gysylltiedig. CYNGOR I BENAETHIAID Cefnogi r tiwtor sefydlu Mae n ofynnol i benaethiaid ddynodi aelod o r staff yn diwtor sefydlu. Gall y tiwtor sefydlu fod yn rheolwr llinell i r ANG, yn aelod uwch o r staff neu n gydweithiwr profiadol arall sydd â chyswllt sylweddol â r ANG. Gall y pennaeth hefyd weithredu fel tiwtor sefydlu. Cred yr NUT, fodd bynnag, ei dylai r swyddogaeth gael ei chyflawni gan rywun heblaw r pennaeth, o ddewis, er mwyn gwahaniaethu n eglur rhwng yr elfen gefnogi a r elfen asesu yn y broses sefydlu. Gellir rhannu r ddwy hyn o swyddogaethau r tiwtor sefydlu rhwng dau neu fwy o athrawon mewn achosion o r fath, mae n hanfodol bod y pennaeth yn diffinio r cyfrifoldebau yn eglur ac yn eu monitro; yn ychwanegol, dylai r pennaeth sicrhau y paratoir ac y cefnogir y tiwtor sefydlu yn llawn yn ei swyddogaeth. Cred yr NUT y dylai athrawon a benodir yn diwtoriaid sefydlu, fel y drefn arferol, gael disgrifiad swydd sy n nodi eu dyletswyddau a u cyfrifoldebau ychwanegol. Mae swydd tiwtor sefydlu yn cynnig cyfleoedd i athrawon ddatblygu sgiliau ymgynghori a rheoli a fydd yn cyfrannu n gadarnhaol tuag at eu datblygiad proffesiynol a gyrfaol. Heb gefnogaeth briodol, mae n annhebygol y gall tiwtoriaid sefydlu gyflawni yn briodol eu cyfrifoldebau a r hyn a ddisgwylir ganddynt yn y canllawiau statudol. Pan nad yw tiwtoriaid sefydlu wedi llwyddo i gyflawni eu cyfrifoldebau yn ddigonol, mae n debygol y daw hynny i r amlwg yn ystod unrhyw apêl a wneir gan ANG y dyfarnwyd iddo fethu â sefydlu n llwyddiannus. Cred yr NUT y dylai athrawon a benodir yn diwtoriaid sefydlu dderbyn cyflog ychwanegol am eu cyfrifoldebau ehangach, ac amser digyswllt ychwanegol er mwyn iddynt ymgymryd â u dyletswyddau yn effeithiol, gan gynnwys unrhyw hyfforddiant sy n angenrheidiol. Dylent hefyd gael cefnogaeth a chyngor parhaus, yn ogystal â chyfleoedd i werthuso eu swyddogaeth. Er ei bod yn annhebygol, yn Lloegr, y bydd cyllid sefydlu digonol ar gael i r ysgolion i r dibenion hyn, cred yr NUT y dylai cyllido r darpariaethau hyn gyfrif gyferbyn â r credyd cyllid hirdymor, os yw r ANG ar gyflog is na r cyfartaledd, ac y cyllidir yr ysgol ar sail cyflogau cyfartalog. 16

45 Hawliau athrawon sydd newydd gymhwyso Mae n ofynnol i benaethiaid sicrhau bod yr ANG yn cael eu holl hawliau sefydlu statudol, fel a nodir yn y canllawiau statudol. Rhoddir y manylion llawn yn yr adran flaenorol, Arweiniad i Gyfnod Sefydlu Athrawon. Yn gryno, dylai r pennaeth sicrhau: nad oes unrhyw ANG, ar ba delerau bynnag y i cyflogir, yn cael disgrifiad swydd sy n cynnwys gofynion afresymol; y darperir cyngor a gwybodaeth i r ANG ar amrywiaeth eang o faterion, megis yr amserlen, trefniadau cefnogi, polisïau r ysgol a r contract cyflogaeth; y darperir rhaglen fonitro a