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NEWLY QUALIFIED TEACHERS TRAINING GUIDE 2011 / 2012


CONTENTS

ALL ABOUT BUCKINGHAMSHIRE

ALL ABOUT BUCKINGHAMSHIRE

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THE INDUCTION PROCESS

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NEWLY QUALIFIED TEACHERS

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THE INDUCTION TUTOR

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KEY FORMS

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FREQUENTLY ASKED QUESTIONS

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INDUCTION PROGRAMME APPLICATION FORM

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NEWLY QUALIFIED TEACHERS TRAINING GUIDE 2011 / 2012

PB1756 designed by inhouse creative: inhouse@pb.com 01296 392717


NQT TRAINING GUIDE 2011 / 12

ALL ABOUT BUCKINGHAMSHIRE


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ALL ABOUT BUCKINGHAMSHIRE We are delighted that you have chosen Buckinghamshire as your place of work! This section introduces you to our wonderful county, to our Children’s Service and to your NQT Induction Team. It also provides you with information about the benefits available to you as an NQT, all of course designed to encourage that important work / life balance.

An Overview of the County: Living and Working in Buckinghamshire A large part of the county is very rural but there are a number of medium to large towns, several of which have communities from a number of minority ethnic groups. Part of the east and south of the county comes within the London commuter fringe. In Buckinghamshire there are 235 schools comprising 183 Primary, 34 Secondary, 12 Special and 6 Pupil Referral Units. Several schools have changed their status to become Academies. Admission into Early Years settings varies and many schools have nurseries that take children before the age of 5. Buckinghamshire is proud of the contribution that schools and other settings make to the all round education of its pupils. Children in our schools proceed from primary to secondary schools at age 11+. Pupils in their final year of primary education take part in the Secondary Schools Allocation Procedure and proceed to grammar or upper schools in the following September. The allocation of a child to grammar or upper school is based on their performance in two verbal reasoning tests.

The School Improvement Service Who are the School Improvement Service? The Buckinghamshire School Improvement Service sits within the Achievement and Learning Division of the Children’s Services section of the County Council. The purpose of our service is to provide support to schools to enable them to further improve the quality of education provided to pupils in Buckinghamshire and, through this, to improve their standards of achievement. The service consists of: • Three teams of adviser and consultants each with responsibility for the schools within a geographical area as well as a county wide perspective • The Buckinghamshire Education Business Partnership (BEBP) • Governor Services • Three Music Centres • Shortenills Environmental Education Centre

ALL ABOUT BUCKINGHAMSHIRE

ALL ABOUT BUCKINGHAMSHIRE

Buckinghamshire is a county of great variety. It stretches from the border of Milton Keynes, a unitary authority in the north, to the fringes of Heathrow Airport in the south.


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• Aylesbury, Wing / Wendover & Buckingham • Chiltern & South Bucks • Marlow, High Wycombe & Ridgeway

ALL ABOUT BUCKINGHAMSHIRE

The Central Role In addition, each team will have responsibility for a whole authority theme and these will be as follows:

Governor Services The Governor Services team fulfil all Local Authority responsibilities in terms of the appointments process for members of Governing Bodies whilst also offering detailed induction, support, advice and guidance to Governing Bodies. A full clerking service is offered as a traded service as is an extensive range of both individual and full Governing Body training opportunities. Contact Nicola Cook Telephone: 01296 382614

• Strategy across the County - Overseeing county wide approaches, outcomes and initiatives including overarching curriculum, policies and strategies and how national initiatives are to be implemented locally

Multi-Cultural and Traveller Resources

• Provision in Schools – Overseeing school performance including school reviews and whole school initiatives. These will include strategies such as ISP, Journey to Outstanding (J2O), support for schools below the new floor target etc.

Two resource centres in High Wycombe and Aylesbury house a wide variety of multicultural resources and religious artefacts which are available on loan, free of charge, to all schools and Early Years settings to encourage and reflect an intercultural / interfaith environment for all pupils.

• Interventions in Support of Pupils – Overseeing vulnerable and underachieving groups and pupils. These will include SEN, closing the gap, initiatives to tackle childhood poverty and PRUs etc.

Guidance and advice can be sought from the centres which can be found at: -

Responsibility for the Area and Central Roles From September 2011, leadership of these functions will be overseen by School Improvement Managers (SIMs) and Deputy School Improvement Managers (DSIMs) as follows: • Aylesbury and ‘Pupils’ SIM: Kevin Burrell, DSIM: Kate Rumboll • Chiltern and South Bucks and ‘Schools’ SIM: David Cousins, DSIM: David Preston,

The Resource Centre, Millbrook Combined School, Mill End Road, High Wycombe HP12 4BA Telephone 01494 475777 The Resource Centre, Dunsham Lane Centre, Dunsham Lane, Aylesbury HP20 2DB Telephone 01296 383261 Please note that both resource centres are open term time only. Please phone in advance to arrange a visit and to discuss your requirements and to collect or return resources.

• Wycombe and ‘County’ SIM: Ian Elkington, DSIM: Chris Lloyd Staples

Buckinghamshire Education Business Partnership Buckinghamshire Education Business Partnership (BEBP) develops and manages links between education and business in order to: • Support curriculum delivery and the raising of achievement • Bring relevance to the learning process • Increase student motivation and develop enterprise capability • Increase employment opportunities for young people across the county • Meet the need for a well-qualified workforce • Provide teacher support and professional development Bucks EBP arranges and organises work experience placements for young people aged 14-19 across Buckinghamshire, as well as delivering enterprise and other work related learning activities to both primary and secondary schools. BEBP actively engages employers to support curriculum delivery as well as supporting teachers through the delivery of training and workshops to enhance professional development.

Music Centres Three core Music Centres aim to provide a high quality, comprehensive range of musical opportunities to all pupils and young people. The core activities of the Music Centres are class music teaching in primary schools, group instrumental teaching and conducting, special projects and vocal and wider opportunities programmes. The centres are staffed by a core support team and a large number of peripatetic music teachers. Aylesbury 01296 383243 Chiltern and South Buckinghamshire 01494 586530 Wycombe 01494 475166

ALL ABOUT BUCKINGHAMSHIRE

The Area Role The service is being configured to reflect the revised structure whereby all schools will be supported by a team with a local focus. There will be three area groupings of schools based upon the three CYP Trust Local Partnership Board boundaries. These will support schools in:

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Shortenills Environmental Education Centre Situated between Chalfont St Giles and Little Chalfont, the centre offers both residential courses and day visits. Its main customers are the maintained primary schools of the county. During school holidays the centre hosts a number of educational courses for young people. Phone 01494 872288

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The NQT Induction Team - Your Key Contacts Simon Lockwood – Adviser, Induction Co-ordinator “Welcome to Buckinghamshire! As the NQT Co-ordinator, I’m responsible for all aspects of support for NQTs. If you have any general questions or queries please do not hesitate to contact me.” Phone 01296 382030

Situated on The Mandeville School site in Aylesbury, the centre is widely used for a variety of training courses for Buckinghamshire teachers and school support staff. It is also used for meetings arranged by members of the School Improvement Service.

ALL ABOUT BUCKINGHAMSHIRE

It has a fully equipped ICT Suite, two conference rooms and several smaller meeting rooms. In addition, the centre is the base for over 35 consultants and business support officers. The adviser and consultant teams provide support, advice and guidance to schools throughout the county by undertaking visits, running training programmes and supporting school management teams. The business support officers work closely with their individual teams of consultants to ensure the smooth running of the centre. Phone 01296 424652 / 334994

E-mail slockwood@buckscc.gov.uk A team works alongside Simon on most aspects of the programme. Their main responsibilities are to ensure that you are properly registered with the Local Authority, to monitor your assessment reports that are sent termly and to inform the GTCE of your progress. The GTCE will issue your induction certificates directly to you during the term after you have completed. It is therefore vital that all NQTs ensure that their personal and school details held by the GTCE are up to date. Izzy Hall – Business Support Officer for Induction Izzy has a full understanding of the induction process and collates your reports and informs the GTCE of your progress. NQT Notification and Assessment forms should be sent to Izzy. “If you have a concern about your Induction Year which has not been addressed by the usual school procedure, please contact me.” Isabel can be contacted Monday - Wednesday Phone 01296 334994 E-mail ihall@buckscc.gov.uk Hazel David – Workforce Development Officer for CPD Administration Hazel is responsible for administering the courses for the NQT Induction Programme and can deal with any queries concerning the programme, such as venues, dates and times or charging for sessions. The Induction Programme is available to book online on the ONE website, or application forms may be sent to Hazel. Upon receipt, a confirmation letter will be sent via email to NQTs listing their chosen sessions. Phone 01296 382865 E-mail hdavid@buckscc.gov.uk

ALL ABOUT BUCKINGHAMSHIRE

The Teaching & Learning Centre


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Benefits for Teachers

Other benefits include:

Buckinghamshire is a great place to be and, with the range of benefits available to you as an employee, the County Council is a great place to work.

More for you

More for your money

• Continuing Professional Development

• Up to 50% off bus fares

• Qualifications training

• 34% off Chiltern Rail

• Teacher Support Network

• Season ticket loan scheme

• Service to Bucks Award

• Car purchase discount scheme (Toyota)

More for your health

• Perry’s Peugeot employee benefit scheme

This is a simple scheme negotiated by Buckinghamshire County Council which entitles you to many discounts, privileges and special deals including: 50% saving on the cost of bus travel, 34% saving on the cost of rail travel, discounts on new bikes and parts, interest-free loans for bicycle purchases and free road safety and cycle maintenance courses. Phone 01296 382434 Web www.travelwise.org.uk

HomeBuy – Affordable housing for qualified teachers Whether you are a first-time buyer or need to move to a home that better suits your needs, HomeBuy can help you find an affordable home. The HomeBuy scheme offers you lots of ways to buy or rent the home you have always wanted. To find out more about their affordable part-buy / part-rent, equity loan and discounted rent schemes: Phone 0845 601 7729 Web www.homebuy.co.uk

Teachers’ Pensions Scheme The Teachers’ Pensions Scheme is a national scheme run by Teachers’ Pensions on behalf of Department for Education(DfE). The benefits of the scheme are governed by the Teachers’ Pensions regulations 1997 and subsequent amendments. Please note that while Teachers’ Pensions employees are happy to give information about the scheme’s provisions, they are not registered to give financial advice. The scheme automatically covers teachers who have not yet retired and who have not opted out of the scheme to make their own pension arrangements. It pays guaranteed benefits which are protected against inflation. The benefits are an annual pension and tax-free lump sum. The normal retirement age in this scheme, for both men and women, is 60, but it is possible to work beyond 60 and claim benefits on leaving pensionable employment. Retirement benefits can be paid before age 60 if you become permanently incapacitated due to ill health or are aged 50 or over and your employer offers you the opportunity to retire early. Alternatively, if you leave pensionable or excluded employment on or after 30th March 2000 and you are aged 55 or over, you have the option of applying for actuarially reduced retirement benefits. The scheme also provides death and family benefits. The scheme is a “final salary” scheme. This means that the benefits you get are based on your salary when you leave teaching, not the salary on which you have paid contributions during your career as a teacher. Further information on the Teachers’ Pensions Scheme is available from their website www. teacherspensions.co.uk or call 0845 6066166. For local information, contact Teachers’ Pensions Scheme team on teacherspensions@buckscc.gov.uk or call 01296 383181.

• Westfield Health Scheme • Voluntary personal accident insurance scheme • 10% discount at Marlow Complementary Health Care Centre

• Bike to work scheme (Halfords) • Childcare vouchers • Kaarp benefits • Assisted car purchase scheme

• Discounted leisure centre membership

• Dell – employee purchase programme

• Benenden healthcare scheme

• Teachers Discounts

• Discounted BUPA membership (employee choice scheme)

• Milton Keynes Theatre - group discount

• 10% discount at The Foot Clinic

More for your family • Career breaks • Childcare vouchers • Sports and social club in Stoke Mandeville • Reduced cost nursery places • Buckinghamshire Children’s Information Service

For more information Phone 01296 383045 E-mail benefits@buckscc.gov.uk

ALL ABOUT BUCKINGHAMSHIRE

Travelchoice – Discounts on Public Transport

ALL ABOUT BUCKINGHAMSHIRE

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10 A wealth of excellent resources is available to help and assist you through your first year of teaching and beyond.

