Statutory induction for newly qualified teachers A handbook for schools Guidance Guidance document no: 122/2013 Date of issue: November 2013
Statutory induction for newly qualified teachers: A handbook for schools Audience All school-based staff, in particular headteachers, school-based mentors and newly qualified teachers (NQTs). Overview Induction is a statutory requirement for all NQTs in Wales who have gained qualified teacher status (QTS) after 1 April 2003. The purpose of this document is to provide information and guidance on the revised arrangements for statutory induction for NQTs introduced in September 2012. Action required For all persons or schools involved in statutory induction in Wales to apply, and have due regard to, the procedures and advice set out in this guidance document. Further information Enquiries about this document should be directed to: Teaching and Learning Improvement Branch Practitioner Standards and Professional Development Division Department for Education and Skills Welsh Government Cathays Park Cardiff CF10 3NQ Tel: 029 2080 1389 e-mail: inductioninfo@wales.gsi.gov.uk Additional copies This document can be accessed from the Welsh Government s website at www.wales.gov.uk/educationandskills Related Induction for newly qualified teachers in Wales (revised September documents 2012), Welsh Government Circular no: 014/2012 Digital ISBN 978 1 4734 0517 2 Crown copyright 2013 WG19859
Contents Part 1: Introduction 3 The context and principles underpinning the arrangements for the statutory induction for newly qualified teachers (NQTs) 1.1 Purpose of the handbook 3 1.2 Background and context of the statutory induction process in Wales 3 Part 2: The statutory induction arrangements and process 5 An outline of the arrangements and implementation of the statutory induction for newly qualified teachers (NQTs) 2.1 The statutory induction arrangements 5 The induction period Institutions where induction can take place Eligibility for statutory induction Eligibility and accessing the MEP Funding arrangements Recording the induction sessions with the GTCW 2.2 The statutory induction process 7 Starting the induction period Supervision and support during the induction period Assessment evidence and making the final decision Moderation arrangements Part 3: The role and responsibility of the school 17 Guidance specific to the role and responsibility of school staff 3.1 The role and responsibility of the school 17 Starting the induction period Supervision and support during the induction period Making the final decision at the end of the induction period 3.2 Checklist for the school s arrangements for statutory induction 20
Part 4: The statutory induction profile and guidance notes 24 The statutory induction profile and guidance notes for completion 4.1 Guidance notes 24 Purpose of the Statutory induction profile Content of the Statutory induction profile Completing the Statutory induction profile Welsh Government guidance Part 5: Quick guides 84 Quick reference guides on implementing the process 5.1 Step-by-step guide to the statutory induction process for schools 84 5.2 Overview of roles and responsibilities in the statutory induction process 95 5.3 Step-by-step guide for NQTs undertaking induction through STS 97 5.4 Quick guide to the Statutory induction profile 106 Part 6: Useful references 107 Part 7: Information from the appropriate body/local authority 108
Part 1: Introduction 1.1 Purpose of the handbook The purpose of this handbook is to provide information and guidance on the revised arrangements for statutory induction for newly qualified teachers (NQTs) introduced in September 2012. The handbook is for all school-based staff, in particular headteachers, school-based mentors (SBMs) and NQTs. 1.2 Background and context of the statutory induction process in Wales Statutory induction for all NQTs in Wales was introduced in September 2003 and applies to all teachers who have gained their qualified teacher status (QTS) after 1 April 2003. In September 2011 the Revised professional standards for education practitioners in Wales, Welsh Government Circular no: 020/2011, were introduced and these include the Practising Teacher Standards (PTS) which are the relevant standards for NQTs. The induction arrangements for NQTs were revised from September 2012 see Induction for newly qualified teachers in Wales (revised September 2012), Welsh Government Circular no: 014/2012. Purpose of statutory induction The purpose of statutory induction is to: build on the experiences gained in initial teacher training (ITT) provide all NQTs with the opportunity to develop their practice by focusing on the requirements set out in the PTS ensure that all NQTs in Wales are assessed against the PTS prepare all NQTs for their career as a teacher by establishing the skills and behaviours that they need to build on throughout their career ensure that all NQTs focus on the priorities of literacy, numeracy, reducing the link between poverty and attainment, additional learning needs (ALN) and reflective practice during the induction period. Statutory induction for newly qualified teachers: A handbook for schools 3
The induction arrangements were revised to establish: consistency in structure and support flexibility within different patterns of employment high quality of experience for NQTs, including the opportunity to participate in the Masters in Educational Practice (MEP) a fair and equitable process rigorous and consistent assessment. The practice, review and development process For NQTs, the practice, review and development (PRD) process provides the overarching context for their long-term professional development. The PRD process aims to raise standards of teaching and improve learner outcomes across Wales by linking together the practitioners professional standards, performance management and professional development in one coherent system. All practitioners will be entitled and expected to collaborate with others to: reflect regularly on their practice using nationally agreed professional standards use such reflections to identify areas for further development participate in professional experiences, which will lead to further development in the areas identified, based on evidence of best practice (professional development) at least annually, formally record and make available evidence of their participation in this process (performance management). Arrangements for NQTs who began their induction period before 1 September 2012 Any period of induction completed prior to 1 September 2012 will be carried over and will count towards induction under the revised regulations. NQTs and schools should contact the appropriate body to clarify the position of the NQT. 4 Statutory induction for newly qualified teachers: A handbook for schools
Part 2: The statutory induction arrangements and process 2.1 The statutory induction arrangements The arrangements for statutory induction for all NQTs in Wales is a collaborative process between the NQT, the school-based mentor (SBM), the external mentor (EM) and the appropriate body (AB), usually represented by the local authority (LA) NQT coordinator. The induction period All NQTs must complete an induction period of: three complete school terms for NQTs employed on full-time, permanent or temporary contracts or 380 school sessions for NQTs employed part-time on a permanent or temporary contract or 380 school sessions for NQTs undertaking short-term supply (STS). One school session is defined as one morning or one afternoon of employment as a teacher in a school. All periods of employment as a teacher of one school session or more must count towards a NQT s induction period. There is no flexibility regarding the induction period and neither NQTs nor schools can request a shorter period. There is no limit to the length of time in which the NQT must complete the induction period of 380 sessions. NQTs who began their induction period after September 2012 are no longer limited to five years. Institutions where induction can take place Induction can only take place in the following settings: maintained schools in Wales non-maintained special schools in Wales independent schools in Wales, where: the curriculum for any primary learners at the school meets national curriculum requirements Statutory induction for newly qualified teachers: A handbook for schools 5
the curriculum for any learners at Key Stages 3 or 4 includes all core and foundation subjects an agreement has been reached, prior to the start of the induction period, between the school and the LA that they will act as the school s AB further education institutions in Wales provided an agreement has been reached, prior to the start of the induction period, between the school and the LA that they will act as the school s AB. The further education institution must observe the requirements of the Regulations and the AB may make reasonable charges for the service. Eligibility for statutory induction In Wales it is a legal requirement that all NQTs must hold QTS and be registered with the General Teaching Council for Wales (GTCW). (The induction period cannot start until the NQT is registered with the GTCW and holds QTS.) Eligibility and accessing the MEP The criteria for entry to the MEP in January 2014 are that the NQT: has a recognised higher education undergraduate degree at a pass level or above has QTS and is employed as a NQT in their first year of teaching in a maintained school in Wales in a role that can be counted towards statutory induction be registered with the GTCW and be approved by their initial selection as eligible for application to the MEP be employed for an initial period until at least the end of the spring term 2014 in one or more maintained schools in Wales equivalent to at least a 0.4 contract has the agreement of their headteacher(s) to proceed with university application. In addition, it has been agreed that NQTs whose contract started after the application deadline for 2013 and who have subsequently met all of the criteria stated above are now eligible for 2014 entry. 6 Statutory induction for newly qualified teachers: A handbook for schools
