Career Entry and Development Profile Companion Guide. A Guide for ITT Tutors and Induction Tutors

Transcription

1 Career Entry and Develpment Prfile Cmpanin Guide A Guide fr ITT Tutrs and Inductin Tutrs

2 Intrductin Wh is the cmpanin guide fr? This guide is fr initial teacher training (ITT) tutrs wrking with trainees/teachers, and fr inductin tutrs in schls wrking with newly qualified teachers (NQTs) during their inductin perid. This guide prvides infrmatin and guidance t supprt engagement in the Career Entry and Develpment Prfile (CEDP) prcess. What is the purpse f the guide? The guide prvides backgrund infrmatin fr tutrs n the key principles f the CEDP prcess, as well as guidance fr each CEDP transitin pint, making it clear hw their rle supprts that f their trainees/nqts. It als ffers directin t help shape the meetings and discussins which shuld take place at each f the transitin pints. Hw shuld the guide be used? The guide will supprt tutrs in their rle thrughut the whle CEDP prcess, and it will be mst useful if used alngside the CEDP which is available t dwnlad n the TDA website This guide is nt intended t be exhaustive r prescriptive, as meetings between tutrs and a trainee/teacher will take different frmats. This guide prvides suggestins and examples t supprt tutrs and makes clear their respnsibilities during the CEDP prcess.

3 Backgrund The mve frm being a trainee t a qualified teacher is an exciting and challenging time where skills and knwledge are applied in the classrm. The supprt f an inductin tutr and the facility t reflect n teaching experiences during this transitin stage are cnsidered t be essential. The CEDP prcess sits alngside the natinal statutry inductin arrangements and is designed t supprt trainees/teachers thrugh this transitin and thrughut their inductin perid. It is intended t guide their prfessinal develpment and reflectins, and t help trainees/teachers play an active rle in their wn inductin. It prvides an pprtunity fr teachers t make cnstructive cnnectins between ITT and inductin as they mve frm training int their first teaching pst. Additinally the guide prmpts trainees/teachers t recrd and reflect n their achievements and gals, and t lk ahead t their future teaching career. The CEDP is nt an assessment tl and shuld nt be used as such. Reflectin is invlved in cmpleting the CEDP and it is designed t help trainees and NQTs mnitr their prgress twards particular standards and utcmes. Statutry assessment prcesses shuld be cnducted separately frm the CEDP, and the prcess f gathering evidence t demnstrate that particular standards have been met shuld be dne via a separate ITT r inductin prtfli. The CEDP belngs t the trainee/nqt and they have the main respnsibility fr using it in the cntext f preparing fr inductin and in preparatin fr meetings with ITT/inductin tutrs at a series f transitin pints. The CEDP prcess is designed t encurage tutr-supprted review and actin planning with a sund and trusting partnership between the trainee/nqt and their ITT/inductin tutr playing a crucial part. Such partnership ensures that trainees/nqts maximise the pprtunity fr their wn prfessinal develpment thrugh prductive cnversatins with their tutrs.

4 The structure f the CEDP The CEDP prcess is structured arund three key transitin pints which will take the frm f a cnversatin between the trainee/nqt and their ITT/inductin tutr: Transitin pint 1 will ccur twards the end f ITT when, supprted by their ITT tutr, trainee teachers are encuraged t reflect n hw early prfessinal develpment might allw them t build n their strengths, interests and achievements. Questins shuld be designed t prmpt trainees t cnsider gaining mre experience r expertise in areas where develpment pprtunities have been limited. This reflectin will allw trainees t identify ways that they can btain the experience r expertise lacking frm these areas and t build n their training during their inductin perid. Transitin pint 2 will take place at the beginning f inductin, where NQTs will be supprted by their schl-based inductin tutr. Here, the emphasis will be n sharing the discussins that tk place at transitin pint 1 and identifying any ther prfessinal develpment needs arising frm their new teaching cntext. This review will culminate in an agreed actin plan which will highlight the NQT s prfessinal develpment bjectives fr the inductin perid. Transitin pint 3 will be planned t take place twards the end f inductin. NQTs, supprted by their inductin tutr, will review their prgress twards the bjectives set at transitin pint 2 and the agreed actin plan. They shuld be prmpted t reflect n their time as an NQT and the prgress they have made. NQTs shuld be encuraged t lk ahead and cnsider what they wuld like t achieve next in their teaching career and hw t build n their experiences and achievements t date. At each f these transitin pints, as the trainee/nqt reflects n their prgress and their future learning and develpment, they will be prmpted by a set f questins - a sample f which is utlined in the CEDP. Please nte this is nt an exhaustive list and is intended merely as a starting pint t shape discussins. A recrd f the discussins can be maintained in paper cpy r electrnically, paragraphs r bullet pints the CEDP is designed t be flexible t fit in with the diverse needs f different teachers. Sme useful frmats fr recrding respnses t questins can be fund here: CEDP - Transitin pint 1 (50KB) CEDP - Transitin pint 2 (44KB) CEDP - Transitin pint 3 (39KB)