The Buckinghamshire Grid for Learning The Buckinghamshire Grid for Learning (BucksGfL) is a network of resources to support staff in Buckinghamshire schools with teaching, learning and all other aspects of school improvement. It offers:

The county has a superb facility in Green Park, Aston Clinton, near Aylesbury. The Centre provides residential and conferencing facilities, including campsite, catering, residential blocks and conference rooms. It is located within 80 acres of beautiful woodland and parkland at the foot of the Chiltern Hills. For children and young people, it is particularly important, offering: • Learning Outside the Classroom • High Quality Outdoor Education at all Key Stages

• Reliable broadband connectivity for schools

• Environmental and Creative Curriculum activities – Numeracy, History, Geography, Gruffalo hunt

• Access to school improvement and CPD resources

• Creative Curriculum Days - Personal Learning and Thinking Skills

• Web-based email for all staff and students

• Team Challenges, Archery, Climbing, Abseil & Zip Wire, High Ropes Course, Low Ropes Course, Wheelchair Challenge, Kayaking, Nightline, Mountain Biking, Trebuchet, Orienteering

• Video conferencing and online collaboration tools

ALL ABOUT BUCKINGHAMSHIRE

Green Park Outdoors

• Online learning environments for schools to extend their learning beyond the school day and into the community All of the content services such as email and learning environments are available from both inside and outside of school. The main BucksGfL web site hosts the latest information for NQTs at www.bucksgfl.org.uk/nqt as well as CPD and subject support from the LA’s advisory team. For queries about the Bucks Grid for Learning contact: Ian Usher, E-Learning Co-ordinator Phone 01296 334994 E-mail iusher@buckscc.gov.uk

• Yurts (Mongolian tents) as a base • Disabled Provision • Support in developing Out of Classroom Learning on the school site • Mobile Provision also available to bring Outdoor Education to you: Mobile Climbing Wall, Mobile Team Challenge & Archery • Support for Duke of Edinburgh’s Award, running the county provision at Gold level • INSET Training/Team development days for staff And much, much more! For further information Contact Jan Keating, The Green Park Conference Facility

Resource Centre - The Teaching and Learning Centre

Phone 01296 633806

The Teaching and Learning Centre is our resource centre for Literacy, Numeracy, Science, ICT and Able Gifted and Talented.

E-mail jkeating@buckscc.gov.uk

Teaching and Learning Centre Ellen Road Aylesbury Bucks HP21 8EF Phone 01296 334994

The Outdoor Education Team Contact Robert Williams Phone 01296 633809 E-mail rwilliams@buckscc.gov.uk

ALL ABOUT BUCKINGHAMSHIRE

Useful Resources

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Schools Library Service

Membership of the SLS will provide schools with the benefits of: • access to a far greater range of the latest published books and other resources than any single school could purchase for itself • the support of a team of experienced professional librarians who have specialised in work with schools and children

ALL ABOUT BUCKINGHAMSHIRE

These benefits will be made available through just some of the following services: • Library Book Hire Books can be hired for your school library and exchanged and refreshed through the academic year. The books at SLS have been specially selected by library staff that are aware of schools’ changing and specialist needs, and who are familiar with both the publishing market and the national curriculum. New materials are bought on a weekly basis to ensure that there is a constant supply of new stock. • Project Collection Service Project collections can be requested on specific topics and hired for a term. They will be made up of a selection of materials that are tailor made to the needs of the teachers and the age-range and ability level of pupils. Each project will contain on average 20 books and poster packs where appropriate. Books can be non-fiction, fiction or an amalgamation of the two • Artefact collections Artefact collections available to hire include WWII, Victorians, the history of toys, seaside holidays past and present, the Tudors, Ancient Egypt and many more • Professional Support the SLS can offer both practical and advisory support on all library related matters, such as weeding out old books, help with organising your library, assistance with self evaluation assessment of your school library For any further information about the Schools Library Service: Contact 01296 382273 E-mail sls@buckscc.gov.uk Web www.buckscc.gov.uk/sls

Key contacts Contact Alison Mapplethorpe, SLS Manager, County Hall, Aylesbury HP20 1UU Phone 01296 382273 E-mail amapplethorpe@buckscc.gov.uk Fax 01296 382122

Contact Ann O’Donovan, Schools Development Librarian, County Hall, Aylesbury HP20 1UU Phone 01296 382268 E-mail aodonovan@buckscc.gov.uk Fax 01296 382122

Shortenills Environmental Education Centre Shortenills can accommodate residential groups or day classes on four days of the week. Teachers should familiarise themselves with the centre and design a programme with the Head of Centre, before taking a group of children. The Head of Centre will also be happy to visit schools and help plan work in environmental education. Contact Mr Ian Duckworth, Head of Centre Shortenills Environmental Education Centre Nightingales Lane Chalfont St Giles Buckinghamshire HP8 4SG Phone 01494 872288

ALL ABOUT BUCKINGHAMSHIRE

The Schools Library Service (SLS) provides teachers working in primary, special and secondary schools within the county with a loan service of books, artefact collections, and other materials. All items requested by schools will be delivered and collected by SLS’s own delivery van. SLS also provides advice, training and professional support to assist schools in making the best use of their own library facilities.


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The NQT Induction Programme builds on what NQTs have learned in meeting the Standards for the Award of QTS and supports them in applying their knowledge and skills in the context of the classroom. The NQT Induction Programme provides:

ALL ABOUT BUCKINGHAMSHIRE

• A bridge from initial training to support NQTs establishing themselves as teachers in Buckinghamshire schools • Structured support and guidance to help NQTs develop as confident professionals

What will it involve? Every NQT working in Buckinghamshire is invited to attend the welcome session free of charge to the school. The Buckinghamshire NQT Induction Programme is designed to complement the school-based induction programme. It comprises: • an initial conference to welcome all NQTs to the authority, with a key-note speaker and opportunities for you to reflect on your professional development needs • an NQT handbook • an extensive range of optional sessions to meet the objectives identified in your CEDP • support available to your school and mentor if required • other training and development support as required • a final celebration of your first year and the opportunity to consider your options for year 2

Costs

Venue Details

Schools are able to subscribe to the programme, or purchase individual sessions that are the most relevant to individual NQT’s needs.

Bearbrook Combined School Fowler Road, Aylesbury, Bucks HP19 7QP Phone 01296 488331

The cost of the programme for 2011/2012 is £500 per NQT. This includes 10 sessions of choice and a copy of the Handbook for each registered NQT.

Bedgrove Infant School Ingram Avenue, Aylesbury, Bucks HP21 9DJ Phone 01296 481353

A charge of £75 will be made for the attendance at each individual session for those who have not opted to buy the programme. The Welcome Meetings (14th Sept 2011 and 11th Jan 2012) and the Celebration meeting (27th June 2012) are free to all NQTs.

Booking Procedure You may apply online using the ONE online website (contact your CPD Administrator first) or simply tick the 10 sessions you wish to attend on the timetable provided and return to Hazel David. The booking form can be found on pages 89-90. Booking forms are also located in the School Bulletin and on the Bucks Grid for Learning. Once booked a confirmation email will then be sent to the email address specified on the booking form, listing all sessions applied for. If you do not receive a confirmation email, please contact Hazel David immediately as it is likely we have not received your booking form.

Booker Hill School Field Road, Booker Hill Estate, High Wycombe, Bucks HP12 4LR Phone 01494521646 Cressex Community School Holmers Lane, High Wycombe, Bucks, HP12 4QA Phone 01494 437729 Green Park Stablebridge Road, Aston Clinton, Aylesbury, Bucks HP22 5NE Phone 01296 633800 Hazlemere Golf Club Penn Road, Hazlemere, Bucks HP15 7LR Phone 01494 719300 Juniper Hill School Churchill Close, Flackwell Heath, High Wycombe, Bucks HP10 9LA Phone 01628 523536 Shortenills Centre Nightingales Lane, Chalfont St Giles, Bucks HP8 4SG Phone 01494 872288

ALL ABOUT BUCKINGHAMSHIRE

What is the Purpose of our Induction Programme?

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16 Welcome to the Best Job in the World! Target Group All NQT’s In this session you will: • have the opportunity to meet and network with other NQT’s • meet the NQT Induction Team and other key personnel

Target Group All NQT’s In this session you will: • explore ways to build, establish and maintain positive working relationships • develop strategies for dealing with positive and negative challenges that arise • have an opportunity to share your challenges and discuss current issues

• have the opportunity to ask any questions

Learning Outside the Classroom (Full Day Course)

• familiarise yourself with the NQT handbook, procedures and the content of your induction year

Target Group All NQT’s

• get tips on ‘surviving’ the year

Note Please bring a packed lunch – Tea, coffee and biscuits will be provided. Please wear sensible outdoor clothing.

Mentor & NQT – Setting Objectives, Achieving Goals ALL ABOUT BUCKINGHAMSHIRE

Effective Communication with Parents

Target Groups All NQT’s together with their mentors In this session you will: • look closely at the CEDP • work with your induction tutor to set appropriate targets • use your targets to design an effective school induction programme • look at structuring your professional portfolio • set objectives with mentors / induction tutor There is some adviser input, but this session principally enables mentor and NQT to meet outside of school setting to set targets This session gives you an opportunity to discuss progress, support and development with your induction tutor.

Working with Support Staff Target Group Primary NQT’s In this session you will:

Like all high quality outdoor learning, the programme has been designed to be practical with time to network and share ideas with fellow NQT’s. The programme will be led by Robert Williams, Educational Visits Advisor and Julie Lloyd-Evans, Learning Outside the Classroom Teacher at Green Park and Bucks Forest Schools Coordinator. The following aspects will be covered: • Managing pupils out of the classroom • Organising adult helpers • Benefits of outdoor learning • Roles and responsibilities • Planning and risk benefit • A walk along the canal will highlight the importance of pre-trip visits, planning learning activities and considering different scenarios that could be encountered on school visits. • The day will conclude with a session incorporating ‘hands-on’ outdoor activities across all areas of the curriculum that can be carried out in your school grounds or on visits. At the end of the day we hope to leave you confident, motivated and inspired to take learning out of the classroom.

• receive practical strategies for engaging the confidence of support staff at each stage

Successful Behaviour Management – Part One

• be offered advice on excellent communication, empathy and assertiveness

Target Group Primary NQT’s

• examine effective strategies in working with support staff

In this session you will:

• provide an overview of the support staff working in schools

• receive advice on a range of strategies for managing pupil behaviour

• consider the changing role of support staff in the light of the Workforce Agreement

• have an opportunity to share your challenges and issues

• identify the opportunities for using support staff within the classroom

• explore lesson plans, teaching styles and classroom management that encourages positive attitudes and behaviour

• identify useful strategies to ensure good practice when working with Teaching Assistants, Classroom Assistants or Higher Level Teaching Assistants

ALL ABOUT BUCKINGHAMSHIRE

Course Descriptions

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18 Supporting Children with Special Educational Needs

Child Protection

Target Group Primary NQT’s

Target Group All NQT’s

In this session you will:

In this session you will:

• gain an insight into a needs-led curriculum, individualised planning and meeting a wide range of needs

• understand your role in safeguarding children from harm

• cover an introduction to the Code of Practice / School Action – Action Plus / writing IEPs • develop strategy ideas for managing particular needs in your classroom that do not rely on adult support • be inspired by examples of good practice

• awareness of legislation with regards to child protection • have an awareness of indicators of child abuse • know what to do should a child disclose abuse

Moderate and Specific Learning Difficulties Target Group All NQT’s In this session you will:

Good Practice in Teaching and Learning

• be introduced to the difficulties associated with these needs

Target Group Primary NQT’s

• take part in detailed discussion and practical activities

In this session you will:

• explore the inclusion development programme for dyslexia

• consider how we can build on our own understanding of good teaching in order to make it excellent

Active Learning to Engage Pupils in PSHE

• gain practical tips on how to improve the quality of teaching and learning in the classroom in light of the judgements of external observers

Target Group Primary NQT’s In this session you will:

• share good ideas to consider how we can adapt these ideas in our own teaching

• explore the role and importance of PSHE in the curriculum

Assessment for Learning

• develop teaching strategies to use in the classroom

Target Group Primary NQT’s In this session you will have: • a chance to see how two schols use assessment for learning and APP to assess pupil progress and inform planning. • a chance to look at planning, marking and feedback from these two schools.