Funding arrangements Schools will receive 2,100 per NQT per induction year. The funding is released retrospectively at the end of each term, 700 completion of full term, 350 completion of half term. Funding for part-time teachers will be released pro rata. If a teacher commences a period of induction at any other point during the academic term, the GTCW will calculate the sum of funding: 2,100/380 sessions pro rata to the number of sessions completed. Schools need to complete the Induction Funding Claim Form at the end of each term and send this to the GTCW (www.gtcw.org.uk/gtcw/index.php?option=com_content&view=ar ticle&id=222&itemid=178&lang=en). Recording the induction sessions with the GTCW A central secure record of the NQT s progress in completing the required sessions for induction period, and participation in the MEP will be held by the GTCW. It is essential that NQTs regularly log in to their online record and check the online details of: sessions completed movement to different schools any contract changes, including hours worked the sessions logged are correct participation with the MEP are correct. 2.2 The statutory induction process The induction process for NQTs is a collaborative process between the NQT, the SBM, the EM and the appropriate body (AB) usually represented by the local authority NQT coordinator. The Statutory induction profile should be used to record the development priorities and progress during the induction period. Part 2 of this handbook provides detailed guidance on completion of the Statutory induction profile. Statutory induction for newly qualified teachers: A handbook for schools 7
Starting the induction period At the start of the induction period the SBM has a key role in supporting the NQT in identifying their development targets and understanding their responsibilities for statutory induction. The headteacher must: complete the Induction and the Masters in Educational Practice (MEP) Notification Form and submit to the GTCW within 10 working days of the start of the NQT s employment (www.gtcw.org.uk/gtcw/index.php?option=com_content&view=ar ticle&id=222&itemid=178&lang=en) assign a SBM to support the NQT on a day-to-day basis throughout the induction period ensure the NQT receives additional 10 per cent non-contact time in addition to the 10 per cent timetabled planning, preparation and assessment (PPA) time. The SBM should: discuss the PTS with the NQT in the context of their Career Entry Profile (CEP) set the NQT s priorities considering national, local and school priorities alongside the NQT s development priorities from their CEP and the PTS. The priorities should be recorded in Section 2a of the Statutory induction profile send Sections 1 and 2a to the AB/LA within 15 working days of the start of the NQT s employment provide advice on how to gather evidence against the PTS and on completing Section 3 of the Statutory induction profile agree the timetable for observation for the first term for NQTs employed full time, or for NQTs employed part-time by the time the NQT has completed 140 sessions agree a schedule for regular reviews of progress and support. The NQT should: decide if they wish to participate in the MEP discuss the PTS with the SBM in the context of their CEP 8 Statutory induction for newly qualified teachers: A handbook for schools
agree their development priorities considering national, local and school priorities alongside the priorities from their CEP and the PTS consider how to gather evidence against the PTS and begin completing Section 3 of the Statutory induction profile agree the timetable for observation for the first term for NQTs employed full time, or for NQTs employed part-time by the time the NQT has completed 140 sessions agree a schedule for regular reviews of progress and support. The GTCW will: record the date that the NQT starts their induction period notify the NQT, the headteacher and the AB of the name of the EM. Supervision and support during the induction period The supervision and support will be carried out through a partnership between the school(s) where the NQT is working, the EM and the AB. The supervision and support for the NQT should have a developmental focus and provide the overarching context for their long-term professional development. The NQT The NQT has an entitlement to effective and high-quality support during their induction period. The NQT works with the SBM to identify development priorities, reviewing their progress and deciding upon appropriate professional development during the induction period. The NQT is responsible for identifying and recording evidence of how they meet the PTS through their professional practice. The NQT should: participate in training and professional development activities identify and maintain a record of evidence of meeting the PTS using Section 3 of the Statutory induction profile meet with the SBM at regular intervals to review progress against the PTS, agree development priorities and support Statutory induction for newly qualified teachers: A handbook for schools 9
maintain a record of employment verified by the headteacher of the school(s) (Section 4 of the Statutory induction profile) ensure GTCW is kept fully informed of status and is notified of each period of employment including regularly checking the GTCW website and online record. The SBM Schools employing an NQT must provide the NQT with day-to-day support throughout their induction period. The headteacher will identify a SBM who will work with the NQT and the EM to ensure high-quality and effective support that meets the requirements of the school for statutory induction. The school-based mentor will need specific skills including coaching and mentoring. The SBM has a pivotal role in the effective implementation of the statutory induction and will need to work closely with the EM. While the SBM s role will continue throughout the induction period the role will have particular significance in the early stages where intensive support is required. The SBM should: ensure a secure understanding of the statutory induction arrangements have a good understanding of PTS provide day-to-day mentoring, coaching and support that supports the NQT to develop their reflective practice work in collaboration with the EM facilitate professional development opportunities for the NQT on the core priorities of literacy, numeracy, reducing the impact of poverty on attainment, ALN, behaviour management and reflective practice meet with the NQT at regular intervals to review progress against the PTS, agree development priorities and support. Section 2b of the Statutory Induction profile should be used to record progress facilitate the agreed support and coaching for the NQT, including observations of teaching throughout the induction period 10 Statutory induction for newly qualified teachers: A handbook for schools
liaise with the AB (the LA) and provide it with a record of progress at agreed intervals using the Statutory induction profile. The EM The EM has a key role in the induction process, working in collaboration with the SBM and then AB. The EM works with the SBM to provide additional tailored support and mentoring directed at supporting the NQT to meet the requirements of induction. EMs are experienced practitioners who have knowledge of the PTS and who have effective coaching and mentoring skills. The EM should: provide mentoring support for the NQT work in collaboration with the SBM, taking into account the evidence gathered by the SBM when making judgements on the NQT s progress in meeting the PTS undertake a minimum of two classroom observations in agreement with the NQT and the SBM undertake a minimum of two progress reviews with the NQT and the SBM. The Statutory induction profile, Sections 2a, 2b, 3 and 4 should form the basis for the reviews provide the AB (the LA) with a summary of progress at agreed regular intervals using the External mentor record regularly log on to the GTCW website and check the online records for the NQTs they are mentoring make a recommendation to the AB (the LA) that PTS have been met or not met. The AB In Wales the AB is the LA. The AB has the overall statutory responsibility for the supervision and training of all NQTs. The AB ensures that there is effective and robust quality assurance in place so that all NQTs receive the highest quality induction support. The AB will: provide a named coordinator to take overall responsibility to ensure that induction meets the statutory requirements in each school Statutory induction for newly qualified teachers: A handbook for schools 11
establish and maintain a system to administer the induction process ensure the named coordinator works in partnership with the regional Welsh Government professional programme coordinator ensure the named coordinator attends the Welsh Government annual update briefing facilitate access to professional development based on the core priorities of literacy, numeracy, reducing the impact of poverty on attainment, ALN, behaviour management and reflective practice. This includes for NQTs undertaking induction through STS work with EM and SBM to quality assure school induction arrangements intervene where necessary provide support to schools and NQTs regularly log on to the GTCW website and check the online records for their NQTs use assessment evidence to make the final decision on the induction outcome. The assessment evidence will be recorded in the Statutory induction profile and the External mentor record participate in regional and national moderation liaise with the GTCW inform GTCW of the final decision on the induction outcome for each NQT. The GTCW The GTCW protects the public by ensuring that teachers are appropriately qualified and maintain high standards of conduct and practice. The GTCW administer Welsh Government funding for teacher development and therefore has an involvement in the statutory induction process for NQTs. The GTCW will: maintain a secure record of the NQT s employment through induction and participation in the MEP by logging the accrued sessions registered by the NQTs during the induction period 12 Statutory induction for newly qualified teachers: A handbook for schools
check and assess the eligibility for induction and the MEP inform the NQT, headteacher and AB of the name of the EM release to schools, retrospectively after each term, funding for NQTs on receipt of the Induction Funding Claim Form (www.gtcw.org.uk/gtcw/index.php?option=com_content&view=ar ticle&id=222&itemid=178&lang=en). Assessment evidence and making the final decision All NQTs are required to gather evidence throughout their induction period to demonstrate their progress in meeting the PTS. The evidence should: be drawn from the everyday practice of the NQT be reflective and include reflection on practice and pupil learning signpost to evidence elsewhere (where this is the case this evidence needs to be available for scrutiny) be collected progressively throughout the induction period and be recorded in Section 3 of the Statutory induction profile be reviewed regularly with the SBM and the EM be verified by the EM be provided to the AB/LA to enable them to make the final decision. Main sources of evidence The main sources of evidence are the Statutory induction profile, lesson observations and the External mentor record. The Statutory induction profile builds on the CEP and leads into a Practice, Review and Development (PRD) Record at the end of the induction period. Statutory induction for newly qualified teachers: A handbook for schools 13