chefnogi i r ANG, sydd wedi ei theilwra i w hanghenion unigol ac yn eu helpu i fodloni r gofynion ar gyfer cwblhau r cyfnod sefydlu yn foddhaol; nad oes gan yr ANG amserlen sy n fwy na 90 y cant o r amser addysgu cyfartalog, er mwyn caniatáu amser iddynt ymsefydlu, gan gynnwys y rhai sy n gweithio rhan amser neu fel athrawon llanw. Yn ôl Dogfen Cyflogau ac Amodau Athrawon Ysgol, mae dyletswydd ar benaethiaid i sicrhau nad yw amser addysgu ANG yn fwy na 90 y cant o r amser y disgwylir i athrawon nad oes ganddynt bwyntiau cyfrifoldeb ei addysgu yn yr ysgol; ac y gellir defnyddio r amser a ryddheir gan y baich addysgu llai ym mha bynnag ffordd sy n briodol ar gyfer ANG unigol. Dylid dosbarthu r amser yn briodol trwy r flwyddyn. Cred yr NUT y dylid gwarantu amser rhydd rheolaidd bob wythnos i r ANG ar gyfer sefydlu, fel y gallant gynllunio eu haddysgu a u hamser sefydlu o flaen llaw. Os collir unrhyw amser sefydlu am resymau anochel, megis salwch aelod o r staff, dylid caniatáu amser yn lle r amser a gollwyd, ryw adeg arall. Os nad yw ANG yn fodlon â chynnwys a/neu r modd y cyflwynir rhaglen sefydlu r ysgol, mae ganddynt yr hawl, a r cyfrifoldeb hefyd, i gofnodi eu pryderon. Dylai r pennaeth geisio arweiniad gan y Corff Priodol cyn gynted ag y bo ANG yn codi pryderon yn yr ysgol, i sicrhau bod yr ysgol yn cyflawni ei chyfrifoldebau i r ANG yn briodol. Mae n peri pryder ers tro byd i r Undeb nad oes hawl benodol gan yr ANG i gael eu cyflogi ar gontract parhaol. Mae r NUT yn cynghori ei aelodau sy n benaethiaid i beidio â defnyddio contractau dros dro ar gyfer ANG, ac eithrio am resymau dilys, megis salwch a phenodiadau yn ystod absenoldeb mamolaeth. Cynnydd anfoddhaol Rhaid i r pennaeth sicrhau y sefydlir gweithdrefnau sy n rhoi rhybudd cynnar o unrhyw anawsterau y mae r ANG yn eu cael, ac yn cyfleu r wybodaeth honno yn ddiymdroi i r ANG a phawb arall sydd â chyfrifoldeb yngly^n â chyfnod sefydlu r ANG. Ni ddylid oedi tan y cynhelir y cyfarfod asesu ffurfiol cyn gweithredu. Dylai r ffurflenni asesu tymhorol a anfonir at y Corff Priodol nodi n eglur a oes perygl y bydd yr ANG yn aflwyddiannus ai peidio. Dylai r adroddiad roi manylion am y gwendidau a ganfuwyd, yr amcanion a gytunwyd, y gefnogaeth a roddwyd ac a gynlluniwyd, a r dystiolaeth a ddefnyddiwyd i oleuo r dyfarniad, a dylai r pennaeth a r Corff Priodol sicrhau bod y manylion hyn yn deg a chywir. Ar yr un pryd, dylai r pennaeth ysgrifennu at yr ANG yngl_n â r asesiad, a r canlyniadau a fydd yn dilyn methiant i wneud y gwelliannau sy n angenrheidiol. Cred yr NUT y dylai r llythyr hwn hysbysu r ANG o r dyddiad y bydd Panel ANG y Corff Priodol yn cyfarfod, a bod hawl gan yr ANG yr hawl i wneud datganiad CYNGOR I BENAETHIAID 17