5 Rles and respnsibilities The fllwing ffers guidance t ITT tutrs wrking with trainees at transitin pint 1. Transitin pint 1 ITT tutrs may wish t: intrduce trainees t the CEDP and discuss hw it might be used during their inductin perid, emphasising that trainees/nqts have wnership f the dcument. Tutrs shuld help trainees t play an active rle in their wn inductin, and help them make the links between their experiences during ITT and their rle during the inductin perid. This might invlve helping trainees t: reflect n their achievements, strengths and interests during training reflect n aspects f their training where they wuld like mre experience r t develp further expertise explre the supprt r develpment pprtunities that might help trainees mve frward with their pririties, and twards meeting the cre standards identify pririties fr develpment during their inductin year lk ahead t the cre standards that every NQT is required t meet by the end f their inductin perid, and start t think abut the prfessinal develpment experiences that they might need t help them meet these standards, and understand their statutry entitlements, making sure they are aware f their rights t a reduced timetable, an inductin tutr, and an individual prgramme f supprt and mentring. Trainees might draw upn a range f evidence which culd include: teaching bservatin reprts examples f planning audits f their prgress twards meeting standards fr qualified teacher status curse assignments, and subject audits. As pririties may change nce an individual takes up a first teaching pst, it may nt be apprpriate at transitin pint 1 t set bjectives r prepare an actin plan. This will be cvered at transitin pint 2 with their inductin tutr. At the end f the meeting the ITT tutr and trainee teacher may wish t sign t cnfirm that discussins have taken place.

6 Questins fr ITT tutrs t cnsider Hw familiar am I with the statutry inductin arrangements and, in particular, the NQT s rle in these? Am I clear abut the level and expectatins f the cre standards and the prgressin frm the QTS t the cre standards? Hw d I encurage the trainee t reflect n their strengths, develpments and key achievements during their training, and becme familiar with the CEDP? Hw d I help the trainee t prepare fr the inductin phase f their career?

7 The fllwing ffers guidance t inductin tutrs wrking with NQTs Transitin pint 2 This meeting shuld take place between the NQT and their inductin tutr as sn as pssible. At this stage the NQT will have been awarded QTS, which must include passing the prfessinal skills tests. NQTs will cntinue t take wnership f the CEDP. It is the respnsibility f bth parties t initiate discussin and cnversatin at transitin pint 2. During the inductin perid all NQTs have the supprt f an inductin tutr. Inductin tutrs shuld wrk with an NQT thrugh the CEDP prcess t build n strengths and pririties fr develpment that have been identified using transitin pint 1 f the NQT s CEDP, while recgnising new r different develpment needs arising frm the NQT s first teaching pst. Indeed, since starting their teaching pst, new pririties may have emerged and NQTs culd find they have different needs t thse identified at transitin pint 1, which culd be as a result f: the pupils they are teaching, e.g. their attainment levels, the prprtin f pupils wh are gifted and talented r wh have special educatinal needs, the number f pupils wh speak English as an additinal language the cntext f the schl, e.g. its phase, size, gegraphical area, rganisatin the subject(s) and year grup(s) they are teaching the curriculum they are teaching r the schemes f wrk they are expected t use, and the resurces t which they have access t supprt pupils learning. These issues shuld be cnsidered during transitin pint 2 discussins tgether with any respnsibilities the NQT may have and the imperatives f any schl imprvement plan. The respnsibility f the inductin tutr at this meeting is t: discuss transitin pint 1 (and the assciated cnversatins which will have taken place with their ITT tutr) discuss the NQT s pririties fr develpment in the cntext f their new teaching pst and in relatin t the cre standards wrk with the NQT t set bjectives and cnstruct an actin plan fr their frthcming inductin year which bth the inductin tutr and the NQT shuld agree and sign ff, and in ding the abve, encurage the NQT t draw upn existing evidence which dcuments their prgress/achievements/develpment/strengths and weaknesses, which culd include: the ntes they made at transitin pint 1, and the evidence and reasns fr them the infrmatin they have been given abut the schl and their rle, and any additinal experience they have gained between being awarded QTS and starting their inductin perid.