Statutory induction profile Section 1 Personal details NQT personal information Section 2a Planning NQT and SBM agree development targets Section 2b Progress reviews Reviews of development completed by SBM working with NQT Section 3 Section 4 Evidence of meeting the Practising Teacher Standards (PTS) Record of induction period NQT records evidence of meeting PTS and signposts the specific documents NQT records sessions accrued and school validates Lesson observations completed by SBM and EM lesson observation should take place regularly throughout the induction period. There should be a minimum of one per term by the SBM and a minimum of two by the EM. The EM may conduct joint observations with the SBM. External mentor record this will focus on the NQT s progress towards meeting the PTS and provide verification of the evidence provided. Unsatisfactory progress If an NQT is making unsatisfactory progress towards completing their induction period successfully, early action should be taken by the school and the AB/LA in order to support and advise the NQT on the necessary improvements. The EM may also be involved. Further information on actions to be taken in the event of unsatisfactory progress can be found on page 22 of Induction for newly qualified teachers in Wales (revised September 2012). 14 Statutory induction for newly qualified teachers: A handbook for schools
Making the final decision at the end of the induction period The final decision is made by the AB (the LA). The AB will ensure that its approach to deciding whether a NQT has met the PTS is fair, consistent and rigorous. The AB will base its decision on the written recommendation from the EM and the evidence provided by the SBM and the NQT in the Statutory induction profile. The NQT must have been employed on a full-time basis for three full terms or have completed 380 sessions. If there is insufficient evidence to demonstrate a NQT has met the PTS before making a decision to fail the NQT, the AB must consider whether an extension to the induction period would be appropriate. Moderation arrangements The purpose of moderation is to ensure that there is national consistency in making the decision whether or not a NQT has met the PTS. It is essential that the induction arrangements are fair, consistent and rigorous. A sample of induction profiles and external mentor records will be moderated using a national process. The moderation will be managed by the Welsh Government and undertaken by EM representatives and LA induction coordinators. Following the completion of the induction period Within 20 working days of completion of the induction period the AB will decide whether the NQT: has completed their induction satisfactorily requires an extension to their induction period (a maximum of three school terms) has failed to complete their induction period satisfactorily. Within three working days of the decision being made and recorded, the AB must write to the: NQT governing body headteacher. Statutory induction for newly qualified teachers: A handbook for schools 15
If the AB decides to extend the period of induction or concludes that the NQT has failed to complete their induction period satisfactorily, the AB must inform the NQT in writing of their right to appeal to the GTCW. The AB must inform the GTCW of the outcome of the induction period for each NQT. The GTCW will issue the induction certificate to the NQTs who meet the PTS and have completed the required three full terms or 380 sessions satisfactorily. Extensions to the induction period Periods of absence It is recommended that if an NQT has been absent from work for 30 school days or more during their induction period then, in most cases, their induction should be extended by the aggregate period of absences (e.g. if an NQT is absent for a total of 35 school days their extension should be for 35 days). Exceptional circumstances In some exceptional, individual circumstances, an AB may consider it to be appropriate to extend an NQT s induction period by less than the agreed aggregate period of absence. Further information on extensions can be found on page 20 of Induction for newly qualified teachers in Wales (revised September 2012). 16 Statutory induction for newly qualified teachers: A handbook for schools
Starting the induction period Part 3: The role and responsibility of the school 3.1 The role and responsibility of the school In most cases the school-based mentoring role will form a natural part of the existing arrangements for line management and observation however there may be circumstances where the headteacher may choose to identify the SBM as a discrete role. The SBM will need to work closely with the EM so that the EM is able to take account of evidence gathered by the SBM when making judgements about the progress and final assessment of the extent to which the NQT meets the PTS. Headteacher The headteacher must: complete the Induction and the Masters in Educational Practice (MEP) Notification Form and submit this to the GTCW within 10 working days of the start of the NQTs employment (www.gtcw.org.uk/gtcw/index. php?option=com_content&view=article& id=222&itemid=178&lang=en) assign an SBM to support the NQT on a day-to-day basis throughout the induction period ensure the NQT receives an additional 10 per cent non-contact time in addition to the 10 per cent timetabled PPA time. NQT The NQT should: decide if they wish to participate in the MEP discuss the PTS with the SBM in the context of their CEP agree their development priorities considering national, local and school priorities alongside the priorities from their CEP and the PTS consider how to gather evidence against the PTS and begin completing Section 3 of the Statutory induction profile the timetable of observation for the first term for NQTs employed full time, or for NQTs employed part time, by the time the NQT has completed 140 sessions agree a schedule for regular reviews of progress and support. Statutory induction for newly qualified teachers: A handbook for schools 17
SBM NQT The SBM should: discuss the PTS with the NQT in the context of their CEP set the NQT s priorities considering national, local and school priorities alongside the NQT s development priorities from their CEP and the PTS (the priorities should be recorded in Section 2a of the Statutory induction profile) provide advice on how to gather evidence against the PTS and how to complete Section 3 of the Statutory induction profile agree the timetable of observation for the first term for NQTs employed full time, or for NQTs employed part time, by the time the NQT has completed 140 sessions agree a schedule for regular reviews of progress and support. Supervision and support during the induction period SBM The SBM should: ensure they have a secure understanding of the statutory induction arrangements ensure they have a secure understanding of the PTS attend LA update training provide day-to-day mentoring and coaching that supports the NQT to develop their reflective practice NQT The NQT should: participate in training and development activities identify and maintain a record of evidence of meeting the PTS using Section 3 of the Statutory induction profile 18 Statutory induction for newly qualified teachers: A handbook for schools
SBM work in collaboration with the external mentor facilitate professional development opportunities for the NQT on the core priorities of literacy, numeracy, reducing the impact of poverty on attainment, ALN, behaviour management and reflective practice meet with the NQT at regular intervals to review progress against the PTS, agree development priorities and support. Section 2b of the Statutory induction profile should be used to record the progress facilitate the agreed support and coaching for the NQT including observations of teaching throughout the induction period liaise with the appropriate body and provide the appropriate body (the LA) with a record of progress at agreed intervals using the Statutory induction profile. NQT meet with the SBM at regular intervals to review progress against the PTS, agree development priorities and support maintain a record of employment verified by the headteacher of the school(s) (Section 4 of the Statutory induction profile) ensure GTCW is kept fully informed of status and is notified of each period of employment including regularly checking the GTCW website and online record. Making the final decision at the end of the induction period SBM The SBM should: provide summative assessment and supporting evidence to the LA, including the following sections of the Statutory induction profile Section 2b: third progress review and summative assessment Section 3: NQT s written evidence Section 4: verification of induction period by the headteacher. NQT The NQT should provide: the completed Section 3 of the Statutory induction profile to the SBM the verified Section 4 of the Statutory induction profile to the SBM. Statutory induction for newly qualified teachers: A handbook for schools 19
3.2 Checklist for the school s arrangements for statutory induction Key elements of the induction process In place/ complete (date) Being addressed (date) Still to be addressed (date) 1. At the start of the induction period The Induction and Masters in Educational Practice (MEP) Notification Form has been completed and submitted to the GTCW within 10 working days (www.gtcw.org.uk/gtcw/index. php?option=com_content&view=article&id=222 &Itemid=178&lang=en). The headteacher has made arrangements to provide day-to-day support for the NQT. The NQT has additional 10 per cent non-contact time in addition to timetabled PPA time. The NQT is assigned a school-based mentor (SBM). The SBM has a secure understanding of the revised statutory induction arrangements and the PTS. The SBM has accessed LA update training for SBMs. School-based staff have a clear understanding of the respective roles of NQT, SBM, HT, EM and LA during the induction period. The NQT has completed Section 1 Personal Details of the Statutory induction profile. The induction priorities have been agreed at the start of the induction period and recorded in Section 2a of the Statutory induction profile. Professional development opportunities for the first term have been identified and agreed. 20 Statutory induction for newly qualified teachers: A handbook for schools
Key elements of the induction process The school has notified the LA and shared the completed Section 1 and Section 2a (induction priorities) of the Statutory induction profile. The school has shared the completed Section 1 and Section 2a (induction priorities) of the Statutory induction profile with the EM. There has been dialogue between the NQT and the SBM on the PTS and how to provide evidence against the standards. There is a timetable of observation in place for the first term for NQTs employed full-time or, for NQTs employed part-time, by the time the NQT will have completed 140 sessions. Regular timetabled contact between the NQT and the SBM is scheduled. In place/ complete (date) 2. Supervision and support during the induction period 2.1 Supporting and evidencing the PTS The SBM is providing and/or facilitating day-to-day mentoring and coaching that supports the NQT to develop reflective practice. The SBM is facilitating professional development opportunities for the NQT on the core priorities of literacy, numeracy, reducing the impact of poverty on attainment, ALN, behaviour management and reflective practice. Being addressed (date) Still to be addressed (date) Statutory induction for newly qualified teachers: A handbook for schools 21