46 ysgrifenedig i r Panel o fewn deng niwrnod gwaith ar ôl argymhelliad y pennaeth. Dylid atodi copi o r adroddiad asesu cyfansymiol i r llythyr hwn. Byddai n ddoeth anfon copi o r llythyr hefyd at y Corff Priodol. Os nad y pennaeth yw r tiwtor sefydlu, dylai arsylwi ar yr ANG yn addysgu eu hunan, ac adolygu r dystiolaeth sydd ar gael. Os yw r pennaeth hefyd yn diwtor sefydlu, bydd angen iddo ef neu hi gynnwys trydydd parti er mwyn dangos bod ei asesiad yn un teg. Gall y Corff Priodol naill ai estyn y cyfnod sefydlu, neu ddyfarnu bod yr ANG wedi methu â chwblhau r cyfnod sefydlu yn foddhaol. Caniateir estyniad mewn amgylchiadau eithriadol yn unig, megis amgylchiadau sydd tu hwnt i reolaeth yr ANG, neu lle nad yw r dystiolaeth yn ddigonol i seilio penderfyniad arni rheswm arall pam y dylid cadw cofnodion manwl a chywir. Am wybodaeth bellach ar y pwnc hwn, byddwch gystal â chyfeirio at yr adran flaenorol yn y llawlyfr hwn, Arweiniad i Sefydlu Athrawon. Y Drefn Apelio Y CAC (yng Nghymru neu yn Lloegr) yw r Corff Apêl ar gyfer sefydlu ANG, ac mae unrhyw benderfyniad a wneir ganddo yn derfynol. Rhaid hysbysu r Corff Apêl ynghylch unrhyw apêl fewn 20 diwrnod gwaith ar ôl y dyddiad y r hysbysir yr ANG o r penderfyniad, er bod disgresiwn gan y Corff Apêl i estyn y terfyn amser hwn. Gall y Corff Apêl ganiatáu neu wrthod apêl, neu estyn y cyfnod sefydlu. Bydd y Corff Apêl yn anfon copi o hysbysiad apêl yr ANG at y pennaeth a wnaeth yr argymhelliad sefydlu. Hwyrach y gofynnir i r pennaeth gymryd rhan yn y broses apelio yn ogystal, yn aml yn rhan o dystiolaeth y Corff Priodol i r Corff Apêl. Mae n bwysig nodi nad yw r diwrnodau gwaith, y cyfeirir atynt yn y canllawiau statudol, yn gyfyngedig i r tymhorau ysgol. Gan yr anfonir y dogfennau yngly^n ag apeliadau fel rheol yn ystod gwyliau r haf, mae n hollbwysig fod y trefniadau wedi eu cytuno rhwng y pennaeth a r Corff Priodol cyn diwedd y tymor, er mwyn sicrhau bod y paratoadau wedi eu gwneud ar gyfer yr apêl. CYNGOR I BENAETHIAID 18

47 ADNODDAU DEFNYDDIOL Canllawiau 0458/2003 yr DfES The Induction Support Programme for Newly Qualified Teachers, ar gael trwy ffonio ( ) neu o wefan yr DfES: Cylchlythyr Cynulliad Cenedlaethol Cymru 18/03 Sefydlu Athrawon Newydd Gymhwyso yng Nghymru, Proffil Mynediad i Yrfa a r Llawlyfr Sefydlu a Datblygiad Proffesiynol Cynnar ar gael trwy ffonio ( ) neu ar Gellir cael gwybodaeth am addysgu a r cyfnod sefydlu yng Nghymru gan Gyngor Addysgu Cyffredinol Cymru (CAC(C)) yn: Cyngor Addysgu Cyffredinol Cymru, 4ydd Llawr, Ty^ Southgate, Wood Street, Caerdydd, CF10 1EW. Rhif ffôn , ffacs: neu e-bost information@gtcw.org.uk. Gellir cael gwybodaeth gyffredinol oddi ar y we hefyd: Ymholiadau a yw ANG wedi pasio profion sgiliau r SAC GTC(E) Teacher Qualifications Helpdesk Gwybodaeth am