The Tiffin Girls School NQT INDUCTION POLICY ADOPTED 12 JULY 2016 / REVIEWED JANUARY 2017

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1 The Tiffin Girls School NQT INDUCTION POLICY ADOPTED 12 JULY 2016 / REVIEWED JANUARY 2017 Newly qualified teachers are a precious resource who have invested much time and effort into getting where they are and the government has invested heavily in their training. They need to be treated well. They are agents of change and the profession s new generation. Their early experiences and the foundation that is laid in the all-important first year have important consequences, not only for the rest of the NQT s career in teaching but also for staff retention, motivation and morale. We ignore them at our peril! Earley and Bubb, Leading and Managing Continuing Professional Development Purpose 1. The DfE Statutory Guidance for Induction of Newly Qualified Teachers revised October 2016 (and hereafter referred to as the DfE Statutory Guidance) makes clear that the NQT induction year should act as the bridge between initial teacher training and a career in teaching. The core purpose of the Induction period is to: Combine a personalised programme of development, support and professional dialogue with monitoring and an assessment of performance against the relevant standards. Support the newly qualified teacher in demonstrating their performance against the relevant standards is satisfactory by the end of the period and equip them with the tools to be an effective and successful teacher (DfE Statutory Guidance). 2. The purpose of this policy is to ensure that a consistent and structured approach is taken to the process of induction. 3. This policy will provide guidance on individuals roles and responsibilities as well as clarity around the importance of the induction process for the individual newly qualified teacher, school and profession. The Importance of the Induction Process 4. A number of studies have highlighted the crucial nature of training in the early years of a teacher s professional development: Teachers improve the most early in their careers. One study found that close to half of the teacher achievement returns to experience arise during the first few years of teaching. (Clotfelter, Ladd and Vigdor, How and Why do teacher credentials matter for student achievement? 2007). The shift from no experience, to some experience, makes the biggest difference. One study found that the bulk of the experience effects occur during the first year, while another noted that the effect of moving from being completely inexperienced to having a full year of experience matters most. (Harris and Sass, Teacher Training, Teacher Quality, and Student Achievement. 2007).

2 5. All involved in the induction process must be alert to the crucial role that consistent support and guidance plays at this point in a teacher s career, not just for the successful completion of their induction year but also to their success and longevity within the profession. Key Principles and Practices of Effective NQT Induction 6. Given the importance of the NQT induction process, all involved must be clear on the key principle underpinning the induction year: It is the responsibility of the NQT to: demonstrate their ability to meet the relevant standards consistently over a sustained period in their practice. (DfE Statutory Guidance). The relevant standards are currently Part 1 and Part 2 of the DfE Teachers Standards (2011). 7. This process must be firmly rooted in an ethos of supportive accountability, clear communication and a belief in the power of coaching and mentoring to affect positive change and professional growth. Supportive Accountability 8. The ethos of the induction process should be one of proactivity on the part of the newly qualified teacher and Supportive Accountability (Thompson and Wiliam, 2008) on the part of the mentor, induction tutor and SLT/Headteacher. Thompson and Wiliam outline four aspects to the creation of supportive accountability: a) Creating expectations for continually improving practice b) Keeping the focus on the things that make a difference to students c) Providing the time, space, dispensation and support for innovation d) Supporting risk-taking Communication 9. Clear communication underpins a successful induction process. Weekly meetings between NQTs and Mentors should be used as the primary means of communicating positive and developmental feedback, raising concerns and reviewing progress (further detail provided in Section 3). 10. The DfE Statutory Guidance highlights the importance of there being no surprises regarding the communication of a newly qualified teacher s progress towards meeting the teacher standards. 11. Any concerns regarding the progress of the newly qualified teacher towards meeting the teacher standards should be raised at the earliest possible point and shared with the induction tutor, line manager (if not mentor), SLT link and Headteacher/HR Director as appropriate. See Section 5 Cause for Concern and Appendix 2 Cause for Concern Flow Chart. Coaching and Mentoring Building awareness and responsibility is the essence of good coaching. John Whitmore 12. The default mode for working with newly qualified teachers in their induction year must be one that aims to build each teacher s own accountability and independence. Mentors should aim to approach their work with newly qualified teachers with an optimistic belief in the teacher s potential to improve their practice with appropriate guidance and the opportunity for deliberate practice. 13. The GROW model (see Appendix 3) might provide a useful framework for mentor meetings, planning sessions and in some instances, lesson observation feedback. The use of the GROW model also provides a point of continuity with the appraisal and performance management process which follows the induction year.