Key elements of the induction process In place/ complete (date) Being addressed (date) Still to be addressed (date) There is dialogue between the NQT and the SBM on the PTS and how to provide evidence against the standards. The NQT has opportunities to observe others teaching. There are agreed arrangements in place for the SBM to observe the NQT teaching and provide developmental feedback. The NQT has access to support from within the school to help with identifying relevant evidence and reflective practice. The NQT is recording evidence of meeting the PTS in Section 3 of the Statutory induction profile. The NQT is demonstrating an understanding of the PTS. The NQT demonstrates an awareness and application of reflective practice. The evidence provided in Section 3 of the Statutory induction profile is relevant and of an appropriate depth, including evidence of impact on learner progress and attainment. Signposting of evidence is being used appropriately and can be easily validated. The NQT has the appropriate support. 2.2 Reviewing and recording progress Regular contact is taking place between the SBM and NQT. 22 Statutory induction for newly qualified teachers: A handbook for schools
Key elements of the induction process In place/ complete (date) Being addressed (date) Still to be addressed (date) The NQT is undertaking the agreed professional development. Formal progress reviews against the PTS and development priorities are scheduled and completed at the end of each whole term for full time NQTs (or its equivalent in sessions, 140/280/360, for part-time and STS NQTs). The progress and development priorities are recorded on Section 2b of the Statutory induction profile at the appropriate intervals. The school is sharing each completed Part 2b first review, second review, third review and summative assessment of the Statutory induction profile with the LA induction coordinator. The periods of employment are being recorded and verified by the headteacher in Section 4 of the Statutory induction profile. 3. Making the final decision The NQT has completed Section 3 of the Statutory induction profile. Section 4 of the Statutory induction profile has been completed and verified by the headteacher. The school has provided a summative assessment at the end of the third full term for NQTs employed full-time, or on completion of 380 sessions for NQTs employed on a part-time basis. This checklist can be used by schools to monitor that the induction arrangements are in place. The external mentor will also monitor the school s implementation of the induction arrangements. Statutory induction for newly qualified teachers: A handbook for schools 23
Part 4: The statutory induction profile and guidance notes 4.1 Guidance notes Purpose of the Statutory induction profile The Statutory induction profile provides a written summary of the progress and achievement of the NQT in meeting the requirements to successfully complete the statutory induction period. The Statutory induction profile will form the basis of the professional dialogue between the NQT, the SBM and the EM. Content of the Statutory induction profile The Statutory induction profile consists of four sections. Section 1: Personal details Section 2: Induction priorities Section 2a: Planning Section 2b: Progress reviews First progress review Second progress review Third progress review and summative assessment Section 3: Evidence of meeting the Practising Teacher Standards (PTS) Section 4: Record of the induction period Completing the Statutory induction profile Completing the Statutory induction profile is a collaborative process involving the SBM and the NQT; it may also involve evidence from the EM. The NQT has the responsibility for completing Sections 1, 3 and 4. The SBM has the responsibility for completing Section 2 for NQTs on permanent or temporary contracts. For NQTs completing induction through STS contracts, the EM has the responsibility for completing Section 2. The SBM will work with the NQT to ensure the Statutory induction profile is completed to a satisfactory standard. In the case of NQTs completing induction through STS this support will be provided by the EM. 24 Statutory induction for newly qualified teachers: A handbook for schools
The four sections will form the complete Statutory induction profile by the end of the induction period. It is suggested that copies of each section should be kept by the SBM, the NQT and the EM. The guidance notes with each section provide information on how to complete each section and when and by whom each section is to be completed and where the sections need to be sent. Welsh Government guidance Induction for newly qualified teachers in Wales (revised September 2012) provides guidance on roles and responsibilities of the NQT, the SBM, the EM, the AB, the Welsh Government and the GTCW in the statutory induction process. The following pages include the four sections of the Statutory induction profile with guidance notes on how to complete those sections. Each section of guidance notes is followed by an example template. Statutory induction for newly qualified teachers: A handbook for schools 25
Teacher reference number Name School Local authority Statutory induction profile Section 1: Personal details Insert name of newly qualified teacher (NQT) 26 Statutory induction for newly qualified teachers: A handbook for schools
Statutory induction profile Section 1: Personal details Teacher reference number Name School Local authority Guidance notes The NQT is responsible for the completion of Section 1. To be completed by the NQT within 3 weeks or 30 sessions, whichever is soonest, of starting their induction period. Completing Section 1 Name of NQT Teacher reference number Date induction period commenced This is the date registered with the GTCW as the start of induction. Details of employment at the start of the induction period Complete either A or B. A. For NQTs employed on a full or part-time temporary or permanent contract Name of school Name of school-based mentor Local authority Are you employed on a: full-time or part-time* contract? * State full-time equivalent (e.g. 0.6) Is your contract permanent or temporary? If temporary, when is this contract due to end? B. For NQTs working as short-term supply teachers Local authority in which you are currently undertaking short-term supply If more than one authority list all authorities and rank by number of sessions completed in each authority. Statutory induction for newly qualified teachers: A handbook for schools 27
Statutory induction profile Section 1: Personal details Submitting Section 1 For NQTs employed on a full- or part-time temporary or permanent contract The SBM should send an electronic copy of the completed Section 1 to the LA induction coordinator within three weeks or 30 sessions of the start of the induction period. For NQTs working as STS teachers The NQT should send an electronic copy of the completed Section 1 to the LA induction coordinator within three weeks or 30 sessions of the start of the induction period. 28 Statutory induction for newly qualified teachers: A handbook for schools
Teacher reference number Name School Local authority Statutory induction profile Section 1: Personal details Insert name of newly qualified teacher (NQT) Statutory induction for newly qualified teachers: A handbook for schools 29
Statutory induction profile Section 1: Personal details Teacher reference number Name School Local authority The NQT is responsible for the completion of Section 1. The school-based mentor should submit Section 1 to the LA induction coordinator with Section 2a after the NQT has completed 30 sessions. For NQTs undertaking induction through short-term supply the NQT should submit Section 1 to the LA induction coordinator. Name of NQT Teacher reference number Date induction period commenced Details of employment at the start of the induction period Complete either A or B. A. For NQTs employed on a full or part-time temporary or permanent contract Name of school Name of school-based mentor Local authority Are you employed on a: full-time or part-time* contract? * State full-time equivalent (e.g. 0.6) Is your contract permanent or temporary? If temporary, when is this contract due to end? B. For NQTs working as short-term supply teachers Local authority in which you are currently undertaking short-term supply If more than one authority list all authorities and rank by number of sessions completed in each authority. 30 Statutory induction for newly qualified teachers: A handbook for schools
Teacher reference number Name School Local authority Section 2: Induction priorities Section 2a: Planning The school-based mentor is responsible for the completion of Section 2a. The school-based mentor should submit Section 2a to the LA induction coordinator with Section 1. For NQTs undertaking induction by accruing sessions through short-term supply the external mentor is responsible for the completion and submission of Section 2a to the LA induction coordinator. NQT School-based mentor Date induction started School Statutory induction for newly qualified teachers: A handbook for schools 31
Section 2a: Planning Teacher reference number Name School Local authority Guidance notes This planning sheet records the initial development priorities for the NQT identified at the start of the induction period. The NQT should refer to their CEP. It also identifies any actions, support and professional development required to address the specific needs with relevant timescales and resources. For NQTs employed on a full- or part-time temporary or permanent contract Section 2a will normally be completed by the school-based mentor and the NQT. For NQTs working as STS teachers Section 2a should be completed by the EM and the NQT. Completing Section 2a Development priorities Include any development areas identified in the CEP, if applicable. Identify any new development priorities that are clearly linked to the PTS to ensure that standards are met. Development priorities should be considered in the light of school, local and national priorities. How needs will be met, e.g. actions, CPD activities, support Actions Actions to be taken by the NQT to meet the development priorities. CPD activities Provide details of all CPD activities, including shadowing, coaching, research, courses of study, in-school CPD activity, specific training. Support Outline the support that will be provided including from the SBM, subject/phase mentor, LA/regional support services. Timescale, review date and resources 32 Statutory induction for newly qualified teachers: A handbook for schools