• consider issues to cover in PSHE and share experience • receive some basic background on Citizenship • engage in highly active and interactive activities

The Power of Your Voice in the Classroom Target Group All NQT’s In this session you will: • develop strategies for the effective use of your voice • practically try out some techniques • gain ideas as to how to stay healthy and maintain control of a group with your voice

ALL ABOUT BUCKINGHAMSHIRE

• consider how you can plan for certain types of need in your classroom (dyslexia friendly techniques, autistic spectrum disorder strategies etc)

ALL ABOUT BUCKINGHAMSHIRE

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20 Successful Behaviour Management – Part Two

The Role of the Subject Leader

Target Group Primary NQT’s

Target Group Primary NQT’s

Note This is not a repeat of Part One but further development practice. It is recommended that part one is undertaken as a prerequisite to attending this session

In this session you will:

• build upon the first session attended • receive advice on a range of strategies for managing pupil behaviour • have an opportunity to share your challenges and issues • explore lesson plans, teaching styles and classroom management that encourages positive attitudes and behaviour

• explore what is expected of a subject leader / co-ordinator • prepare for the role of subject leadership • undertake practical activities and engage in discussion to extend your own skills

Promoting Equality and Diversity in the Classroom Target Group All NQT’s In this session you will:

• use the experiences of the year to strengthen strategies and be prepared for year 2

• review current legislation and implications of the Equalities Act 2010

Understanding How Pupils Learn

• explore how to address equalities in your school

Target Group Primary NQT’s In this session you will:

• develop an awareness of how to audit and evaluate Community Cohesion provision • strategies / actions to support equalities and cohesions in your school

• explore what helps us to learn

Inspiring Thinking and Learning Through RE

• reflect upon the implications for the learners

Target Group Primary NQT’s

• share practical strategies with other NQT’s

In this session you will:

Survive and Thrive!

• be introduced to the Bucks Agreed Syllabus

Target Group All NQT’s During the first year of teaching in periods of constant demand, change and pressure it is all too easy to forget some of the simple things that can help make a difference to move an individual from a sense of surviving to one of thriving. This session will enable participants to: • develop a clearer understanding of the benefits of stress resilience • understand the difference between stress and pressure • identify some useful strategies to address key stress factors • clarify understanding about Wellbeing and appropriate Worklife Balance • review aspects of time management linked with energy management • consider some of the challenges and barriers and share ideas that have already worked • identify some potential solutions/suggestions/strategies • identify at least three practical steps forward for the rest of the NQT year and beyond

• explore the role and importance of RE in the curriculum • develop strategies to use in the classroom • share experiences • be inspired

Supporting EAL Pupils Target Group All NQT’s In this session you will: • consider the needs of EAL Learners • learn about EAL pedagogy; key principles, teaching and learning, planning • develop an integrated approach to language learning and curriculum learning • look at EAL assessment • gain a brief overview of distinguishing between EAL and SEN • find out strategies to support new arrivals and more advance learners

ALL ABOUT BUCKINGHAMSHIRE

In this session you will:

ALL ABOUT BUCKINGHAMSHIRE

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23

A Rhythm Runs Through It

Supporting the Gifted and Talented Pupil

Target Group Primary NQT’s

Target Group All NQT’s

In this session you will:

In this session you will be introduced to:

• gain an understanding of how simple musical activities can impact on all areas of learning

• National Standards for Gifted and Talented Education

- PSHE – self esteem, confidence, communication and team work

• Institutional Quality Standards (IQS) and Classroom Quality Standards (CQS)

- co-ordination, motor skills, concentration, focus

• The Lead Teacher for G&T Handbook

• improve your own confidence to lead musical activities

• useful websites and resources

• gain / improve own knowledge of classroom instruments

• the principles of providing challenge for all pupils

• gain an understanding of how music could be part of

Practical Tips – Visiting Schools

- Maths

- Language

- MFL

Target Group Primary NQT’s Note You need to book the schools that you would like to look around. There is a maximum of twenty places per school and places will be allocated on a first come first served basis.

• be inspired to have a go yourself and to sing and enjoy activities with your class

In this session you will:

Year R and Transition to Y1

• look around a primary school

Target Group Primary NQT’s In this session you will: • consider the needs for an effective transition process

• hear about the challenges and strengths of the particular school • have a forum for discussion and ideas • identify good practice and tips for you to use in your classroom practice

• explore how the Early Years Foundation Stage profile data supports effective transition

Learning Outside The Classroom - Shortenills Visit

• share good practice in pedagogy and enabling environments

Target Group: All NQTs

Speech Language and Communication Needs

The inspector who last year passed the Centre for its Quality Badge Award reported that he found Shortenills “a little Jewel of a Centre with the surrounding grounds managed to provide a rich diversity of habitats “. “The Centre is the best example I have of an institution putting the ideas of sustainability into practice and ensuring that pupils are both aware and participate in aspects of that practice…. The teaching and learning offered is effective, efficient and good value for money. It meets the standard of the Quality Badge and in many areas is exemplary.”

Target Group All NQT’s In this session you will: • be introduced to the difficulties associated with these needs • take part in detailed discussion and practical activities • explore the Inclusion Development Programme for Speech, Language and Communication Needs • learn how to access professionals and the role of speech therapy in the county

Come and see what we have to offer for day visitors, and especially for residential groups when you have sole occupancy of the facilities. Your visit will include a tour of the site, an overview of what we currently provide, and opportunities to discuss its potential for your school. There will be light refreshments available on arrival. Please be prompt as there is much to see.

ALL ABOUT BUCKINGHAMSHIRE

ALL ABOUT BUCKINGHAMSHIRE

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24 The Youth is Out There – What Next in Year 2? Target Group All NQT’s In this session you will: • evaluate the first year

THE INDUCTION PROCESS

• share experiences • develop your CPD for year 2

THE INDUCTION PROCESS

ALL ABOUT BUCKINGHAMSHIRE

• hear about year 2 experiences of former NQT’s


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27 THE INDUCTION PROCESS “This section of the handbook is designed to give everyone involved in the induction process an overview of what to expect.”

The Induction Process Many schools believe that the NQT induction is the responsibility of the whole school. The programme may be co-ordinated by one person, but a variety of people contribute to coaching, demonstrating, encouraging, assessing and reporting. Such a rich fabric of support is essential, but it is imperative that everyone involved has a thorough understanding of the whole induction process and of his or her own roles and responsibilities.

Statutory induction is the bridge between initial teacher training and a career in teaching. It combines a personalised programme of development, support and professional dialogue, with monitoring and an assessment of performance against the core standards. Each NQT’s induction programme should enable the NQT to build on and extend the knowledge and skills developed during initial teacher training and provide the foundation for continuing professional and career development. The programme should assist the NQT to meet the core standards by the end of the period and equip him or her with the tools to be an effective and successful teacher. Each NQT’s programme should be tailored to the individual needs and circumstances and should provide a reduced timetable (and planning, preparation and assessment time) and significant opportunities for the NQT to: • show their potential • make rapid advancement towards excellence in teaching • begin to make a real impact on their school’s and pupils’ development NQTs will have used the TDA Career Entry and Development Profile (CEDP) to support that reflection, and they should bring their CEDP into their first post, where they and their induction tutor can use it when planning the NQT’s induction programme. The CEDP can be used beyond the induction period as well as during it.

Why does an NQT have to complete induction? Subject to the exceptions listed in Schedule 2 of the “Statutory Guidance on the Induction of Newly Qualified Teachers”, a qualified teacher cannot be employed as a teacher in a relevant school in England unless he or she has satisfactorily completed an induction period in accordance with the induction regulations and its guidance. This requirement applies regardless of the route by which the individual gained Qualified Teacher Status.

THE INDUCTION PROCESS

The INDUCTION PROCESS

What is the purpose of the NQT Induction Year?


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28 What is QTS?

An Overview of the Induction Process

Qualified Teacher Status is granted by the General Teaching Council for England and Wales and is the formal and legal recognition that a person has undertaken recognised training and is properly qualified to teach in schools in England and Wales. Without this, schools can only employ a teacher in an unqualified position for a limited period of time, or in the capacity of “Instructor”. Central to the granting of QTS is the need for teachers to hold a pass on the skills tests, which are undertaken online through the TDA (www.tda.gov.uk/skillstests.aspx) An NQT cannot start a statutory induction period (or part period) in any permitted setting unless he or she has been awarded QTS by the GTCE.

Taken from the Statutory Guidance

HT: Institution carries out employment checks

AB/HT: FE and Independent institutions secure AB

FE = further education GTCE = General Teaching Council for England

HT: NQT appointed to suitable post *

AB/HT: HT notifies AB before induction begins

HT/IT: HT appoints induction tutor

HT = headteacher/principal AB/NQT: AB provides NQT with named contact

There are a few instances where you will not need to complete induction. These are if: • you gained QTS before 7 May 1999

IT = induction tutor Institution = The place where induction will be carried out NQT = Newly Qualified Teacher

AB/IT: Calculate length of induction period

HT/IT/NQT: NQT’s induction plan agreed

Who must complete induction? Schedule 2 of the regulations lists categories of teachers who are exempt from the requirement to complete an induction period. Any teacher who is not exempt from serving induction is only legally able to start the induction period once they have been awarded QTS by the GTCE. The requirement to hold QTS before starting induction applies to all permitted settings.

AB = Appropriate Body

HT/IT: Ongoing QA of the NQT’s induction

IT: Observation of NQT

IT: Reviews of NQT’s progress

AB/HT/IT: Action in the event of unsatisfactory progress

• you are a qualified teacher from the European Economic Area (EEA)

NQT: Observation of experienced teachers

IT/NQT: Other development activities as agreed

IT: Formal assessments

HT/IT: Interim assessments (if applicable)

Completion of induction period

• you are a qualified teacher from a country outside the EEA who has at least two years’ experience and has simultaneously been assessed by the TDA as meeting QTS and the Induction Standards

HT: Final assessment and recommendation to AB

• you are an overseas qualified teacher employed as an unqualified teacher. In this instance, you can be employed for up to four years only. After this period, if you wish to continue working as a teacher, you will need to gain QTS and successfully complete the Induction Standards

HT: Pre-completion extension

AB: AB decision*

If you fall into any of these categories, you must check your status with the Teacher Qualification Team at the GTCE (www.gtce.org.uk/teachers). You must successfully complete your induction if you want to continue teaching in a maintained school or a non-maintained special school.

Pass (Standards met)

Able to teach without restrictions

Restrictions remain (Employer dismisses)

Fail (Standards not met)

AB: Post-completion extension (Standards not yet met) NQT/GTCE: Appeal process*

* = GTCE to be notified of this

THE INDUCTION PROCESS

Appropriate Bodies must always confirm that the NQT’s QTS has been checked when registering the NQT. Note that a teacher reference number does not mean the NQT has been awarded QTS.

AB: Institution confirmed as meeting criteria

NQT leaves post before completing induction period*

It is essential that Headteachers/Principals check and confirm the individual’s QTS before an appointment is offered, either by writing to or telephoning the GTCE, or, where the institution or their Appropriate Body has access to it, checking the GTCE online database. Please note that the GTCE issue a certificate to all NQTs to confirm their QTS, which also clarifies whether or not they are required to complete induction.