gyflogau athrawon dan hyfforddiant, y Cyfarchion Euraidd (Golden Hellos), ad-dalu benthyciadau myfyrwyr a chymhellion eraill Teacher Recruitment Team, Area 3F, Sanctuary Buildings, DfES, Great Smith Street, Westminster, London, SW1P 3BT neu far neu e-bost farhana.patel@dfes.gsi.gov.uk Gwybodaeth am Grantiau Addysgu yng Nghymru ffoniwch Gynulliad Cenedlaethol Cymru ( ) a gofynnwch am yr Adran Addysgu ac Arweinyddiaeth. I gael Cyfeirnod Athro DfES, dylid cysylltu â CAPITA, rhif ffôn: ( ), fax: ( ), e-bost: tpmail@capitagroup.co.uk Am wybodaeth am asesu gyferbyn â'r SAC a'r Safonau Sefydlu, i athrawon sydd wedi cymhwyso y tu allan i Ardal Economaidd Ewrop, cysylltwch â UK NARIC ar neu trwy r wefan, Am wybodaeth bellach, dylai athrawon a hyfforddwyd dramor gysylltu â'r Asiantaeth Hyfforddi Athrawon ar Gellir cysylltu â Phanel Sefydlu Athrawon y Cyngor Ysgolion Annibynnol (ISCTIP) trwy ffonio ( ) neu trwy e-bost: isctip@btopenworld.com Mae gwefan ISCTIP yn Deunyddiau'r Asiantaeth Hyfforddi Athrawon: y pecyn Supporting Induction for Newly Qualified Teachers ; Into Induction: An Introduction for Trainee Teachers to the Induction Period for Newly Qualified Teachers ; The Role of Induction Tutors ; QTS Skills Tests: Information Booklet for Trainees ; Career Entry and Development Profile. Mae'r rhain ar gael o wefan yr AHA neu trwy ffonio Mae'n bwysig cofio nad yw canllawiau r AHA yn rhai statudol, ac y dylid eu defnyddio os ydynt yn briodol ar gyfer yr ysgol, yn unig. Gellir dadlwytho Arweiniad i r Cyfnod Sefydlu yr NUT ynghyd â chopïau ychwanegol o r llawlyfr hwn o wefan yr NUT, ADNODDAU DEFNYDDIOL 19

48 CRED YR NUT MAI ATHRAWON CYMWYSEDIG DDYLAI DDYSGU DOSBARTHIADAU LLAWN GAN NAD YW N PLANT YN HAEDDU LLAI NUT CYMRU 20

49 CYFNOD SEFYDLU ATHRAWON SYDD NEWYDD GYMHWYSO Neges gan Doug McAvoy, Ysgrifennydd Cyffredinol yr NUT Annwyl Gydweithiwr, TORRWCH AR HYD Y LLINELL Rhestr wirio arferion da ar gyfer athrawon sydd newydd gymhwyso Mae cefnogaeth o ansawdd uchel yn ystod eich cyfnod sefydlu yn hanfodol i chi fel athro sydd newydd gymhwyso, er mwyn sicrhau r cychwyn gorau posib i ch gyrfa addysgu. Diben y ddogfen hon yw eich helpu i sicrhau eich bod yn cael eich hawliau statudol, a bod arferion da yn cael eu gweithredu yn ystod eich cyfnod sefydlu. Un o r ffyrdd gorau o warantu cefnogaeth yn ystod eu cyfnod sefydlu, i athrawon sydd newydd gymhwyso, yw bod yn aelod o r NUT. Os nad ydych yn aelod eisoes, cysylltwch â r rhif teleffon ar gyfer aelodau newydd, sef neu ymunwch ar-lein, yn Mae gwybodaeth bellach ar gael am y broses sefydlu yng Nghymru a Lloegr yng nghyhoeddiad yr NUT Arweiniad i r Cyfnod Sefydlu, sydd ar gael ar wefan yr NUT, DOUG McAVOY Gellir llungopïo r dudalen hon os gwelwch yn dda, cyflwynwch hi i sylw cydweithwyr sydd newydd gymhwyso RHESTR WIRIO ARFERION