3 14. Lesson observation should be framed in light of this ethos as a supportive and formative process. Roles Professional support is key to the success of the induction year. Newly qualified teachers may need colleagues to take on a range of roles. Clearly, an induction tutor could not and should not take on all these roles. The whole staff is responsible for inducting a new teacher, and often people will take on certain roles naturally. (Earley and Bubb, Leading and Managing Continuing Professional Development, 2004). 15. The NQT will be given the fullest opportunities to discuss their development, progress and any concerns they have with a range of staff, both formally and more informally: a mentor (usually, but not always from within their department), a recently qualified teacher buddy, an induction tutor, their departmental SLT link, the Headteacher, members of the NQT team at Babcock, if needed. 16. Bubb (2000) identifies the following as the repertoire of roles needed in order to provide effective support for NQTs: Planning Partner Colleague Friend Supporter Counsellor Assessor Helper Disciplinarian of pupils Adviser Critical Friend Facilitator Motivator Expert Practitioner Organiser Monitor of progress Trainer Protector Coach * Mentor * * Roles added to Bubb s original list and role of parent deleted The following sections aim to outline the more formal expectations of each key role in the school s NQT induction process. 17. Role of the NQT a) To engage with the culture and ethos of the school and to take on responsibilities associated with the role of teacher b) To proactively engage in developing the skills and attributes of a highly successful teacher by consistently working towards fulfilling the teacher standards c) To reflect in a detailed and systematic manner upon practice and training/feedback d) To embody openness and adaptability in response to feedback and guidance from mentor, line manager, induction tutor and SLT link/headteacher e) To keep detailed and up to date records of weekly mentor meetings on Babcock s NQT assessor system f) To keep appropriate records of how time allowed by reduced timetable allocation is being used to develop practice and pedagogy towards meeting standards and to evidence this through regular Weekly Induction Planner Records on Babcock s system g) To upload appropriate documents evidencing progress towards teaching standards. Evidence should be self-explanatory or be accompanied by explanatory reflective statement regarding how it demonstrates thinking and progress towards each standard h) To communicate concerns/difficulties to mentor and induction tutor at earliest opportunity i) To reflect on progress towards standards prior to completion of each assessment period and in writing as part of each Assessment Period Form j) To attend all prescribed CPD events and appropriate training opportunities k) To keep copies of Assessment Forms and accompanying evidence for six years following induction year

4 18. Role of the Mentor a) The Mentor will be responsible for working with the NQT to give daily/weekly support and guidance on how to best meet the teacher standards. The priority in the first instance will be to ensure that the newly qualified teacher has a confident understanding of the Teaching and Learning Policy and is able to put this document into practice b) To take part in training opportunities with relevance to the role i.e. coaching and mentoring training; how to observe a lesson etc. c) To liaise with Induction tutor and SLT link on a regular basis regarding the progress of NQT towards teacher standards d) To complete Assessment Form comments and targets on a termly basis e) To communicate any cause for concern to Induction tutor/slt link at earliest opportunity f) To provide weekly mentor meetings of at least 30 minutes in length which are positive, developmental and teaching and learning focused. Mentor meetings provide an opportunity for structured coaching and mentoring. Administrative matters should be dealt with outside of weekly mentor meeting time g) To monitor NQT s record-keeping on Babcock s system and ensuring the Personal Development Plan (PDP) is an accurate and up-to-date record of weekly meetings, weekly induction planner meetings and documentary evidence throughout the year h) To undertake lesson observations on a half-termly basis, providing written and verbal feedback 19. Role of the Line Manager (HOD/HOY) - * In smaller departments, line manager/mentor role may well be performed by same person but need not be the case in larger departments The Line Manager/HOD will be responsible for working with the NQT to give daily/weekly support and guidance on the following aspects: a) The preparation of lessons, in adherence with the Teaching and Learning Policy b) Methods of teaching strategies for motivating pupils, use of discussion, questioning etc. c) Classroom management d) Record Keeping departmental marking and assessment schemes, use of mark book, Sims e) Time management and planning of work load f) Preparing and writing profiles, UCAS testimonials and meeting assessment deadlines associated with the role of teacher g) Communicating with parents and carers The HOY must take responsibility for working with the NQT in their pastoral role and providing guidance on the following aspects: a) How to make productive use of tutor time b) Methods of best practice in teaching the pastoral curriculum c) Providing advice and guidance to tutees and forming positive, professional relationships d) Communicating with parents and carers from a pastoral perspective e) Monitoring rewards and sanctions f) How to encourage students to participate fully, decide wisely and achieve highly g) Monitoring and intervening with regards to punctuality and attendance 20. Role of the Induction Tutor a) To provide an induction programme for all NQTs which fits within and adds to the whole-school CPD provision b) To ensure the attendance of NQTs at all appropriate training opportunities c) To ensure the general welfare of the NQTs and encourage their involvement in all aspects of school life and fulfilment of Part 2 of the Teacher Standards