8 Transitin Pint 2 Check list fr Inductin tutrs Activity Cmpleted Ensure that NQTs are aware f their statutry inductin rights, including the supprt f an inductin tutr thrughut Discuss transitin pint 1 dialgue, supprting the NQT t share utcmes f the cnversatins which ccurred with their ITT tutr Invite the NQT t discuss their aspiratins and gals in the cntext f their new pst Encurage the trainee t think abut their aspiratins fr the entire inductin perid, and future teaching career Wrk with the NQT t set prfessinal develpment bjectives, and an inductin actin plan, which will underpin their inductin year Encurage the trainee t keep a recrd f this inductin actin plan Supprt the trainee in cmpleting their CEDP up t transitin pint 2 Discuss the prcess by which cre standards will be mnitred and cnfirmed as successfully achieved Agree t supprt agreed activities in the NQTs actin plan, and sign this ff tgether with the NQT Sign the cnfirmatin dcument fr transitin pint 2 (lcated in the NQT s CEDP)

9 Actin planning Successful actin planning is a key element f the CEDP prcess during the inductin year. It is the inductin tutr s respnsibility t help guide the NQT thrugh this prcess, ensuring that the gals and bjectives set are well cnsidered, achievable and time related. An effective actin plan shuld: cntain between three and five bjectives that will enable an NQT t build n their identified strengths, and supprt their needs and develpment aspiratins in the cntext f their first teaching pst and schl be phrased clearly, and be fcused, realistic and achievable with the resurces available include success criteria against which the NQT can judge whether they have achieved each bjective. These shuld be identified befre decisins are made n actins t be taken, shuld describe hw it will be evident that the NQT has achieved their bjectives, and shuld be phrased clearly in relatin t the NQT s bjectives include the actins that the NQT, and ptentially thers in schl, need t take t achieve the bjectives, and an indicatin f wh needs t d what. The actins shuld identify exactly what is t be dne, wh will d it and wh will prvide supprt state the resurces that will be needed t supprt the plan, including the time that will be allcated fr the agreed prfessinal develpment activities fr the NQT set target dates fr achieving these bjectives, which shuld be realistic and manageable, and include review dates when prgress will next be evaluated, which shuld nrmally be every six t eight weeks. Further infrmatin abut setting bjectives and writing actin plans during the inductin perid can be fund n the TDA website

10 Transitin pint 3 This final transitin pint will take place at the end f an NQT s inductin perid. This stage f the CEDP prcess is designed t help NQTs t review and reflect n their prfessinal develpment ver the entire inductin perid, take stck f hw much they have achieved, and cnsider their future career aspiratins. At this meeting NQTs will begin t fcus n their cntinuing prfessinal develpment (CPD) needs fr the next few years f teaching and the transitin t the schl s perfrmance management arrangements. The respnsibilities f the inductin tutr at this meeting are t: supprt NQTs in evaluating their entire inductin supprt prgramme encurage NQTs t reflect n their inductin perid, lking at the recrds f review meetings with their inductin tutr and cnsidering hw well they have achieved the prfessinal develpment bjectives set at transitin pint 2, nting any that were nt met and why they think this was reflect n the inductin perid with the NQT including bth their successes and achievements supprt NQTs in reflecting n their learning as a teacher during the inductin year, and identify the cnditins which enable them t develp and learn mst successfully, as well as lking at the challenges they have faced in their learning invite NQTs t cnsider their develpment gals and CPD fr their secnd year f teaching encurage NQTs t lk frward, cnsidering their ptins fr future prfessinal and career develpment in rder t help them identify sme lnger-term prfessinal develpment bjectives and begin t identify training and develpment pririties fr their future as a teacher, and talk with the NQT abut hw they plan t recrd their future CPD beynd the CEDP prcess and their inductin perid. Transitin pint 3 may still include further actin planning even thugh this will als take place with the NQT s line manager in the cntext f the schl s perfrmance management arrangements.

11 Transitin Pint 3 Check list fr inductin tutrs Activity Cmpleted Engage in a discussin with the NQT t evaluate their inductin supprt prgramme as a whle Encurage reflectin n the NQT s successes and achievements during the inductin year Reflect n where the NQT feels their learning has been mst successful, as well as lking at any unsuccessful/challenging learning experiences and reasns fr these Discuss plans fr future CPD ging int the secnd year f teaching, future career aspiratins during year 2 and beynd, and twards meeting the cre standards Discuss with the NQT hw they intend t engage in CPD pstinductin, and help them t identify any develpment and training pririties, bth persnal and in the cntext f the schl develpment plan/perfrmance management systems Encurage the NQT t think abut hw they will recrd their CPD in the future after the CEDP prcess cmes t an end, and in the cntext f the pst-threshld standards Supprt the NQT in cmpleting the CEDP up t transitin pint 3 Sign the cnfirmatin dcument fr transitin pint 3

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