Section 2a: Planning Submitting Section 2a For NQTs employed on a full- or part-time temporary or permanent contract The SBM should send an electronic copy of the completed Section 2a to the LA induction coordinator within three weeks of the start of the induction period. For NQTs working as STS teachers The EM should send an electronic copy of Section 2a to the LA induction coordinator within five working days of the first meeting between the EM and the NQT. NQT Date School-based mentor Date Statutory induction for newly qualified teachers: A handbook for schools 33
Teacher reference number Name School Local authority Section 2: Induction priorities Section 2a: Planning The school-based mentor is responsible for the completion of Section 2a. The school-based mentor should submit Section 2a to the LA induction coordinator with Section 1. For NQTs undertaking induction by accruing sessions through short-term supply the external mentor is responsible for the completion and submission of Section 2a to the LA induction coordinator. NQT School-based mentor Date induction started School 34 Statutory induction for newly qualified teachers: A handbook for schools
Section 2a: Planning Teacher reference number Name School Local authority Development priorities How needs will be met, e.g. actions, CPD activities, support Timescale, review date and resources NQT Date School-based mentor Date Statutory induction for newly qualified teachers: A handbook for schools 35
Teacher reference number Name School Local authority Section 2: Induction priorities Section 2b: Progress reviews first progress review The school-based mentor is responsible for the completion and submission of Section 2b. Section 2b, first progress review, with Section 3 completed as appropriate by the NQT, must be sent to the LA induction coordinator at the end of the first full term or after 140 completed sessions. For NQTs undertaking induction by accruing sessions through short-term supply the external mentor is responsible for the completion and submission of Section 2b and Section 3 to the LA induction coordinator after 140 sessions. Date School-based mentor 36 Statutory induction for newly qualified teachers: A handbook for schools
Section 2b: First progress review Teacher reference number Name School Local authority Guidance notes There are three formal reviews in the induction period. First progress review The first review should take place: at the end of the first complete term (for NQTs employed on full-time, permanent or temporary contracts) after completing 140 sessions (for NQTs employed on part-time permanent or temporary contracts or on STS). This is a record of the main points arising from the first formal review of progress during induction. The review will normally be completed by the SBM with the NQT and may also involve the EM. A new record will be completed for each review, each review building upon the previous one. Completing Section 2b, first progress review Review of the progress towards meeting the priorities identified at the start of the induction period and recorded in Section 2a Progress in addressing the priorities Development priority Review each of the development priorities identified in Section 2a. Review of progress Comments should be evaluative and evidence-based. Give details of PTS standards met in each of the development priorities. Note the progress towards achieving the priority or if the priority has been achieved. If the priority is to be revised outline the reason for the revision. Statutory induction for newly qualified teachers: A handbook for schools 37
Section 2b: First progress review Details of any revised and new priorities Development priorities Ensure the new/revised priorities are aligned with the PTS. Ensure the priorities are SMART. How needs will be met, e.g. actions, CPD activities, support Actions Actions to be taken by the NQT to meet the development priorities. CPD activities Provide details of all CPD activities, including shadowing, coaching, research, courses of study, in-school CPD activity, specific training. Support Outline the support that will be provided including from the SBM, subject/phase mentor, LA/regional support services. Timescale, review date and resources 38 Statutory induction for newly qualified teachers: A handbook for schools
Section 2b: First progress review Teacher reference number Name School Local authority Progress in identifying and recording evidence of meeting the Practising Teacher Standards (refer to Section 3) Comments on progress should be evaluative and consider: is the NQT able to show good progress in meeting a range of PTS? is the SBM satisfied that sufficient evidence that meets the required standard is in place in Section 3 to support the judgement on progress? Where the NQT is not making satisfactory progress in identifying and evidencing the PTS, the concern(s) should be clearly identified, outlining what the concern(s) are, what evidence underpins the concern(s), what supportive action(s) have been put in place to address the concern(s) and the outcomes of the support. Good features of comments in Section 3 Comments are reflective and include reflection on practice and learner learning. Evidence provided includes information on what has been done, a selfevaluation of developing practice and the impact of practice on learner outcomes. The location of evidence is clearly signposted. Overall progress Review and evaluate overall progress and achievements. Identify effective practice and areas for further development. Comments on classroom observations undertaken can be included. Concerns with progress Clearly identify any concerns with the standard of practice, what the concerns are, what evidence underpins the concern, what supportive actions have been put in place to address the concerns and the outcomes of the support. Inform the LA/AB of the concerns. Details of any further support or development needs Outline any general development needs not covered in the development priorities. Provide details of the actions, CPD activities and support that will be put in place for the identified development needs. Concern with progress The supportive action put in place by the school, including interim review dates. Statutory induction for newly qualified teachers: A handbook for schools 39
Section 2b: First progress review NQT comments NQTs should include their reflective comments on the content of the review. NQT Date School-based mentor Date Submitting Section 2b, first progress review For NQTs employed on a full- or part-time temporary or permanent contract The SBM should send an electronic copy of the completed progress review, together with the most recent record of evidence in meeting the PTS (Section 3) completed by the NQT, to the LA induction coordinator. The completed Section 2b and Section 3 should be sent to the LA induction coordinator: at the end of the first complete term (for NQTs employed on full-time, permanent or temporary contracts) or after completing 140 sessions (for NQTs employed on part-time, permanent or temporary contracts). For NQTs working as STS teachers The EM should send an electronic copy of the completed progress review, together with the most recent record of evidence in meeting the PTS in Section 3 of the Statutory induction profile. The completed progress review should be sent to the LA induction coordinator after the NQT has completed 140 sessions. 40 Statutory induction for newly qualified teachers: A handbook for schools
Teacher reference number Name School Local authority Section 2: Induction priorities Section 2b: Progress reviews first progress review The school-based mentor is responsible for the completion and submission of Section 2b. Section 2b, first progress review, with Section 3 completed as appropriate by the NQT, must be sent to the LA induction coordinator at the end of the first full term or after 140 completed sessions. For NQTs undertaking induction by accruing sessions through short-term supply the external mentor is responsible for the completion and submission of Section 2b and Section 3 to the LA induction coordinator after 140 sessions. Date School-based mentor Statutory induction for newly qualified teachers: A handbook for schools 41
Section 2b: First progress review Teacher reference number Name School Local authority Review of the progress towards meeting the priorities identified at the start of the induction period and recorded in Section 2a Progress in addressing the priorities Development priority Review of progress Details of any revised and new priorities Development priorities How needs will be met, e.g. actions, CPD activities, support Timescale, review date and resources 42 Statutory induction for newly qualified teachers: A handbook for schools
Section 2b: First progress review Teacher reference number Name School Local authority Progress in identifying and recording evidence of meeting the Practising Teacher Standards (refer to Section 3) Overall progress Details of any further support or development needs NQT comments NQT Date School-based mentor Date Statutory induction for newly qualified teachers: A handbook for schools 43
Teacher reference number Name School Local authority Section 2: Induction priorities Section 2b: Progress reviews second progress review The school-based mentor is responsible for the completion and submission of Section 2b. Section 2b, second progress review, with an updated Section 3 completed by the NQT, must be sent to the LA induction coordinator at the end of the second full term or after 280 completed sessions. For NQTs undertaking induction by accruing sessions through short-term supply the external mentor is responsible for the completion and submission of Section 2b, second progress review, and Section 3 to the LA induction coordinator after 280 sessions. Date School-based mentor 44 Statutory induction for newly qualified teachers: A handbook for schools
Section 2b: Second progress review Teacher reference number Name School Local authority Guidance notes Second progress review The second progress review should take place: at the end of the second complete term (for NQTs employed on full-time, permanent or temporary contracts) after completing 280 sessions (for NQTs employed on part-time permanent or temporary contracts or on STS). This is a record of the main points arising from the second progress review during induction. For NQTs employed on a full- or part-time temporary or permanent contract The review will normally be completed by the school-based mentor with the NQT and may also involve the EM. For NQTs working as STS teachers The review will normally be completed by the EM with the NQT and may also involve dialogue with the schools where the NQT has been employed. Completing Section 2b, second progress review Review of progress towards meeting the priorities identified at the start of the induction period and recorded in Section 2b, first review of progress Progress in addressing the priorities Development priority Review each of the development priorities identified in Section 2b, first progress review. Review of progress Comments should be evaluative and evidence-based. Give details of PTS standards met in each of the development priorities. Note the progress towards achieving the priority or if the priority has been achieved. If the priority is to be revised outline the reason for the revision. Statutory induction for newly qualified teachers: A handbook for schools 45