The INDUCTION PROCESS

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30

The NQT

• undertake 6 observations of the NQT’s teaching and provide the NQT with copies of written summaries

Before the period starts:

• ensure NQTs are aware of how, both within and outside the institution, they can raise any concerns about their induction programme or their personal progress

• check that they have passed any skills tests prior to starting the induction period

• take prompt and appropriate action where an NQT appears to be experiencing difficulties

• check with the GTCE that they have been awarded QTS before starting an induction period

• ensure completed assessment reports/forms are sent to the Appropriate Body by the appropriate deadlines

• provide evidence that they have QTS and are eligible to start induction Once the period has started: • at the earliest opportunity following appointment meet with their induction tutor to discuss and agree priorities for their induction programme and development, and keep these under review • agree with their tutor how best to use their reduced timetable allowance

The INDUCTION PROCESS

• undertake 3 formal assessment meetings during the total induction period, co-ordinating input from other colleagues as appropriate (normally three termly, or pro rata for part-time staff)

• use the TDA Career Entry and Development Profile (CEDP) to support planning the induction programme • monitor their progress against the core standards • participate fully in the agreed monitoring and development programme • (only) if they are a Cohort 1 teacher, ensure that they pass the numeracy test before completing the induction period and notify the GTCE • raise any concerns with their induction tutor as soon as practicable • consult their Appropriate Body named contact at an early stage where there are or may be difficulties in resolving issues with their tutor/within the institution • keep track of and participate effectively in the scheduled classroom observations, 6 progress reviews and 3 formal assessment meetings • agree with their induction tutor the start and end dates of the induction period/part periods and the dates of any absences from work during any period/part period • retain copies of all assessment forms and other documentation. This, along with tracking start and end dates for the induction period is especially important in cases where the NQT has a break/ change of employer during the induction period

The Induction Tutor The induction tutor (or the Headteacher where he/she carries out this role) provides the NQT with day-to-day monitoring and support and must: • provide, or co ordinate, guidance and effective support including coaching and mentoring for the NQT’s professional development (with the Appropriate Body where necessary) • carry out 6 reviews of progress during the induction period

The Headteacher Before the induction starts: • clarify whether the teacher needs to serve an induction period or is exempt • where the teacher does need to complete an induction period, check with the GTCE that the NQT has QTS, has passed the relevant skills tests in good time before the NQT’s statutory induction period starts, and is registered with them • notify the Appropriate Body when an NQT who is taking up a post in which they will be undertaking induction, joins the school/college before the appointment begins • ensure the NQT’s post is a suitable post in which to serve induction • ensure that an appropriate induction programme is in place • ensure the NQT has both a reduced timetable and PPA time as necessary • where relevant obtain documentation from the NQT’s previous post including any interim assessment and details of absences, and take this into account in determining the length and nature of the NQT’s induction programme and period. Once the induction period starts: • appoint an induction tutor (who must hold QTS) and ensure that an appropriate cycle of observations, 6 progress reviews and 3 formal assessments is scheduled (ideally in advance) and takes place • ensure the induction tutor is appropriately trained and has time to carry out their role • act early, alerting the Appropriate Body when necessary, in cases where an NQT may be at risk of not completing induction satisfactorily • ensure third-party observation of an NQT whose progress towards meeting the standards may be at risk • maintain accurate records of periods of employment that will count towards the induction period and when NQTs leave the school part way through a period • monitor absences and notify the Appropriate Body as soon as absences over the whole period total 30 days or more

THE INDUCTION PROCESS

Who is involved in the process and what are their responsibilities?

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32 • ensure termly assessment reports are completed (on pro-rata time scale for part-time staff) and sent to the Appropriate Body as required • participate appropriately in the Appropriate Body’s quality assurance procedures • consult and agree with the Appropriate Body the exceptional cases where it may be appropriate to shorten the induction period

• confirm and monitor that the NQT (in a maintained school) is working to a 90% timetable and has PPA time, or in a further education institution or independent school, has a reduced timetable on a comparable basis to that required in maintained schools

• within 10 days of the NQT completing the induction period, make a recommendation to the Appropriate Body on whether the NQT has met the core standards, using agreed forms

• offer advice and, where practical and possible, direct help to FE institutions (including sixth form colleges) to assist them in finding schools for NQTs to spend their mandatory ten days teaching children of compulsory school age

• provide interim assessment reports for staff moving in between formal assessment periods and notify the Appropriate Body when an NQT serving induction leaves the school/college

• maintain records and assessment reports for each NQT undertaking induction for whom it acts as Appropriate Body

• retain all relevant documentation/evidence on file for six years

• assure itself that headteachers/principals, induction tutors and governing bodies are aware of, and are capable of meeting their responsibilities

In addition to the above FE headteachers/principals of independent schools should also:

The INDUCTION PROCESS

• provide the NQT with a named contact(s) within the Appropriate Body with whom the NQT may raise concerns about their induction programme, where the institution does not resolve them

• agree, in advance of the NQT starting the induction programme, which authority will act as the Appropriate Body • agree the scale and nature of any charges for services provided by the AB and • ensure the NQT’s post and responsibilities comply with the specific requirements for FE institutions and independent schools

The governing body • must ensure compliance with this guidance, and in particular ensure that the headteacher/principal is fulfilling his or her responsibility to provide any NQTs serving induction in the institution with a suitable post (including a reduced timetable and PPA) and the necessary support, monitoring and assessment • can request general reports on the progress of an NQT but are not automatically entitled to have access to an individual’s assessment forms • investigate concerns raised by an individual NQT • seek guidance from the Appropriate Body on the quality of the institution’s induction arrangements and the roles and responsibilities of staff involved in the process

The LA

• act early in cases where an NQT may be experiencing difficulties, to ensure the assessments are fair, and that support is appropriate • where an institution appears not to be providing an appropriate programme or support, contact the institution to raise its concerns immediately (in writing, as appropriate) well before the end of the NQT’s induction period or part period. • as appropriate and as agreed, provide institutions with guidance, support and assistance in relation to NQT induction programmes, and training for teachers e.g. for induction tutors • monitor/write to notify relevant NQTs about pre-completion extensions • approve cases where shortening an induction period in exceptional circumstances is required and record the decision on the relevant assessment form • decide whether to extend a teacher’s entitlement to short-term supply work once the initial 16 month time limit has been reached • at the end of the period decide whether the NQT has met the core standards and notify the relevant parties within the agreed timelines • decide whether to extend an induction period post-completion and notify the relevant parties within the agreed timelines • provide the General Teaching Council for England (GTCE) via the termly GTCE email, with electronic lists of NQTs who have met the standards, and details of those NQTs who leave a school partway through an induction period

The Appropriate Body, along with the headteacher/principal, is jointly responsible for the supervision and training (professional development) of the NQT during induction and has the main quality assurance role. The Appropriate Body must:

• notify the GTCE within 3 days of reaching a decision, of those NQTs whom the Body judges to have failed induction, or of those whose period the Body decides should be extended

• confirm that the headteacher/principal has checked the NQT has QTS (including the relevant skills tests)

• in relation to independent schools and Further Education institutions as appropriate, reach agreement with headteachers and principals to act as the Appropriate Body, including agreeing the scale and scope of any charges to be made

• register the NQT

THE INDUCTION PROCESS

• periodically inform the governing body about the school’s induction arrangements

33


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34 There is no time limit for starting and finishing induction. However, it is recommended that where an NQT takes a significant gap in employment before completing then extra training should be considered by the NQT and the employing school. Please note that guidance changes on a regular basis. Please check the TDA website (www.tda.gov.uk) for up to date information. The latest statutory guidance can also be found on www.bucksgfl/nqt.

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What does the induction programme involve?

The INDUCTION PROCESS

Your induction programme is an individualised programme of monitoring, support and assessment. The induction programme must enable you to show that you meet all of the Core Standards. However, the programme will also be tailored to meet your needs and the needs of the school. The Career Entry and Development Profile (CEDP) should help you to identify the areas that you would like to develop or where you would like more support. As an NQT, you have specific time that is set aside for induction activities. This time should not be used for teaching activities. Induction activities might include: • working with others in the department or the school to plan lessons and programmes of work

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• observing more experienced teachers within the school or in other schools • visiting other schools and educational settings • taking part in formal training events and courses • meeting your induction tutor to review progress and consider your development needs You will be monitored and assessed throughout your induction. This will include having regular review meetings with your Induction Tutor, being observed, and being formally assessed. The monitoring and assessment process provides you with an opportunity to see how the school is judging your performance and progress throughout the year. This means that you should be able to identify if there are likely to be any problems with your induction and, if needed, take action to address any concerns.

What do the Core Standards require? The Core Standards consolidate and build on the QTS Standards. The Core Standards recognise that, as an NQT, you will be taking on roles and responsibilities that it was not appropriate for you to undertake as a trainee teacher. The Standards require you to demonstrate that you are able to take on these roles and responsibilities.

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When must an NQT complete induction?

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How can you track your progress? Several approaches exist to help you plan and review your development as an NQT. On the NQT website, www.bucksgfl.org.uk/NQT, you will find a simple Action Plan and a couple of different progress tracking and review documents that you can choose between to use. You are advised to keep good records of your year, to maintain a portfolio of meeting notes, observation feedback, an evaluation and review document and and any other useful document. Many NQTs build their portfolio around the Core Standards, or groups of standards. See more details in Section Three.

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THE INDUCTION PROCESS

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THE INDUCTION PROCESS

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42 What happens if an NQT fails to meet the Core Standards? The vast majority of NQTs will complete the induction period satisfactorily. Nevertheless, some NQTs will, at some stage of their induction support programme, feel that they are not making satisfactory progress, and some will be judged by others to be in this situation. If this occurs early action should be taken in order to support and advise the NQT to make any necessary improvements. All NQTs should benefit from observations, professional reviews and formal assessment meetings. However, the Headteacher should ensure that procedures are in place in the school to give early warning of any difficulties experienced by the NQT in making progress towards the Core Standards. Early warning and excellent communication to all involved is the key!

43 • If the concerns are being made at the end of the second term, the school and NQT must agree a personal development plan that clearly identifies the NQT’s areas of weakness (referenced to the core Standards), the support to be provided and the monitoring to be undertaken. A copy of this plan could accompany, or follow, the Second Assessment Form when it is sent to the Appropriate Body. • It is also advised that the NQT involves their relevant professional association.

How the LA can help In the event of an NQT requiring additional support over and above that normally provided by the school it is imperative that you contact us immediately. We will be available at all times to discuss any perceived problems or issues which you may have.

Action in the event of unsatisfactory progress

• Further visits by LA School Improvement Adviser to address key issues

• If it becomes apparent that the NQT is not making satisfactory progress, this should result in an immediate stepping up of support and monitoring. This may, for example, include setting more specific or shorter-term objectives, closer monitoring and recording of progress. Action should not be delayed until a formal assessment meeting has taken place. It is better to bring forward a formal review meeting.

• Visit by LA Subject Specialist (particularly useful for subject-based issues)

• Concerns should be communicated quickly to all those involved in the induction process, including the NQT and the Appropriate Body (the LA). • It is especially important that the NQT is aware of the area(s) in which they need to improve their practice, and is advised and supported in doing so. There will be a need for additional meetings at agreed intervals to monitor progress. • As soon as there is any concern about the NQT’s progress, the Headteacher and the LA, as the Appropriate Body, need to assure themselves that: • the assessment of the NQT as not achieving the core standards is well-founded and accurate • areas in which improvement is needed have been correctly identified • appropriate objectives have been set to guide the NQT towards meeting the standards • a relevant support and monitoring programme is in place to help the NQT to meet these objectives • Where the Induction Tutor is not the Headteacher, the Head should observe the teaching of any NQT considered not to be making satisfactory progress, and review the available evidence. Where the Induction Tutor is the Headteacher, they should ensure that a third party reviews the evidence and observes the NQT. • At the next formal assessment point, if there are still concerns about the NQTs progress, the Headteacher should complete the First/Second Assessment Form and send it to the Appropriate Body (the LA) indicating that at their current rate of progress the NQT is at risk of not completing their induction satisfactorily. A formal letter should also be written from the Headteacher to the NQT to inform them of this decision and to outline the consequences of failing to meet the Core Standards by the end of term 3.

• Visit by AST • Visit by NQT Induction Co-ordinator Ways in which the above visitors can offer support • Joint planning of lessons with the NQT • Team teaching • Teaching of lessons whilst observed by the NQT • Observation of the NQT’s lesson and feedback focussing on specific targets Visits can be one-off or arranged in a series, as appropriate. It is important that these visits are structured, thus briefings need to take place prior to the meetings. Discussion and reflection will take place after the lesson and will be clearly related to the Induction Standards.