5 d) To liaise with SLT/HODS/HOY/HR Director/Headteacher on a regular basis as appropriate to the progress of each NQT e) To liaise with Babcock regarding record-keeping and completion of assessment forms and in order to provide support in Cause for Concern cases f) To conduct regular (half-termly) observations of NQTs, preferably with mentors, and provide appropriate written and verbal feedback g) To ensure appropriate training is available for NQT Mentors. Training should involve the practicalities of using and monitoring on Babcock s system and the process of coaching, mentoring and lesson observation h) To audit NQTs PDP documentation on Babcock s system, including weekly mentor meeting records, weekly induction planner records and documentary evidence. Feedback should be provided to Mentors and NQTs i) To read and quality assure NQT Assessment forms and to ensure appropriate nature of uploaded evidence j) To retain all NQT assessment forms and relevant documents for six years 21. Role of the SLT link/headteacher during Induction Process a) To ensure that an appropriately reduced timetable is in place for each NQT in accordance with the current DfE Statutory Guidance b) To quality assure the induction programme and provide advice and feedback to Induction Tutor, as appropriate c) To provide comments on suitability of each NQT for progressing to next period of induction on Assessment forms at end of each period of assessment d) To ensure that Induction Tutor/Mentors have sufficient time to conduct lesson observations and provide feedback, allowing for cover arrangements where needed e) To provide appropriate support/guidance in the event of Cause for Concern procedures 22. Role of the NQT Assessors (Babcock) a) To quality assure the process of induction within schools b) To quality assure the portfolio, documentary evidence and assessment forms for each NQT throughout the induction year c) To provide advice and guidance beyond the school context, as needed d) To provide follow-up support visits as requested/needed e) To provide appropriate training for mentors/induction tutor as needed f) To validate recommendations for NQTs to pass/fail the induction year Overview of Induction TERM Within the first two weeks: - NQT to have been issued with Day to Day Manual and familiarised with key policies (e.g. Teaching and Learning) and where to find key documents - Mentor/Line Manager to have discussed Cover and Absence procedures - Induction tutor to have registered NQT with Babcock and provided training on using Babcock s system as means of record-keeping for induction process - NQT/Induction tutor/mentor to have arranged initial observation to take place within first month - Timings of weekly mentor meetings confirmed - Initial meeting to take place between NQT and Mentor in which strengths/targets arising from ITT are shared and discussed. Initial meeting recorded on Babcock s system by NQT - Induction tutor to have held training for NQT Mentors on Babcock s system or organised Mentor s attendance at Babcock induction event