Section 2b: Second progress review Details of any revised and new priorities Development priorities Ensure the new/revised priorities are aligned with the PTS. Ensure the priorities are SMART. How needs will be met, e.g. actions, CPD activities, support Actions Actions to be taken by the NQT to meet the development priorities. CPD activities Provide details of all CPD activities, including shadowing, coaching, research, courses of study, in-school CPD activity, specific training. Support Outline the support that will be provided including from the SBM, subject/phase mentor, LA/regional support services. Timescale, review date and resources 46 Statutory induction for newly qualified teachers: A handbook for schools
Section 2b: Second progress review Teacher reference number Name School Local authority Progress in identifying and recording evidence of meeting the Practising Teacher Standards (PTS) (refer to Section 3) Comments on progress should be evaluative of the progress from the first review and consider: is the NQT able to show good progress in meeting a range of PTS? is the SBM satisfied that sufficient evidence that meets the required standard is in place in Section 3 to support the judgement on progress? development needs in completing Section 3. Where the NQT is not making satisfactory progress in identifying and evidencing the PTS, the concern(s) should be clearly identified, outlining what the concern(s) are, what evidence underpins the concern(s), what supportive action(s) have been put in place to address the concern(s) and the outcomes of the support. Good features of comments in Section 3 Comments are reflective and include reflection on practice and learner learning. Evidence provided includes information on what has been done, a self-evaluation of developing practice and the impact of practice on learner outcomes. The location of evidence is clearly signposted. Overall progress Review and evaluate overall progress and achievements since the first review. Identify effective practice and areas for further development since the first review. Comments on classroom observations undertaken since the first review can be included. Concerns with progress Clearly identify any concerns with the standard of practice, what the concerns are, what evidence underpins the concern, what supportive actions have been put in place to address the concerns and the outcomes of the support. Inform the LA/AB of the concerns. Details of any further support or development needs Outline any general development needs not covered in the development priorities. Provide details of the actions, CPD activities and support that will be put in place for the identified development needs. Concern with progress The supportive action put in place by the school, including interim review dates. Statutory induction for newly qualified teachers: A handbook for schools 47
Section 2b: Second progress review NQT comments NQTs should include their reflective comments on the content of the review. NQT Date School-based mentor/external mentor Date Submitting Section 2b, second progress review For NQTs employed on a full- or part-time temporary or permanent contract The SBM should send an electronic copy of the completed progress review, together with the most recent record of evidence in meeting the PTS (Section 3) completed by the NQT, to the LA induction coordinator. The completed Section 2b, Section 3 and Section 4 should be sent to the LA induction coordinator: at the end of the second complete term (for NQTs employed on full-time, permanent or temporary contracts) or after completing 280 sessions (for NQTs employed on part-time, permanent or temporary contracts). For NQTs working as STS teachers The EM should send an electronic copy of the completed progress review, together with the most recent record of evidence in meeting the PTS (Section 3) of the Statutory induction profile. The completed Section 2b and Section 3 should be sent to the LA induction coordinator after the NQT has completed 280 sessions. 48 Statutory induction for newly qualified teachers: A handbook for schools
Teacher reference number Name School Local authority Section 2: Induction priorities Section 2b: Progress reviews second progress review The school-based mentor is responsible for the completion and submission of Section 2b. Section 2b, second progress review, with an updated Section 3 completed by the NQT, must be sent to the LA induction coordinator at the end of the second full term or after 280 completed sessions. For NQTs undertaking induction by accruing sessions through short-term supply the external mentor is responsible for the completion and submission of Section 2b, second progress review, and Section 3 to the LA induction coordinator after 280 sessions. Date School-based mentor Statutory induction for newly qualified teachers: A handbook for schools 49
Section 2b: Second progress review Teacher reference number Name School Local authority Review of progress towards meeting the priorities identified at the start of the induction period and recorded in Section 2b, first review of progress Progress in addressing the priorities Development priority Review of progress Details of any revised and new priorities Development priorities How needs will be met, e.g. actions, CPD activities, support Timescale, review date and resources 50 Statutory induction for newly qualified teachers: A handbook for schools
Section 2b: Second progress review Teacher reference number Name School Local authority Progress in identifying and recording evidence of meeting the Practising Teacher Standards (PTS) (refer to Section 3) Additional comments Details of any further support or development needs NQT comments NQT Date School-based mentor/external mentor Date Statutory induction for newly qualified teachers: A handbook for schools 51
Teacher reference number Name School Local authority Section 2: Induction priorities Section 2b: Progress reviews third progress review and summative assessment The school-based mentor is responsible for the completion and submission of Section 2b, third progress review and the summative assessment. Section 2b, third progress review and the summative assessment, must be sent to the LA induction coordinator, with an updated Section 3 completed by the NQT, at the end of the third full term or after 380 completed sessions. For NQTs undertaking induction by accruing sessions through short-term supply the external mentor is responsible for the completion and submission of Section 2b, third progress review, and Section 3 to the LA induction coordinator after 380 sessions. Date School-based mentor 52 Statutory induction for newly qualified teachers: A handbook for schools
Section 2b: Third progress review and summative assessment Teacher reference number Name School Local authority Guidance notes Third progress review The third progress review should take place: at the end of the third complete term (for NQTs employed on full-time, permanent or temporary contracts) after completing 380 sessions (for NQTs employed on part-time permanent or temporary contracts or on STS). This is a record of the main points arising from the third progress review during induction. For NQTs employed on a full- or part-time temporary or permanent contract The review will normally be completed by the school-based mentor with the NQT and may also involve the EM. For NQTs working as STS teachers The review will normally be completed by the EM with the NQT and may also involve dialogue with the schools where the NQT has been employed. School s summative assessment The appropriate body will consider the school s summative assessment and the recommendation from the EM when making a decision. The school s summative assessment will be based on the evidence in the three progress reviews. The evidence will include information from Section 3, classroom observations, progress against the development priorities and the overall progress. The SBM should discuss the summative assessment with the NQT and the EM. Statutory induction for newly qualified teachers: A handbook for schools 53
Section 2b: Third progress review and summative assessment Completing Section 2b, third progress review and school s summative assessment Review of progress towards meeting the priorities identified at the start of the induction period and recorded in Section 2a and/or the second progress review Progress in addressing the priorities Development priority Review each of the development priorities identified in Section 2b, second progress review. Review of progress Comments should be evaluative and evidence-based. Give details of PTS standards met in each of the development priorities. Note the progress towards achieving the priority or if the priority has been achieved. If the priority is to be revised outline the reason for the revision. 54 Statutory induction for newly qualified teachers: A handbook for schools
Section 2b: Third progress review and summative assessment Details of any revised and new priorities Development priorities Ensure the new/revised priorities are aligned with the PTS. Ensure the priorities are SMART. How needs will be met, e.g. actions, CPD activities, support Actions Actions to be taken by the NQT to meet the development priorities. CPD activities Provide details of all CPD activities, including shadowing, coaching, research, courses of study, in-school CPD activity, specific training. Support Outline the support that will be provided including from the SBM, subject/phase mentor, LA/regional support services. Timescale, review date and resources Statutory induction for newly qualified teachers: A handbook for schools 55