Formal actions of the Appropriate Body On the receipt of a first assessment form indicating the likelihood of not meeting the standards: • A phone call to the Induction Tutor to discuss the school’s evidence, support and monitoring plans, and if any outside support is required On the receipt of a second assessment form indicating the likelihood of not meeting the standards: • The school should provide the LA with an action plan for the support and monitoring of the NQT • The LA will discuss options with the school to ensure it is doing the best it can for the NQT and will broker any outside support as well as observation from the SIP/SIA to validate the school’s judgements • Prior to the final assessment, the LA will visit the school to review all records and processes to ensure the process is sound

THE INDUCTION PROCESS

The INDUCTION PROCESS

Following your initial contact it is likely that we will arrange some or all of the following support:


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44 On receipt of a failed assessment in the third term: • The school will provide the LA with their evidence for failing the NQT • The NQT has the right to submit their own evidence • The LA will decide whether or not the NQT has met the standards within 20 days and will write to the NQT, the Headteacher and the employer (if other than the LA) informing them of their decision and their recommendation for action. The LA will have three options: • to fail the NQT

45 The Process in the Event of an Unsatisfactory Progress NQT identified as causing concern

• • • •

For full quidance on the process see Statutory Guidance (paras 4.1 - 4.17)

Communicate concerns to NQT Alert Appropriate Body

Headteacher/Principal reviews support mechanisms Strengthen support as required; formulate a clear action plan with concerns linked to core standards and regular support and review

• to extend the period of induction to enable further support

The INDUCTION PROCESS

• The LA will inform the GTCE of its decision within 3 days and the 20 day appeal period for the NQT will begin • The NQT has the right of appeal to the GTCE. The process for appealing can be found in the DfE Statutory Guidance on Induction for Newly Qualified Teachers, available on the TDA website, as well as on Bucksgfl Please contact Simon Lockwood (01296 382030) or Izzy Hall (01296 334994) to discuss any issues and arrange further support.

Following additional support, concerns continue

Appropriate Body ensures school is meeting statutory requirements for induction and concerns are accurately identified, evidenced and linked to core standards

Headteacher/Principal writes to NQT outlining precise area(s) for improvement and support programme

• •

Revised plan of support and monitoring is implemented

Evidence of meetings, support and monitoring kept by induction tutor and NQT

External support (eg subject specialist, AST) involved as appropriate

Assessment meeting at end of term considers progress against core standards NQT has made satisfactory improvement and progress is now on track towards completion of induction

NQT has not made satisfactory progress

Headteacher/Principal writes to NQT outlining consequences of failing induction period

Advise NQT to seek advice from professional association/union

Revise support programme

Half term progress review meeting – NQT back on track

Second half term progress review meeting – cause for concern continues

2nd Assessment form reflects satisfactory progress OR

3rd Assessment form recommends NQT has passed induction

NQT has made satisfactory improvements at 3rd assessment HT/P judges NQT has passed induction

Appropriate Body continues to monitor school’s support programme

2nd Assessment form reflects NQT may not pass induction

Headteacher/Principal writes to NQT outlining consequences of failing induction period

Advise NQT to seek advice from Professional Association/Union

• •

Revise support programme Continue to support, monitor and gather evidence

Headteacher/Principal recommends NQT has failed induction

Appropriate Body decision: Communicate to GTCE and NQT, following GTCE procedures and guidance

THE INDUCTION PROCESS

• to pass the NQT


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47

As well as the information provided within this handbook and that which our NQT Induction Team can provide, you may also wish to access further, more specific information.

Training & Development Agency for Schools (TDA)

Support and Guidance can be provided by:

Phone 0845 6000 991

DfE (Department for Education)

Email teaching@recruit.tda.gov.uk

Phone 0870 000 2288 DfE Sanctuary Buildings Great Smith Street Westminster London SW1P 3BT Web www.education.gov.uk

The INDUCTION PROCESS

Useful websites

General Teaching Council for England (GTCE) General enquiries: Phone 0370 001 0308 Email info@gtce.org.uk Victoria Square House Victoria Square Birmingham B2 4AJ Web www.gtce.org.uk Teachers’ Qualifications Helpdesk: Phone 0121 345 0140 Email tqanswer@gtce.org.uk

General enquiries:

Induction: Phone 0300 065 6526 Email induction@tda.gov.uk City Tower Piccadilly Plaza Manchester M1 4TD Web www.tda.gov.uk

The National Strategies These have now stopped operating as organisations and their publications and materials will be archived during 2011/12. However, at the time of rewriting this handbook, their website, complete with materials, was still operating. Web nationalstrategies.standards.dcsf.gov.uk

Teachers’ Professional Associations Association of Teachers and Lecturers (ATL) 7 Northumberland Street London WC2N 5DA Phone 0207 930 6441

Teacher Support Line

Web www.atl.org.uk

Provided by the Teachers Benevolent Fund and supported by the TDA. The teacher support network is the national 24-hour telephone counselling, support and advice service for teachers. The Teacher Support Line is fully confidential and free to all teacher trainees and teachers in primary and secondary schools in England and Wales. Counselling can be accessed using email through the website.

National Association of Schoolmasters and Union of Women Teachers (NASUWT)

Web www.tda.gov.uk/teachers.aspx

Rose Hill Rednall Birmingham B45 8RS Phone 0121 453 6150 Web www.nasuwt.org.uk

Phone 0845 6000 991

Teachers’ TV (Digital Channel) Web www.teachers.tv

Times Educational Supplement

National Union of Teachers (NUT) Hamilton House Mabledon Place London WCIH 9BD Phone 0207 388 6191

The weekly newspaper has a regular NQT section.

Web www.teachers.org.uk

Web www.tes.co.uk

Voice – the Union for Education Professionals 2 St James’ Court Friar Gate Derby DE1 1BT Phone 01332 372337 Web www.voicetheunion.org.uk

THE INDUCTION PROCESS

Key External Contacts


48

NEWLY QUALIFIED TEACHERS

The INDUCTION PROCESS page

NEWLY QUALIFIED TEACHERS


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51 To all new NQTs I am delighted to welcome you on behalf of Buckinghamshire County Council to your first teaching post. We are pleased that you have chosen Buckinghamshire as your place of work! Many congratulations on getting to this point and successfully achieving the challenging standards of Qualified Teacher Status.

I sincerely hope that you will find the handbook of real use. The NQT section in particular has been specifically designed with you as the clear focus and will help to guide and assist you through the key aspects of your first year of teaching. It is however only a small part of the support offered to you. The staff in your school, particularly your assigned Induction Tutor, are there to help steer you through the year and to offer vital help and advice. Our friendly and supportive NQT Induction Team are also on hand to answer any questions or queries that may arise. Please do not hesitate to contact us at any time. All the best with your induction year! Kindest regards

Simon Lockwood Adviser, Induction Co-ordinator School Improvement Service

NEWLY QUALIFIED TEACHERS

NEWLY The INDUCTION QUALIFIED PROCESS TEACHERS

In Buckinghamshire we are very proud of the excellent standards in our schools, which is clearly a reflection of the quality of those who work here. As an NQT you are especially valued due to your unique ability to bring a freshness of approach alongside a wealth of creative suggestions and ideas to enrich our schools and support our children. We appreciate and embrace this key expertise, which will allow the Local Authority to continue to meet these standards.


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53

The NQT

The NQT Checklist – First Priorities

You should take increasing responsibility for your professional development as your induction support programme progresses.

Here is a quick and easy checklist to make sure that you are eligible to start your induction support programme and that you are fully aware of your roles and responsibilities.

If you are not satisfied with the content and/or delivery of the programme or monitoring, support and assessment being provided during your induction, please act as quickly as possible – remember this is your induction. It is far better to raise any concerns at an early stage.

Any questions in bold are prerequisites i.e. if the answer is NO, you cannot start your induction, and any induction that you undertake will be invalid and have to be repeated! All other questions highlight the essential elements of a successful induction support programme.

• Talk to your Induction Tutor.

Question

• Raise issues with the appropriate senior school staff.

• Contact the NQT helpline at the Teaching and Learning Centre: Izzy Hall:

NEWLY QUALIFIED TEACHERS

Phone 01296 334994 Email ihall@buckscc.gov.uk

When Date done action ( ) to be taken

You need QTS to register for the Induction Year. If you do not have QTS, discuss this with your Headteacher immediately. If you are undertaking induction in a maintained or non-maintained special school, have you registered with the GTCE? This also applies to NQTs who qualified outside of England. Has information about the school, policies and procedures been shared prior to the first day in post? Has an Appropriate Body (the LA) been notified that you have started your induction? Check with your Head or Mentor. The school must do this otherwise your induction period may be invalid. Are you receiving a reduced timetable? This should be 90% with 10% allowed as release time for professional development (In addition to PPA time). Have you been assigned an Induction Tutor? Does the induction Tutor have all the information/knowledge needed to be effective? Have you discussed your Career Entry and Development Profile (CEDP) with, and made it available to, your Induction Tutor? Have you familiarised yourself with both the QTS Standards and the Core Standards? Do you have the details for your named contact at your Appropriate Body (see this file)? Have you and your Induction Tutor planned an individualised and structured induction support programme? Have regular meetings been set up between you and your Induction Tutor? Has your Induction Tutor set up a programme of assessment, observations and feedback/progress reviews?

NEWLY QUALIFIED TEACHERS

• Talk to a colleague.


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• have shared information about the school, the post and the arrangements for induction, in advance of the first day in post; • meet with the Induction Tutor to discuss their individual strengths and development needs; • receive and agree a timetable of observations, reviews and assessment meetings; • agree with their Induction Tutor a personalised development plan setting out clear objectives and success measures;

NEWLY QUALIFIED TEACHERS

• receive information about their rights and responsibilities and those of others involved, and the nature and purpose of assessment in the induction period; • participate in the school’s/college’s general induction arrangements for new staff; • take part in any appropriate programme of staff training or improvement activities at the institution; • be made aware of any institution-wide policies, including those on safeguarding and child protection, management of behaviour and health and safety, and opportunities for more targeted support/advice in these areas where necessary; • spend time with the institution’s special educational needs (SEN) co-ordinator to focus on specific and general SEN matters; • receive, where appropriate, training development or advice from professionals from outside the school/college e.g. from other schools and colleges, LAs, Higher Education institutions, Diocesan authorities, professional bodies and subject associations; • take part in external training events that are relevant to identified individual needs. If you are undertaking your induction part-time, have you established how long your induction support programme will be? www.tda.gov.uk/teachers/induction then select Induction Calculator. Are you fulfilling your roles and responsibilities as an NQT? (See Section 2). Are you abiding by the General Teaching Council for England’s (GTCE) ‘Code of Conduct and Practice for Registered Teachers’? Please note that this can be seen at the GTC website at: www.gtce.org.uk/133031/133036/139476/139482/code_of_conduct_1009.pdf

Observation of the NQT’s teaching practice A full-time NQT’s teaching should be observed during their first four weeks in post, and thereafter at least once in any six to eight week period (once every half-term in an institution operating a threeterm year). Where the NQT works part-time, the intervals between observations will need to be adjusted to reflect that induction is being served over a longer time frame, but the first observation should still take place in the first six to eight weeks. Observations should focus on particular aspects of the NQT’s teaching which are agreed in advance between the NQT and the observer. The choice of focus for the observations should be informed by (i) the requirements of the core standards and (ii) the NQT’s personal objectives for career development. Observations should be supportive and developmental.

First priorities – Getting it right at the start The first few weeks in post can be very demanding for any teacher but they are particularly demanding for NQTs. Whilst seeking to establish yourself successfully with both pupils and colleagues in the school you will be trying to familiarise yourself with school routines and procedures. For this reason we have devised the following checklist, which you may wish to use as a prompt to provide you with the information you will require to be as prepared as possible. Your school may choose to provide you with copies of some of this information or they may simply decide to discuss them with you. There may also be other areas or topics that you wish to discuss. Please feel free to ask any relevant questions which you feel will help you with your induction year. It is a good idea to note below where you can access the information.