6 24. Within the first month: - First observation to have taken place with written and verbal feedback - Initial objectives to be recorded on Babcock s system following observation - NQT to undertake at least one observation within department (preferably using a model where NQT and an experienced colleague observe together with an agreed focus to allow for more focused experience and developmental discussion following lesson) - NQT to be recording all mentor meetings and to have begun to complete weekly induction planner records and upload documents which evidence work towards standards 25. In the first half-term: - Mid-term review meeting to take place between NQT and Mentor. This meeting should focus on discussion of objectives and the extent to which NQT is on track to meet standards by the end of the year - NQT to be given opportunity to observe a colleague from another department. This observation should be selected with the NQT s initial objectives in mind - Induction tutor to have conducted audit of each NQTs Babcock PDP and provide feedback to mentors regarding each NQTs record-keeping and evidence 26. Before the end of the first period of induction: - A second observation by Induction tutor/mentor with written and verbal feedback - Mentor/NQT to meet and discuss evidence for first period of assessment - Mentor to write report against each of the teacher standards outlining NQTs strengths/targets and making reference to relevant evidence for Assessment Period 1 - Induction tutor to upload Mentor s Assessment Period 1 report to Babcock s system and quality assure. Induction tutor should ensure that each piece of uploaded evidence is quality assured and provide any further relevant comment - NQT to provide reflective comment on Assessment Period 1 report - Headteacher to sign-off Assessment Period 1 report TERM Within the first half-term of the second period of induction: - NQT to be paired with a Recently Qualified Teacher Buddy (a successful teacher who has recently completed their own induction i.e. in last two years). This informal and supportive relationship is intended to provide formative, coaching feedback and enable the NQT to work on targets arising from Assessment Period 1 - A lesson observation by induction tutor/mentor with written and verbal feedback - Mid-term review meeting takes place and is recorded on Babcock s system - Line Manager/Mentor to ensure that NQT is properly briefed on Parents Evening and profile writing protocol 28. Before the end of the second period of induction: - Mentor/NQT to meet and discuss evidence for second period of assessment - Mentor to write report against each of the teacher standards outlining NQTs strengths/targets and making reference to relevant evidence for Assessment Period 2 - Induction tutor to upload Mentor s Assessment Period 2 report to Babcock s system and quality assure. Induction tutor should ensure that each piece of uploaded evidence is quality assured and provide any further relevant comment - NQT to provide reflective comment on Assessment Period 2 report - Headteacher to sign-off Assessment Period 2 report

7 TERM Within the first half-term of the third period of induction: - Induction tutor to have conducted audit of each NQTs Babcock PDP and provide feedback to mentors regarding each NQTs record-keeping and evidence - Induction tutor/mentor to conduct lesson observation and provide written and verbal feedback - Mid-term review meeting to take place and recorded on Babcock s system - NQT to ensure all standards are sufficiently evidenced by appropriate documentation, with accompanying reflections 30. Before the end of the final period of induction: - Headteacher (or delegated as necessary to member of SLT) to observe each NQT with induction tutor - Review meeting with NQT/Mentor and Induction tutor to assess progress made towards standards and discuss on-going developmental priorities to be fed into appraisal cycle for next year - Mentor to write report against each of the teacher standards outlining NQTs strengths/targets and making reference to relevant evidence for Assessment Period 3 - Induction tutor to upload Mentor s Assessment Period 3 report to Babcock s system and quality assure. Induction tutor should ensure that each piece of uploaded evidence is quality assured and provide any further relevant comment - NQT to provide reflective comment on Assessment Period 3 report - Headteacher to sign-off Assessment Period 3 report CAUSE FOR CONCERN Transition from ITT to NQT Induction 31. Earley and Bubb (2004) raise the need for schools to remember that they need to be prepared to cater for the full range of people who go under the NQT umbrella. The ease with which teachers settle into their first job will depend on: How well they met QTS standards during training The type and calibre of their initial teacher training and school placements Their motivation The new context of the school and class How reflective they are The quality of the school s induction programme 32. Therefore the importance of the initial meeting at the beginning of the NQT induction year cannot be over-stated as a means of gleaning the above and allowing for a deficit model of differentiated provision to be put in place to support an individual teacher if needed. 33. Gaining a full understanding of each trainee s route into teaching is of even greater importance in an increasingly diverse landscape of ITT provision. Identifying and reporting a cause for concern (See also Appendix 2) 34. Mentors and line managers are likely to be the first colleagues to note a cause for concern. In the first instance, any evidence which causes doubt or concern regarding the NQTs smooth progress should be shared as soon as possible with Induction tutor. The induction tutor will discuss, as appropriate, with SLT link/hr Director/Headteacher/Babcock.