Section 2b: Third progress review and summative assessment Teacher reference number Name School Local authority Progress in identifying and recording evidence of meeting the Practising Teacher Standards (PTS) (refer to Section 3) Comments on progress should be evaluative of the progress from the first review and consider: is the NQT able to show good progress in meeting a range of PTS? is the SBM satisfied that sufficient evidence that meets the required standard is in place in Section 3 to support the judgement on progress? development needs in completing Section 3. Where the NQT is not making satisfactory progress in identifying and evidencing the PTS, the concern(s) should be clearly identified, outlining what the concern(s) are, what evidence underpins the concern(s), what supportive action(s) have been put in place to address the concern(s) and the outcomes of the support. Good features of comments in Section 3 Comments are reflective and include reflection on practice and learner learning. Evidence provided includes information on what has been done, a self-evaluation of developing practice and the impact of practice on learner outcomes. The location of evidence is clearly signposted. Overall progress Review and evaluate overall progress and achievements since the first review. Identify effective practice and areas for further development since the first review. Comments on classroom observations undertaken since the first review can be included. Concerns with progress Clearly identify any concerns with the standard of practice, what the concerns are, what evidence underpins the concern, what supportive actions have been put in place to address the concerns and the outcomes of the support. Inform the LA/AB of the concerns. Details of any further support or development needs Outline any general development needs not covered in the development priorities. Provide details of the actions, CPD activities and support that will be put in place for the identified development needs. Concern with progress The supportive action put in place by the school, including interim review dates. 56 Statutory induction for newly qualified teachers: A handbook for schools
Section 2b: Third progress review and summative assessment NQT comments NQTs should include their reflective comments on the content of the review. NQT Date School-based mentor/external mentor Date Statutory induction for newly qualified teachers: A handbook for schools 57
Section 2b: Third progress review and summative assessment Teacher reference number Name School Local authority Section 2: Induction priorities The school s summative assessment The summative assessment should be completed by the headteacher or the school-based mentor. For NQTs undertaking induction by accruing sessions through short-term supply the summative assessment should be completed by the external mentor. The summative assessment together with the third progress review, the updated Section 3 and an updated Section 4 must be submitted to the LA/appropriate body on completion of the third complete term or by the completion of 380 sessions. 58 Statutory induction for newly qualified teachers: A handbook for schools
Section 2b: Third progress review and summative assessment Complete Part 1 or 2 The SBM or the headteacher must complete Part 1 or Part 2. For NQTs undertaking induction through STS the EM must complete Part 1 or Part 2. Part 1 The NQT has met the PTS in full Summative assessment School-based mentor s signature School-based mentor s full name and designation Date Summarise the evidence including information from Section 3, classroom observations, progress against the development priorities and the overall progress. Part 2 The NQT has not met the PTS in full Summative assessment Detail of any further action recommended and the reasons School-based mentor s signature School-based mentor s full name and designation Date Summarise the evidence including information from Section 3, classroom observations, progress against the development priorities and the overall progress. It is helpful for the SBM to have a formal discussion with the LA/AB about the recommendation. This may include and extension to the induction period. See pages 18 21 of the Welsh Government guidance Induction for newly qualified teachers in Wales (revised 2012) (www.wales.gov.uk/topics/education andskills/schoolshome/schoolfundin gandplanning/trainingdevelopment/ie pd/guidance/?skip=1&lang=en). Statutory induction for newly qualified teachers: A handbook for schools 59
Section 2b: Third progress review and summative assessment NQT Date School-based mentor/external mentor Date Submitting Section 2b, third progress review and school s summative assessment For NQTs employed on a full- or part-time temporary or permanent contract The SBM should send to the LA induction coordinator an electronic copy of: the completed progress review and the school s summative assessment the most recent record of evidence in meeting the PTS (Section 3) completed by the NQT the completed Section 4. The three sections should be sent to the LA induction coordinator: at the end of the third complete term (for NQTs employed on full-time, permanent or temporary contracts) or after completing 380 sessions (for NQTs employed on part-time permanent or temporary contracts). For NQTs working as STS teachers The EM should send to the LA induction coordinator an electronic copy of: the completed progress review and the summative assessment the most recent record of evidence in meeting the PTS (Section 3) completed by the NQT the completed Section 4. The three sections should be sent to the LA induction coordinator: after completing 380 sessions for NQTs employed on part-time permanent or temporary contracts. 60 Statutory induction for newly qualified teachers: A handbook for schools
Teacher reference number Name School Local authority Section 2: Induction priorities Section 2b: Progress reviews third progress review and summative assessment The school-based mentor is responsible for the completion and submission of Section 2b, third progress review and the summative assessment. Section 2b, third progress review and the summative assessment, must be sent to the LA induction coordinator, with an updated Section 3 completed by the NQT, at the end of the third full term or after 380 completed sessions. For NQTs undertaking induction by accruing sessions through short-term supply the external mentor is responsible for the completion and submission of Section 2b, third progress review, and Section 3 to the LA induction coordinator after 380 sessions. Date School-based mentor Statutory induction for newly qualified teachers: A handbook for schools 61
Section 2b: Third progress review and summative assessment Teacher reference number Name School Local authority Review of progress towards meeting the priorities identified at the start of the induction period and recorded in Section 2a and/or the second progress review Progress in addressing the priorities Development priority Review of progress Details of any revised and new priorities Development priorities How needs will be met, e.g. actions, CPD activities, support Timescale, review date and resources 62 Statutory induction for newly qualified teachers: A handbook for schools
Section 2b: Third progress review and summative assessment Teacher reference number Name School Local authority Progress in identifying and recording evidence of meeting the Practising Teacher Standards (PTS) (refer to Section 3) Additional comments Details of any further support or development needs NQT comments NQT Date School-based mentor/external mentor Date Statutory induction for newly qualified teachers: A handbook for schools 63
Section 2b: Third progress review and summative assessment Teacher reference number Name School Local authority Section 2: Induction priorities The school s summative assessment The summative assessment should be completed by the headteacher or the school-based mentor. For NQTs undertaking induction by accruing sessions through short-term supply the summative assessment should be completed by the external mentor. The summative assessment together with the third progress review, the updated Section 3 and an updated Section 4 must be submitted to the LA/appropriate body on completion of the third complete term or by the completion of 380 sessions. 64 Statutory induction for newly qualified teachers: A handbook for schools
Section 2b: Third progress review and summative assessment Complete Part 1 or 2 Summative assessment School-based mentor s signature School-based mentor s full name and designation Date Part 1 The NQT has met the PTS in full Summative assessment Detail of any further action recommended and the reasons School-based mentor s signature School-based mentor s full name and designation Date Part 2 The NQT has not met the PTS in full NQT Date School-based mentor/external mentor Date Statutory induction for newly qualified teachers: A handbook for schools 65
Teacher reference number Name School Local authority Section 3: Evidence of meeting the Practising Teacher Standards (PTS) The NQT is responsible for the completion of Section 3. Guidance notes Section 3 records evidence of how the NQT meets each of the PTS. The record should be progressively completed throughout the induction period so that evidence is recorded as it occurs. You may update your evidence at any time if, for example, you wish to refer to evidence that you consider to be stronger than that previously recorded. Completing Section 3 Against each standard the NQT should indicate the evidence that exists that the standard has been met. Entries should be brief and may signpost to where the evidence exists. The paragraph/bullet points for each standard should clearly evidence how a particular standard has been met and, where possible, the evidence of impact. It is not sufficient simply to locate the evidence or put in the word met. Good features of comments in Section 3 are as follows. Comments are reflective and include reflection on practice and learner learning. Evidence provided includes information on what has been done, a self-evaluation of developing practice and the impact of practice on learner outcomes. The location of evidence is clearly signposted. 66 Statutory induction for newly qualified teachers: A handbook for schools
Section 3: Evidence of meeting the Practising Teacher Standards (PTS) Submitting Section 3 For NQTs employed on a full- or part-time temporary or permanent contract The SBM should send an electronic copy of the updated Section 3 completed by the NQT with each of the three progress reviews. For NQTs working as STS teachers The EM should send an electronic copy of the updated Section 3 completed by the NQT with each of the three progress reviews. Statutory induction for newly qualified teachers: A handbook for schools 67
Teacher reference number Name School Local authority Section 3: Evidence of meeting the Practising Teacher Standards (PTS) 68 Statutory induction for newly qualified teachers: A handbook for schools
Section 3: Evidence of meeting the Practising Teacher Standards (PTS) Teacher reference number Name Practising Teacher Standards (PTS) Evidence including impact on practice and learner attainment Professional values and attributes 1. Appreciate the diverse needs of children and young people. 2. Value fair, respectful, trusting, supportive and constructive relationships with children and young people. 3. Have high expectations of children and young people in order to improve outcomes and well-being for all learners. 4. Value the importance of building positive relationships between home and school. 5. Value the active involvement of children and young people in their progress, development and well-being. 6. Value the active involvement of parents and carers in the progress, development and well-being of children and young people. 7. Value and celebrate the contribution children and young people make within their communities. 8. Appreciate and value the contribution that support staff and other professionals make to the learning, development and well-being of children and young people. Updated Statutory induction for newly qualified teachers: A handbook for schools 69