NEWLY QUALIFIED TEACHERS

When putting together a programme of support, the Induction Tutor will need to make arrangements early on for the NQT to:

55


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Gathering Essential Information Information Provided ( )

The Day to Day Activities

Whole School Issues

• School / department rules / guidelines

• Information about staff responsibilities in the school

• Registration, notification of pupils’ absences and collection of monies

• Relevant school policy documents, particularly related to behaviour, Health & Safety etc • School syllabuses and schemes of work for the year group(s) that you will be teaching • School diary / forward planner

NEWLY QUALIFIED TEACHERS

Source

• Time of breaks and lunch • Procedures for wet breaks and lunchtime • Details of staff duties

• A copy of your personal timetable and class lists

• Procedures for fire drill and what to do in the event of an accident or other emergency / medical matter

People in School

• Staff meetings, department / year / team meetings

It will be important for the NQT to be introduced to the personnel in the school and understand their responsibilities including:

• Availability of stock and equipment

• Headteacher • Deputy / Assistant Headteachers(s) • Senior Teacher(s) • Induction Tutor • SENCO • Heads of Curriculum Area / Department • Health & Safety – teacher responsibilities • Learning Support Assistants • School Secretary and administrative staff

• Assemblies and who takes them • Parent evenings / consultations and report writing • Library systems • Use of shared resources • Child protection • The procedure to follow if you are ill or unable to be at school. School Organisation • Curriculum documentation, schemes of work and, where appropriate, teachers handbooks

• Lunchtime Supervisors

• Teaching timetable for secondary NQTs and timetables on whole school use of areas such as the hall, specialist / shared areas, computers, music resources etc. for primary NQTs

School Community

• Records for last year’s work

• Age range of pupils in the school

• General school information issued to parents

• Socio-economic background of pupils

• Procedures for pupil tracking

• Ethnic composition

• Procedures for record keeping

• Home-schools links

• Availability of teaching assistants and technicians

• Caretaker / cleaner-in-charge

Provided ( )

NEWLY QUALIFIED TEACHERS

Information

Source


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59 Keeping your own Portfolio

Policies The following will be relevant: • Behaviour (sanctions and rewards) • Record keeping (your own and pupils’) • Assessment • Homework

Provided ( )

NQTs are advised to keep a record of their own progress. Not only is it important that you know and can provide evidence that the statutory requirements are being fulfilled by your school, it is also important that you are being reflective in reviewing and evaluating your progress, building on your strengths and addressing areas for development. The various checklists provide you with key documents to keep in your portfolio, but the following should be seen as guidance for what could be in a portfolio. You are not legally required to keep a portfolio, but it is seen as good practice and a useful tool for establishing your autonomy and control over your development as a teacher.

Key School documents linked to your Induction

Essential/Desirable?

Key School documents linked to your Induction

D

School Induction programme

D

A termly action plan for your development

E

A shorter term action plan where appropriate or determined by school practice ( half-termly, fortnightly, weekly)

D D

• Toilet visiting

A CPD log, evaluating the usefulness and application of what you learn on courses

• Communication with parents

Evidence of progress:

E

• Visitors in school (including parental and other help in class)

• Sample lesson plans

E

• Official written observation feedback

E

• Personal evaluation of lessons

E

• Mentor meeting notes, including action points

E

• Marking pupils’ work • Inclusion • Presentation of pupils’ work

NEWLY QUALIFIED TEACHERS

Source

• Display • Visits and journeys

• Medicine in school • Money / mobile phones in school • Extra curricular activities • Use of exercise books / folders / papers Information about the location and use of Resources It will be helpful to know the following: • What equipment and other materials are available and how to obtain them • Reproduction of work sheets and resources • Criteria for and access to the photocopier and other equipment used for the production of resources • Where audio visual equipment is stored and how to book it • Booking procedures for ICT suites etc

NEWLY QUALIFIED TEACHERS

Information


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60 Support forms on www.bucksgfl.org.uk/nqt NQT Notification Form – for registering with the LA

Required

NQT Induction Assessment Forms:

Required

• Term 1

THE INDUCTION TUTOR

• Term 2 • Final Pass • Final Fail

Core Standards Review form – Self-reflection style 1

D

Core Standards Review form – Self-reflection style 2

D

NQT Self analysis form – based on core standards and an alternative to the two above

D

Audit of Development Needs

D

Professional Development Log

D

Record of professional review meeting

D

Agreed record of a mentoring session

D

Guidance for writing NQT reports

D

A personal development plan – for short-term development issues

D

A sample induction plan – showing possible meetings throughout the year

D

Organising your Portfolio This is personal choice, but it is important that the evidence you keep; how you reflect on your progress; your approach to evaluating success and impact, can all be shared and discussed with your mentor. Many NQTs, backed by school expectations, organise their files either by chronological development, or by the Core Standards. This can be done by separating your file by individual standard, or by groups of standards. You will find that support forms exist for both approaches.

THE INDUCTION TUTOR

NEWLY QUALIFIED TEACHERS

• Interim


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63 Dear NQT Induction Tutor Firstly I would like to say a big thank you for volunteering to guide, support and encourage our NQTs through their first year of teaching. Your new role is one of key importance in which you will use your obvious dedication, experience and skill to ensure the successful induction of new members of staff. Previous NQTs have described an excellent Induction Tutor as friendly, approachable, trustworthy, patient, knowledgeable, well-organised and informed, objective and proactive. I am sure that you have been chosen for this essential role with these key skills in mind. The handbook has been written as a flexible step-by-step information guide to give you an overview of the key aspects of the Induction Year. It will help to ensure that the statutory requirements for which you are responsible are addressed.

Iâ&#x20AC;&#x2122;m sure you will all remember your first year of teaching and am positive you will keep this in mind when applying this invaluable support and encouragement to our new NQTs. All the best with the induction year! Kindest regards

Simon Lockwood Adviser, Induction Co-ordinator School Improvement Service

THE INDUCTION TUTOR

THE INDUCTION TUTOR

The handbook is also supplemented by our experienced NQT Induction Team and other School Improvement staff who are on hand to offer any personal support or guidance that you may need. Please call us at any time.


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64 What are my responsibilities?

The NQT Checklist – First Priorities

• You should provide, or co ordinate, guidance and effective support for the NQT’s professional development.

Here is a quick and easy checklist to make sure an NQT is eligible to start their induction period and that you are fully aware of your roles and responsibilities to ensure a successful Induction Year.

• You should have the skills, expertise and knowledge to work effectively in this role. In particular, you should be able to make rigorous and fair judgements about the NQT’s progress in relation to the Induction Standards.

Any questions in bold are prerequisites i.e. if the answer is NO, the NQT cannot start their induction, and any induction that they undertake will be invalid and have to be repeated!

• You are likely to undertake most of the observations of the NQT’s teaching. Professional reviews of progress should take place at intervals throughout the induction support programme. • You should keep a dated and signed copy of all reports on observations, review meetings and objectives for a period of 5 years. A note should be kept of any other evidence used. A copy of the assessment forms, usually one at the end of each term must be sent to the appropriate body within 10 working days of the review meeting. The review meeting needs to occur before the end of each period (usually each term).

If there are any non-bold questions for which you tick NO, please refer to the relevant section of the Statutory Guidance on Induction for NQTs in England www.teachernet.gov.uk/docbank/index. cfm?id=12703 to find out what to do next.

Question

You need QTS to register for the Induction Year. If you do not have QTS, discuss this with your Headteacher immediately.

• You are responsible for sending assessment forms at the appropriate times to the LA. The GTCE require an official return of data from the LA on a termly basis. This deadline is approximately a month into the next term. Any assessments returned after that will have to wait until the following term, delaying the issuing of certificates if it is the final report.

If you are undertaking induction in a maintained or non-maintained special school, have you registered with the GTCE? This also applies to NQTs who qualified outside of England.

• Check that the NQT is given the appropriate:

Has information about the school, policies and procedures been shared prior to the first day in post.

• time for inclusion and PPA • observations • regular reviews • clear targets for development with identified support • assessments are completed and sent in to the “Appropriate Body”

When Date done action ( ) to be taken

Has an Appropriate Body (the LA) been notified that you have started your induction? Check with your Headteacher or Mentor. The school must do this otherwise your induction period may be invalid. Are you receiving a reduced timetable? This should be 90% with 10% allowed as release time for professional development (in addition to PPA time) Have you been assigned an Induction Tutor? Does the induction Tutor have all the information/knowledge needed to be effective? Have you discussed your Career Entry and Development Profile (CEDP) with, and made it available to, your Induction Tutor? Have you familiarised yourself with both the QTS Standards and the Core Standards? Do you have the details for your named contact at your Appropriate Body? (See this handbook). Have you and your Induction Tutor planned an individualised and structured induction support programme? Have regular meetings been set up between you and your Induction Tutor? Has your Induction Tutor set up a programme of assessment, observations and feedback/progress reviews?

THE INDUCTION TUTOR

• You will play a key role in providing assessment throughout the NQT’s induction programme.

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• have shared information about the school, the post and the arrangements for induction, in advance of the first day in post • meet with the induction tutor to discuss their individual strengths and development needs

Induction Term 1 - meeting the standards The NQT should review the provisions of the advice manual and should ensure that they are familiar with the requirements of the Core Standards.

• receive and agree a timetable of observations, reviews and assessment meetings • agree with their Induction Tutor a personalised development plan setting out clear objectives and success measures • receive information about their rights and responsibilities and those of others involved, and the nature and purpose of assessment in the induction period;

THE INDUCTION TUTOR

• participate in the school’s/college’s general induction arrangements for new staff • take part in any appropriate programme of staff training or improvement activities at the institution • be made aware of any institution-wide policies, including those on safeguarding and child protection, management of behaviour and health and safety, and opportunities for more targeted support/advice in these areas where necessary • spend time with the institution’s special educational needs (SEN) co-ordinator to focus on specific and general SEN matters • receive, where appropriate, training development or advice from professionals from outside the school/college e.g. from other schools and colleges, LAs, Higher Education institutions, Diocesan authorities, professional bodies and subject associations • take part in external training events that are relevant to identified individual needs If you are undertaking your induction part-time, have you established how long your induction support programme will be? Please visit: www.tda.gov.uk/teachers/induction then select Induction Calculator. Are you fulfilling your roles and responsibilities as an NQT? (See Section 2). Are you abiding by the General Teaching Council for England’s (GTCE) ‘Code of Professional Values and Practice for Teachers’? Please note that this can be seen at the GTC website at: www.gtce.org.uk/133031/133036/139476/139482/code_of_conduct_1009.pdf

The Career Entry and Development Profile should be discussed with the Induction Tutor / Headteacher in the school.

Objectives for induction should be set based upon the strengths and weaknesses identified in the Career Entry and Development Profile. The objectives should be agreed with the NQT. The objectives should make clear what resources will be made available to support the NQT. The NQT should receive a written copy of the objectives for induction identified by the school.

The induction programme should provide for: • 90% teaching timetable

A meeting to discuss progress should be held immediately before the end of the first term.

• named Induction Tutor • individualised induction programme • schedule of meetings with Induction Tutor • classroom observation programme • review meetings every 6-8 weeks • termly assessment meetings • written progress reports; • additional support in cases of difficulty • a named contact at the LA

Initial observation of the NQT should take place within their first four weeks in post. Observations should then take place every 6-8 weeks. Observations should be followed by a review meeting with the induction tutor. A written report of the meeting should be given to the NQT as soon as possible after the meeting. The induction objectives and support should be reviewed and revised as necessary. The NQT should keep a copy of the interim review report.

The NQT induction assessment pro forma should be completed by the Headteacher, Induction Tutor and NQT.

The form should be used to identify the NQT’s strengths and weaknesses. It should also provide an indication of the support planned for the NQT and targets for the coming term.

The NQT should use the form to express any concerns about the operation of the induction programme, their support needs or any other matter. It is helpful to both the school and the Appropriate Body if the NQT also acknowledges the support and help given by the school.

The NQT should keep a copy of the induction assessment form for future reference.

Contact from the Appropriate Body will be made with the Induction Tutor where the form indicates that the NQT may not achieve the core standards.

THE INDUCTION TUTOR

When putting together a programme of support, the Induction Tutor will need to make arrangements early on for the NQT to:

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68 Term 2 - progress on standards

69 Term 3 - meeting the standards

Observation of the NQT’s practice should take place within six weeks and be followed by a review meeting with the induction tutor. A written report of the meeting should be given to the NQT as soon as possible after the meeting. The induction objectives and support should be reviewed and revised as necessary. The NQT should keep a copy of the interim review report.