8 Initial Action/Support Provision 35. The DfE guidance makes clear that where there are concerns action must not be delayed until a formal assessment meeting has taken place. It is important that the NQT is made aware of where they need to improve their practice, and given every opportunity to raise their performance. 36. Support should be provided through a detailed support programme which sets out SMART targets against the relevant teacher standards and aims to help the NQT to improve their performance rapidly. Elements of a support programme might include: more frequent lesson observation and/or drop-in; lesson observations of colleagues; joint-planning; submission of lesson plans prior to teaching; guided professional reading etc. The support plan should be devised in discussion with the NQT and shared with the NQT, mentor, induction tutor, SLT link and HR Director/Headteacher as appropriate. Babcock should also be informed at this stage and a developmental visit from a Babcock tutor may be appropriate. 37. There must be no surprises for the NQT by the time the Assessment Period Form is completed and meetings and concerns must have been clearly shared prior, orally and in writing, prior to the completion of this document. 38. In many cases, the completion of the support programme will lead to appropriate improvement towards the teacher standards. Where this is not the case, this must be communicated clearly with the NQT and Babcock. 39. If progress indicates that at a point of interim assessment, the NQT is unlikely to make sufficient progress towards teacher standards by the end of the NQT year then a formal meeting must take place between NQT and other staff (Headteacher, HR Director, Appropriate Professional Body representative) in order to communicate insufficient progress. A further support plan and further supporting visits by Babcock are likely at this stage. 40. It is crucial that all involved in the Induction process understand that failing the induction process involves an NQT no longer being eligible to teach in the state sector and not being able to repeat the process of induction at a later date. Their name will be forwarded to the NCTL following the opportunity to appeal. 41. DfE Statutory Induction Guidance also provides the following guidance regarding capability proceedings during the NQT year: In a few particularly serious cases it may be necessary to instigate capability procedures at a stage before the end of the induction period, which may lead to dismissal before the end of the induction period. If this is the case, for as long as the NQT remains at the institution the induction process must continue in parallel with the capability procedure. The appropriate body should be informed. Dismissal on the grounds of capability before the end of the induction period does not prevent the NQT from completing induction at another institution, as all NQTs must complete a full induction period before they can be judged to have failed induction. Absence/Personal circumstance 42. Extensions to the induction period may be granted in consultation with the appropriate body if an NQT has been absent for 30 days or more or under the following circumstances: The appropriate body may decide to extend where there is insufficient evidence on which a decision can be based or where it would be unreasonable to expect the NQT to have demonstrated satisfactory performance against the relevant standards for other reasons. These might include: personal crises

9 illness disability issues around the support during induction or where there is insufficient evidence within induction documentation for a decision to be made about whether the NQT s performance against the standards is satisfactory. (DfE Statutory Guidance). Related Policies and Documents 43. The NQT Induction Policy should be read in conjunction with the following documents: Pay and Progression Policy Teaching and Learning Policy DfE Statutory Guidance Appendices: Appendix 1: Overview of the Induction Process. Taken from: DfE Statutory Guidance Appendix 2: Cause for Concern Flow-Chart Appendix 3: GROW model

10 Appendix 1: Overview of the Induction Process. Taken from: DfE Statutory Guidance

11 Appendix 2: Cause for Concern Flow-Chart NQT causes cause for concern potentially as a result of lesson observation, professionalism, unresponsive to mentoring Light-touch response: Mentor/Induction coach provide coaching, further lesson observation and feedback etc. Concerns discussed with SLT-link. Impact of intervention evident. Concerns resolved. Intervention does not have intended impact. Concerns remain and/or further concerns arise. Mentor and Induction Tutor keeps record of concerns and intervention. Continues to monitor. Impact of intervention evident. Concerns resolved. Further concerns arise at subsequent point. Mentor/Induction tutor/slt link/nqt draw up Support Plan to be focused on relevant standards with SMART targets for 4 weeks. Induction tutor to attend mentor meetings to offer further support. Babcock informed possibility of support visit. HR Director/Headteacher informed. Intervention does not have intended impact. Concerns remain and/or further concerns arise. Formal meeting between NQT/Induction Tutor and HR Director/SLT/Headteacher (as appropriate) to discuss foreseeable failure to meet standards and pass NQT year. Babcock consulted. Further support plan put in place. Move to Capability Procedure Intervention does not have intended impact. Concerns remain and/or further concerns arise. Failure to pass induction year. Contract terminated. Possibility of appeal followed by NCTL adding name to list of teachers ineligible to teach in state schools.

12 Appendix 3: GROW Model and GROW model for planning discussions

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