Section 3: Evidence of meeting the Practising Teacher Standards (PTS) Practising Teacher Standards (PTS) 9. Be actively involved in professional networks and learning communities which share and test beliefs and understandings with colleagues and contribute to the wider development of the school and profession. 10.Value the improvement of practice through reflection and taking responsibility for continuing professional development. 11.Have high expectations with regard to Welsh-language development in the context of the bilingual nature of Wales. 12.Maintain an up-to-date knowledge and understanding of the professional duties and responsibilities of teachers and the statutory framework within which they work. 13.Understand the national education policy context in Wales and the Welsh Government s national priorities for education, including an understanding of the principles of the Cwricwlwm Cymreig and how it should inform and shape their practice. 14.Use understanding of the expectations, organizational arrangements and pedagogical approach in the key stages or phases before and/or after the ones they teach to inform their practice and planning. Evidence including impact on practice and learner attainment Updated 70 Statutory induction for newly qualified teachers: A handbook for schools
Section 3: Evidence of meeting the Practising Teacher Standards (PTS) Teacher reference number Name Practising Teacher Standards (PTS) Evidence including impact on practice and learner attainment Professional knowledge and understanding 15.Understand the key factors that affect children and young people s learning and well-being. 16.Maintain an up-to-date understanding of their subjects/curriculum areas and related pedagogy in order to inform practice. 17.Understand their role in improving literacy and numeracy skills across the curriculum. 18.Maintain knowledge and learning in ICT to support teaching, learning and in their wider professional role. 19.Understand and apply the SEN Code of Practice for Wales to meet the diverse needs of learners. 20.Understand when appropriate and how to seek information, advice and support from internal and external sources including procedures on safeguarding. 21.Have a knowledge of a range of strategies and know how to use them to promote good behaviour and create a purposeful learning environment. Updated Statutory induction for newly qualified teachers: A handbook for schools 71
Section 3: Evidence of meeting the Practising Teacher Standards (PTS) Practising Teacher Standards (PTS) 22.Understand how the United Nations Convention on the Rights of the Child and the Children and Young People s Participation Standards for Wales can be used to inform practice and improve learner outcomes. 23.Understand the expectations in the curriculum with regard to Welsh-medium provision and/or Welsh Second Language. Evidence including impact on practice and learner attainment Updated 72 Statutory induction for newly qualified teachers: A handbook for schools
Section 3: Evidence of meeting the Practising Teacher Standards (PTS) Teacher reference number Name Practising Teacher Standards (PTS) Professional skills Planning and target setting 24.Set challenging teaching and learning objectives that are guided by informed expectations of individual learners based on knowledge of the expected standards of the relevant age group and the range and content of work appropriate to learners in that age group. 25.Use teaching and learning objectives to plan lessons, and sequences of lessons, which clearly show how learners knowledge, skills and understanding will be assessed. 26.Personalise learning in order to address individual needs, including seeking the views of learners on what would help them achieve their potential. 27.Identify resources to support learning that will stimulate and motivate all learners to achieve desired outcomes. 28.Work effectively as a team member and collaborate with colleagues to plan work and establish targets. 29.Plan for support staff to be appropriately involved in supporting learning and ensure they understand the roles they are expected to fulfil. Evidence including impact on practice and learner attainment Updated Statutory induction for newly qualified teachers: A handbook for schools 73
Section 3: Evidence of meeting the Practising Teacher Standards (PTS) Practising Teacher Standards (PTS) 30.Plan appropriate opportunities for children and young people to learn in settings beyond the classroom. 31.Manage and prioritise time effectively within their wider professional role. 32.Instigate and maintain effective communication with children, young people, and their parents/carers. Evidence including impact on practice and learner attainment Updated 74 Statutory induction for newly qualified teachers: A handbook for schools
Section 3: Evidence of meeting the Practising Teacher Standards (PTS) Teacher reference number Name Practising Teacher Standards (PTS) Evidence including impact on practice and learner attainment Monitoring and assessment 33.Use a range of monitoring and assessment strategies, including both formative and summative assessment, to evaluate learners progress towards planned learning objectives, and use this information to improve their own planning and teaching. 34.Meet the assessment requirements and arrangements for the subjects/curriculum areas and phases within which they teach, including those relating to public examinations and qualifications. 35.Use monitoring and assessment to identify and support learners including: those with additional learning needs; more able and talented learners; learners working below age-related expectations; learners failing to achieve their potential; and learners with behavioural, emotional and social difficulties. 36.Involve learners in target setting and in reflecting upon and evaluating their performance. Updated Statutory induction for newly qualified teachers: A handbook for schools 75
Section 3: Evidence of meeting the Practising Teacher Standards (PTS) Practising Teacher Standards (PTS) 37.Monitor and record learners progress and achievements to provide evidence of the range of their work, progress and attainment over time whilst taking account of the participation and views of the learner. 38.Provide learners with accurate and constructive feedback on their strengths, weaknesses, attainment, progress and areas for development, including action plans for improvement. 39.Provide colleagues, parents and carers with timely, accurate and constructive feedback on learners attainment, progress and areas for development using supporting records and other evidence. Evidence including impact on practice and learner attainment Updated 76 Statutory induction for newly qualified teachers: A handbook for schools
Section 3: Evidence of meeting the Practising Teacher Standards (PTS) Teacher reference number Name Practising Teacher Standards (PTS) Evidence including impact on practice and learner attainment Teaching and managing learning 40.Establish and maintain effective learning environments where all learners feel safe, secure and confident. 41.Teach the required and expected skills, knowledge and understanding relevant to the needs of the learner, making appropriate use of relevant national guidance. 42.Make effective personalised provision in their teaching including taking practical account of diversity and promoting equality and inclusion. 43.Challenge instances of prejudice, stereotyping, bullying and harassment, in line with school policies and procedures. 44.Teach clearly structured lessons or sequences of work so that all learners understand and meet the intended learning objectives. 45.Employ appropriate teaching strategies which develop all learners capacity to work collaboratively and independently. 46.Build on the varying experiences, achievements and interests of learners to help them make progress. 47.Manage teaching and learning time effectively. Updated Statutory induction for newly qualified teachers: A handbook for schools 77
Section 3: Evidence of meeting the Practising Teacher Standards (PTS) Practising Teacher Standards (PTS) 48.Manage the physical learning environment, equipment, materials, texts and other resources safely and effectively. 49.Employ appropriate teaching strategies to secure positive behaviour. 50.Employ appropriate teaching strategies to promote the well-being of children and young people. 51.Employ appropriate teaching strategies to promote good progress and outcomes for learners over a sustained period of time. 52.Use ICT effectively in teaching and learning. 53.Encourage learners to progress independently by providing activities or other out-of-school study which consolidates and extends work carried out in school. 54.Work cooperatively and collaboratively with other teachers and colleagues, including those from external agencies, to enhance the learning and well-being of those they teach. 55.Promote learners understanding of the bilingual nature of Wales and develop their bilingual skills as appropriate. Evidence including impact on practice and learner attainment Updated 78 Statutory induction for newly qualified teachers: A handbook for schools
Teacher reference number Name School Local authority Section 4: Record of induction period Guidance notes In this section you should record all periods of employment that count towards the induction period. To count towards induction the NQT must be employed as a teacher. Periods of employment should be expressed as whole terms or, in the case of NQTs not employed on a full-time basis, as the number of individual sessions. A total of three whole terms or 380 sessions is required to complete the induction period. One session is equivalent to a morning or afternoon of teaching. Each period of employment should be validated with the signature of the headteacher of the school(s) in which the sessions have been completed. The signatures of the headteacher(s) are necessary to enable the LA/AB to verify that the NQT has completed the period required for induction. The GTCW should be notified of all periods of employment completed during the induction period and, therefore, this record should correspond with records kept by the GTCW. Completing Section 4 The NQT is responsible for ensuring that the induction period is validated by the headteacher of the school where the NQT was employed as a teacher. Statutory induction for newly qualified teachers: A handbook for schools 79