Observation of the NQT’s practice should take place within six weeks and be followed by a review meeting with the Induction Tutor. A written report of the meeting should be given to the NQT as soon as possible after the meeting. The induction objectives and support should be revised as necessary. The NQT should keep a copy of the interim review report.

A further meeting to discuss progress should be held immediately before the end of the second term.

A further meeting to discuss progress should be held immediately before the end of the third term.

Your CPD within School - Devising a Successful Induction Programme As part of the school’s duty to their NQT(s), it is important that you think about creating a varied and stimulating Induction Programme. This may of course be used to complement our own LA Induction Programme, which has been designed to address the Induction Standards and in particular the main areas of need of NQT(s) as indicated by national research 1. The NQT should be encouraged to play an active role in helping to plan their learning and development opportunities, which will help them to build on their strengths and meet their needs. It is advisable to discuss this in your first formal meeting at the start of induction. Accurate identification of an NQT’s needs allows both the school and the NQT to: • Make the best use of an NQT’s abilities and skills

The NQT induction assessment pro forma should be completed by the Headteacher, Induction Tutor and NQT at the end of the second term.

As appropriate, the NQT induction summary statement pro forma should be completed by the Headteacher, Induction Tutor and NQT at the end of the third term to recommend that the NQT has met the induction standards.

The CEDP plays a central role in identifying an NQT’s CPD needs. At the end of ITT the NQT will have used transition point one to reflect on their progress and strengths and their development areas for the future. This should be revisited at the start of induction whilst taking into account the: • knowledge, skills and understanding needed to perform successfully in this teaching post • Induction Standards

The form should be used to identify the NQT’s strengths and weaknesses. It should also provide an indication of the support planned for the NQT and targets for the coming term. Where the form indicates that the NQT may not achieve the core standards, the Appropriate Body would like a copy of the support and monitoring plan for the third term.

The NQT should use the form to express any concerns about the operation of the induction programme, their support needs or any other matter.

The NQT should be given and should keep a copy of the induction assessment form for future reference.

If the NQT is not likely to meet the core standards, the Appropriate Body will make contact to discuss support and a review of the school’s procedures.

As appropriate, the Headteacher, Induction Tutor and NQT should complete the pro forma to recommend the failure of the NQT to complete the induction satisfactorily. The school should specify the reasons why it is recommended that the NQT has failed to meet the Induction Standards in three areas: (1) planning, teaching and class management; (2) monitoring assessment, recording, reporting and accountability; (3) other professional issues. The school should provide evidence to support any judgements made.

• NQT’s view of their long-term CPD requirements We advise that you record with your NQT the professional development that they will undertake in their 10% release time. A copy of this should be filed in the NQT’s Professional Portfolio and used as evidence to demonstrate their professional development. You may choose to do this on the Professional Development Log. Regular review of CPD needs will be required throughout the course of the induction programme as an NQT’s requirements can change dramatically throughout the induction period as they grow in confidence and gain more experience. This should be addressed in the Professional Review Meetings

The NQT should use the form to express any comments about the induction programme and their treatment. The NQT should contact their NASUWT Regional Centre for advice and support.

The NQT should be given and should keep a copy of the final assessment form for future reference.

Evaluation of the Effectiveness of the Statutory Arrangements for the Induction of NQTs: Michael Totterdell, Ruth Heilbronn, Sara Bubb, Cath Jones. 2001. 1

THE INDUCTION TUTOR

THE INDUCTION TUTOR

• Build on ITT to allow continued improvements in their quality of teaching


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AN EXAMPLE OF A STRUCTURED PLAN (from the TDA “Essential guidance” material) NOTE: the first few weeks are directed and serve as a model for the NQT with the intention that they become more independent and able to maximise the use of time for themselves. Structured plan for 10% professional development time Notes The entries in bold indicate internal or external provision for all NQTs The entries in italic reflect the statutory elements of the programme

THE INDUCTION TUTOR

Week 2

Week 3

Week 4 Week 5

Focus: Teaching and Learning Visit other classrooms and teaching areas Read Teaching and Learning Policy and discuss with induction tutor

Induction tutor to arrange details

Focus: Induction programme: Review of self evaluation since ITT; agree objectives and action plan Observation of teaching and classroom practice by Induction Tutor [date/time/focus] Feedback from observation [date/time]

Focus: Inclusion

Week 7

Focus: Home – school links Prepare for Parent’s Evening

Week 8

Focus: Induction programme: progress review

Week 9

Focus: Personalising learning Meeting led by [AST] [date/time/venue]

Week 10 External course: [selected to meet needs of NQT]

Week 11 Focus: ICT and learning resources Observation (with feedback) of teaching by headteacher/principal [date/time/focus] Week 12 Focus: Tutor/pastoral roles and responsibilities

• Attending courses with local authority, ISCtip or external providers

• With induction tutor, including progress review meetings • With subject/phase leader, year group colleague(s). • Shadowing a colleague • Lesson observations, including discussion before and after observation: • of colleague(s) in year group/department using pre-agreed criteria • of other teachers in your school for subject specific development using pre-agreed criteria.

Focus: Assessment Meeting led by Assessment coordinator [date/time/location]

Week 6

Examples of CPD Opportunities • Planning collaboratively, for example

Focus: Safeguarding, Health and Safety Read Health and Safety policy and relevant Safeguarding documentation; discuss with induction tutor or appropriate staff member

Focus: Behaviour Management Read Behaviour Policy; reflect on own practice; observe [teacher] with focus on positive behaviour management strategies

Week 14 Thoughts/plans/agree objectives and focus areas for professional development time for next term

• of someone else teaching your class Induction tutor to support NQT in arranging observation

• of someone teaching a lesson that you have planned • of a teacher in a contrasting school using pre-agreed criteria • of a teacher in a similar school using pre-agreed criteria • of another NQT • Being observed (by Induction Tutor and other colleagues for example School Improvement Adviser, AST) • Coaching and support: • from an Advanced Skills Teacher (AST) • from the SENCo, e.g. on writing individual education plans (IEPs)

Explain school’s course booking process

• from the Behaviour Coordinator on positive behaviour management strategies • on report writing • with reflecting on progress so far against core standards • Buddying/pairing the NQT with a second year teacher

THE INDUCTION TUTOR

Week 1

Week 13 Prepare for review of the term; Progress review meeting [date/time/ location]; Formal assessment review meeting - read, discuss and sign assessment form (Induction Tutor to send copy to Appropriate Body; original to NQT)


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72 • Developing strategies for teaching:

KEY FORMS

• pupils with special educational needs (SEN) • pupils with English as an additional language (EAL) • more able pupils (G & T) • team teaching with other NQTs/colleagues with particular expertise • Personal enquiry and reading; researching websites, observation, discussion etc. • Studying for an accredited qualification • Gaining experience of pastoral duties/form tutor role • Improving generic aspects of teaching e.g. AfL, creativity, thinking skills, Social and Emotional Aspects of Learning (SEAL), equal opportunities, diversity etc • Participating in planning and delivering INSET

• Establishing networking groups with other NQTs or visiting/liaising with other schools • Reading pupils’ previous records and reports • Analysing marking and record keeping systems in order to improve their own • Moderation/standardisation meetings • Planning a lesson based on the thorough assessment of pieces of work • Shadow a meeting with outside agencies, e.g. social workers, speech therapists, educational psychologist, etc • Gaining experience in managing Support Staff • Looking at resources in school, such as computer software • Liaising with exam boards • Helping to arrange offsite visits.

KEY FORMS

THE INDUCTION TUTOR

• Planning/organising special events, for example school fetes or curriculum days


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75 Registration with the General Teaching Council (GTC) NB: forms to be completed and registered by the NQT • forms found at www.gtce.org.uk/ publications/registr_appn0709/ • forms should be returned as soon as possible after appointment to: The General Teaching Council For England, Registration Helpdesk, Victoria Square House, Victoria Square, Birmingham, B2 4AJ

Notification to the Local Authority (the ‘Appropriate Body’)

KEY FORMS

• Forms found at www.bucksgfl.org.uk/nqt • Once completed should be returned for the attention of Isabel Hall or Simon Lockwood, School Improvement Service, 3rd Floor, County Hall, Walton Street, Aylesbury, HP20 1UK. Alternatively please email ihall@buckscc.gov.uk or slockwood@buckscc.gov.uk NB: This form requires the NQT’s GTCE Teacher Reference Number. This form also triggers funding for the following financial year.

NQT Induction Package and Course Booking Form • If you wish to purchase this package or book any courses, forms can be found on at www.bucksgfl.org.uk/nqt • Completed forms should be returned as soon as possible to Hazel David, Workforce Development Team, 4th Floor, County Hall, Aylesbury, HP20 1UZ

Assessment forms All three forms need to be returned to Isabel Hall or Simon Lockwood at the above address • Assessment form 1 – for a full-time NQT starting in September by the end of the autumn term • Assessment form 2 – for a full-time NQT starting in September by the end of the spring term • Assessment form 3 – for a full-time NQT starting in September by the end of the summer term

Completing the forms First and Second Assessment forms should be completed in full during your meetings. It is important to ensure that the assessment procedures used to make the judgements are: • fair – involving more than one observer / assessor as appropriate • rigorous – using TDA standards • transparent – all relevant parties have viewed and agreed the comments It is especially important to: • Include the Teacher Reference number of the NQT as the GTCE will not issue an induction certificate without it • Sign and date the form (NQT and Induction Tutor) • Reference against the core standards so that we (the LA) can confidently recommend to the GTCE that the NQT has successfully completed induction • Allow the NQT to make comment in the space provided on the form • Send the reports to Isabel Hall / Simon Lockwood within 10 working days of each summative assessment meeting

KEY FORMS

KEY FORMS


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KEY FORMS

The assessment forms can be signed electronically, providing the procedure for this is agreed between the institution and the Appropriate Body, and that when the institution forwards the form to the Appropriate Body it is copied to the NQT.

• We would encourage Headteachers and senior leaders to use this in a variety of ways and not just as a pro-forma for a single lesson observation: • an auditing framework that focuses on particular aspects of learning • an audit tool that builds up over time using the same form, with future observations focussing on areas for development

When will we receive the induction certificate?

• a self-evaluation tool for teachers and other adults

Once we have received all three assessment reports, we will:

• a framework to evaluate whole school learning for subject and senior leaders

• enter this information on to our central spreadsheet

• established criteria to enable the school to identify and recognise ‘outstanding’ learning

• send the information to the GTCE to confirm the NQT has successfully met the Induction Standards

• a scaffold to provide a basis for professional dialogue as part of performance management

• send both the Headteacher and the NQT a letter to inform them that we have forwarded the recommendation of successful completion to the GTCE (if you do not receive this letter please contact us as it is likely that we have not received the final assessment reports) Once the GTCE has confirmed the final result they will issue a certificate directly to the NQT at the contact address they hold. Therefore it is essential that NQTs keep their contact details with the GTCE as accurate and up-to-date as possible.

How to use the ‘Guidance on Evaluating the Quality of Learning’ We have become increasingly aware that the WIGT is no longer appropriate for the evaluation of learning and teaching in schools. In particular, OfSTED and other National Forums have embraced the importance of learning rather than teaching. This document is a development of the WIGT by trying to reflect the increased focus on learning: it should be used as an audit tool, rather than a tick sheet.

Guidance on Evaluating the Quality of Learning

Satisfactory

Good

Outstanding

Learning is planned so that appropriate tasks are identified to meet the learning needs of individual pupils.