50 RHESTR WIRIO ARFERION DA I ATHRAWON SYDD NEWYDD GYMHWYSO Os ydych yn athro sydd newydd gymhwyso (ANG) ac os yw'r ateb i unrhyw un o r cwestiynau isod yn negyddol, dylech drafod y mater gyda chynrychiolydd yr NUT yn eich ysgol, fel y cam cyntaf. A ydych wedi pasio pob un o r profion sgiliau statws athro cymwys (SAC)? (Lloegr yn unig) A ddyrannwyd tiwtor sefydlu ar eich cyfer? A anogwyd chi i gymryd rhan mewn cynllunio ch rhaglen sefydlu? A ddarparwyd amserlen ar eich cyfer o r holl weithgareddau sefydlu, gan gynnwys arsylwi, adolygiadau cynnydd proffesiynol, gweithgareddau datblygu proffesiynol sydd wedi eu targedu a chyfarfodydd asesu ffurfiol? A ydych yn cael copïau o r holl gofnodion ysgrifenedig mewn perthynas â ch asesiadau? A gawsoch enw rhywun yn yr awdurdod addysg lleol (AALl) y gellwch gysylltu ag ef i godi pryderon ynghylch eich cyfnod sefydlu? A ydych yn fodlon gyda chynnwys a/neu'r modd y cyflwynir eich rhaglen sefydlu? A gawsoch amserlen addysgu o'r math y gellwch ei hawlio, sef nid mwy na "90 y cant o r amser y disgwylir i athro, nad yw'n derbyn pwyntiau cyfrifoldeb, ei addysgu yn yr ysgol", yn unol â Ddogfen Cyflogau ac Amodau Gwaith Athrawon Ysgol? A ydych yn derbyn eich cyflog yn brydlon, ac yn unol â ch cyfarwyddiadau chi? A ydych wedi gweld y disgrifiad o ch swydd? A ydych yn credu ei fod yn rhesymol? A ydych yn addysgu r ystod oedran a/neu r pynciau yr ydych wedi eich hyfforddi ar eu cyfer? TORRWCH AR HYD Y LLINELL Os ydych yn addysgu unrhyw ddosbarthiadau arbennig o anodd, a ddarparwyd cefnogaeth ychwanegol i chi? A ydych ar gontract parhaol? A gawsoch gyngor llawn am yr ysgol, eich contract cyflogaeth, yr amserlen, y trefniadau cefnogi yn ystod y cyfnod sefydlu a holl bolisïau perthnasol yr ysgol? A ydych yn teimlo n hyderus eich bod yn gwybod beth a ddisgwylir gennych yn ystod eich cyfnod sefydlu, gan gynnwys sut i ddefnyddio eich Career Entry and Development Profile (yn Lloegr) neu eich Proffil Mynediad i Yrfa (yng Nghymru)? A yw n hawdd i chi gael gafael ar gopi o ganllawiau Cynulliad Cenedlaethol Cymru (CCC) neu r Adran Addysg a Sgiliau (AAS) ar y cyfnod sefydlu? RHESTR WIRIO ARFERION Os ydych yn ANG sy n gweithio fel athro llanw gyda chontract o dymor neu fwy A yw ch pennaeth wedi cytuno o flaen llaw bod eich cyfnod o gyflogaeth yn cyfrif tuag at eich cyfnod sefydlu? Gellir llungopïo r dudalen hon os gwelwch yn dda, cyflwynwch hi i sylw cydweithwyr sydd newydd gymhwyso

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52 Ein nod un undeb ar gyfer yr holl athrawon I ymaelodi, ffoniwch Dyluniwyd a Chyhoeddwyd gan Adran Aelodaeth a Chysylltiadau Undeb Cenedlaethol yr Athrawon Tarddiad gan Paragraphics Argraffwyd gan Centurion Press /07/03