Teaching is flexible and responsive to a large majority of pupils’ learning needs and the progress they are making

Differentiation allows almost all pupils to make good practice

The majority of pupils make satisfactory progress with a minority of pupils making good progress in relation to the learning objective

A large majority of pupils make good progress in relation to the learning objective / success criteria

Most pupils make good progress, in relation to the learning objective / success criteria

Progress, in relation to the learning objectives, is reviewed with the class e.g. during the plenary

Progress is regularly reviewed, during the lesson, with pupils e.g. prior to the next stage of the task

Most pupils independently identify and take their next steps in learning to make good progress

Planning

Tasks are qualitatively different rather than merely longer

Lesson plans make reference to personalised tasks for different groups of learners

A minority of pupils are involved in planning based on an understanding of their own learning needs

Conditions for learning

Displays exemplify a positive attitude to learning

Displays reflect the learning process as well as the content and the expectations for pupils learning and pupils use them to support their learning

Displays are interactive and developmental, in that pupils are required to respond and react to them

Teaching uses a range of approaches that ensure all pupils take an active part in their learning

Although skills taught are determined by the teacher, pupils take the leading role in deciding the context

There is a supportive atmosphere that allows pupils to make and learn from mistakes

Most pupils understand how the learning relates to key concepts and skills they are developing

Product

• a structure to support the writing of the School Development Plan and CPD needs • an aide memoir to clarify progression for the quality of learning • a pro forma that can be used to support lesson observations. Observers could use it to identify an overall judgement which mostly fits the criteria – bearing in mind that not all strands would necessarily be present in a single lesson Information for this guidance has been taken from the latest OfSTED, DfE, QCA and National Strategy. A possible form for use in observing lessons can be found on www.bucksgfl.org.uk/nqt

ethos attitudes

learning environment There is an expectation on the part of teachers that all pupils will take an routines active part in learning and behaviours Prior learning

The learning process is valued by pupils

KEY FORMS

The NQT should as normal sign the assessment form to confirm that he or she is aware of the contents of the form.

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KEY FORMS

Learning objectives and success criteria

Talking for learning

Good

Outstanding

Most pupils know what Most pupils have a clear they have to do and some understanding of what have an understanding of they are trying to learn what they are trying to learn

Most pupils are confidently able to discuss their learning using appropriate terminology

Learning objectives and outcomes are clear and appropriately challenging and teaching is well focused.

The teacher explains the learning objectives and success criteria and checks pupils’ understanding

The teacher provides opportunities for pupils to explore and create the objectives and success criteria

Success criteria are focused on learning and shared with all pupils

Teachers evaluate and refine their own success criteria with most pupils

Most pupils are involved in designing success criteria and encouraged to self / peer assess according to these

Teachers use specific strategies to provide opportunities for discussions related to learning (whole class, group or paired). There is an appropriate balance between teacher and pupil talk

Teachers use skilful questioning, appropriate resources and engaging activities to ensure that in paired or group discussions most pupils contribute and learn from each other. Pupils have time to think about their answers

A minority of pupils initiate and lead whole class discussions; group discussions are self determined and governed

In whole class discussion, almost all pupils listen to others. The majority are confident to contribute and talk about their work.

The majority of pupils talk as part of their learning and about their learning.

The majority of pupils independently talk and reflect on their learning

Satisfactory

Good

Questioning Teachers make regular Pupils’ responses to key use of open and closed questions are used to questioning, in all parts of inform further discussions the lesson to check pupils’ progress, achievement and understanding

Outstanding^l Pupils ask their own questions as well as valuing and listening to each others comments

Working together, engagement, application and concentration

Most pupils can work together, are engaged in learning and not easily distracted. Staff and pupils treat each other with respect

In whole class, group or paired discussions most pupils develop their thinking and learn from each other. They are eager to learn and work well

A minority of pupils are confident to take risks by sharing partially formed thinking or constructively challenging others.

Support for learning

All pupils know what support is available to them and make use of it

Most pupils have strategies that enable them to independently access support from a variety of sources

A minority of pupils are pro-active in taking responsibility for their own learning

Teachers monitor pupils’ work during lessons, pick up general misconceptions and adjust their plans accordingly to support learning.

Teachers listen to, observe and question groups if pupils during lessons in order to reshape tasks and explanations to improve learning

Teachers systematically and effectively check pupils’ understanding throughout lessons, anticipating where they may need to intervene and doing so with striking impact on the quality of learning

All pupils are informed about their progress and how to improve through marking and dialogue with adults

All pupils are provided with detailed feedback, both orally and through marking. They know how well they have done and can discuss what they need to do to sustain good progress

All pupils understand in detail how to improve their work and are consistently supported in doing so e.g. through the use of success criteria

Learning is effectively reviewed in the plenary

Insights from day-to-day strategies inform planning and teaching within a learning activity or lesson, for the next lesson and the next phase of learning

There is planned time for teachers and peers to review progress against success criteria and provide oral feedback to pupils, who then act upon it

Feedback

KEY FORMS

Satisfactory


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81 Review the Quality of Learning

Targets

Teachers differentiate targets for different groups and all pupils know their curricular targets

All pupils are supported to understand the steps towards the curricular target through teacher feedback, both oral and written

Almost all pupils are able to articulate their success against their curricular targets

Teachers review progress against targets and let pupils know how they are doing

Teacher and pupil review progress against targets

Teachers and pupils use evidence to evaluate progress together and to define the next steps

35%-49% - Minority 51%-64% - Majority pupils 65%-79% - Large majority 80%-90% - most pupils 97%+ almost all pupils

KEY FORMS

A lesson is inadequate if one or more of the following is present: • Most pupils, or a significant specific minority of pupils, make less than satisfactory progress, whether this is due to unsatisfactory progress, whether this is due to unsatisfactory teaching or the impact of bad behaviour • Pupils overall behaviour or attitudes are unsatisfactory, and the tone of the lesson does not support the development of pupils’ personal qualities, or the health and safety of the pupil is endangered • The teaching is unsatisfactory. This will cause the pupils’ progress to be unsatisfactory, but occasionally progress will be satisfactory in spite of the teaching due to the good attitudes of the pupils Unsatisfactory teaching is likely to have one or more of the following: • Weak knowledge of the curriculum leading to inaccurate teaching and low demands on pupils

Comments Progress

Planning

Conditions for learning ethos, attitudes, learning environment routines and behaviour Prior learning

Learning objectives and success criteria

Talk for learning

Questioning

Working together, engagement, application and concentration

• Work badly matched to the pupils’ starting points • Ineffective classroom management of behaviour

Support for learning

• Too many pupils fail to work effectively unless closely directed by an adult and give up easily • Pupils doe not enjoy the activities provided, which is reflected in poor completion of tasks across a range of subjects

Feedback

• Methods which are poorly geared to the learning objectives or fail to gain the interest and commitment of the pupils • Inadequate use of resources, including assistants and the time available • Assessment takes too little account of the pupils’ prior learning or their understanding of tasks and is not used effectively to help them improve

Targets

KEY FORMS

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FREQUENTLY ASKED QUESTIONS

KEY FORMS page

FREQUENTLY ASKED QUESTIONS


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85 FREQUENTLY ASKED QUESTIONS What happens if I have concerns? In the first instance talk the issue through with your Induction Tutor or line manager or Headteacher as appropriate. If you feel that you cannot talk to any of these, contact your Professional Association or the ‘Appropriate Body’ (the Local Authority). The relationships with your Induction Tutor and mentor must be good. Whatever action you take, do so quickly before any problem escalates.

The CEDP is a professional development tool that can be used to help you identify your professional development needs. The CEDP focuses on three transition points; the end of Initial Teacher Training; the start of induction; and towards the end of induction. The CEDP is intended to help you make links between your Initial Teacher Training, induction and your future development as a teacher. It is NOT an assessment tool, nor is it a record of progress, or reference. You should not regard the CEDP as a form to fill in, but should use it to help you clarify your achievements and your goals. The CEDP should help both you and the school to understand your strengths and experiences. You should use the CEDP to identify and respond to questions, to support your reflections on your development and progress and to guide the discussions that you have with your Induction Tutor about your progress and your support needs.

How much time should I get for induction activities? The Schools Teachers’ Pay and Conditions Document places a statutory duty on Headteachers to ensure that NQTs’ teaching time does not exceed 90% of the average teaching time in school. This means that the school in obliged to give you this time for the purpose of induction activities. The school’s funding allocation takes account of this obligation.

Is induction time the same as PPA time? Schools must provide all teachers with 10% guaranteed time for planning, preparation and assessment (PPA). As an NQT, at least 10% of your timetabled teaching time must be allocated for the purpose of PPA. This means that as an NQT you should receive 10% time for PPA calculated as a proportion of the time you are timetabled to teach. PPA time is additional to the time NQTs must receive for their induction.

FREQUENTLY ASKED QUESTIONS

What is the Career Entry and Development Profile (CEDP) and how will it help me?


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86 Who decides how my time for induction activities is spent?

Are there things that I should not be expected to do?

The DfE and the TDA stated that the time should be used in whatever way is most appropriate to the needs of the individual and their schools. This means that both the school and the individual NQT have a role in identifying induction activities. However, in reality the school will have the final say in determining when activities are undertaken and when.

It is important that you are not given a job description that makes unreasonable demands on you whilst you are an NQT. This applies if you are working full-time or part-time, if you are working in a permanent post or on long-term supply. Whilst it may be hard to determine what is and is not reasonable, normally an NQT should serve the induction period in a post which:

Some schools may decide to allocate the time into one or two-day blocks across the year; others may follow a weekly half-day release pattern or distribute time in single periods across each week. Some training needs may be better met through specific activities such as visits to other settings that last a whole day or longer. A school may, therefore, wish to identify a half-day session per week for such activities or ‘bank’ the activities.

• Does not demand teaching outside the age range and subject(s) for which the NQT has been trained • Does not present the NQT on a day-to-day basis with acute or especially demanding discipline problems • Involves regular teaching of the same class(es) • Involves similar planning, teaching and assessment processes to those in which teachers working in substantive posts in the school are engaged

What should I do if I am not getting the 10% reduction in teaching time?

• Does not involve additional non-teaching responsibilities without the provision of appropriate preparation and support

Your first step should be to raise your concerns with your Induction Tutor and / or your Headteacher. You should point out that is a statutory entitlement, and that not getting the time may have an impact on your ability to meet the Induction Standards and, therefore, on your future career in teaching.

How do I calculate my induction period and assessment dates if I am part-time?

If this is not successful, or you feel that you are unable to do so, your second step is to consult the Local Authority, either through the Area Office or through the Induction Co-ordintaor, Simon Lockwood. Finally, you should consult your Professional Representative about the difficulties that you are experiencing. It would be helpful to keep a record of your teaching load so that you can clearly demonstrate what is being asked of you.

What should I receive when I begin my induction programme? As soon as you begin your induction programme you should expect to receive advice on the following: • Timetabling of lessons; support arrangements, the name and contact details for your Induction Tutor, and a schedule for meetings and formal assessments • Reporting arrangements, entitlements to pay during sickness absences, and contacts for other absences • Arrangements for salary payments, provision for pensions and other entitlements • Heath and safety, equal opportunity, drugs, bullying and behaviour management policies • Other relevant policies including arrangements for cover, child protection etc • The nature of the contract of employment, a list of duties and management arrangements.

When your school registers you with the Appropriate Body, the school will be advised as to the length of your induction period and the dates when your three assessments are due. These calculations are based on the TDA Induction Calculator, which you can use to double-check for yourself: www.tda.gov.uk/teacher/nqt-induction/timeline-calculator.aspx If you are still unsure please contact Izzy Hall on 01296 382859 – Monday to Wednesday only

What are ‘Golden Hello’ payments? The ‘Golden Hello’ is a financial incentive package for teachers of priority subjects in secondary statemaintained schools. It is only available to teachers who train through a postgraduate initial teacher training (ITT) course leading to qualified teacher status (QTS). The Department for Education (DfE) has announced the closure of the Golden Hello Scheme for all trainees starting their initial teacher training (ITT) in the academic year 2011/12 and beyond. Trainees who started their postgraduate ITT course before 1 August 2011 will continue to be able to make their application for the ‘Golden Hello’ scheme under the current terms and conditions.

FREQUENTLY ASKED QUESTIONS

You should ensure that the 10% time for induction activities is not used fOR teaching duties. Also ensure that you identify your training and support needs and that your Induction Tutor knows about these.

FREQUENTLY ASKED QUESTIONS

87


FREQUENTLY ASKED QUESTIONS • The applicant must hold QTS; teachers must apply within 12 months of successfully completing their induction year

• Trainees must have started their postgraduate ITT course before 1 August 2011

• Teachers must be employed to teach the subject for which they are trained. To see the eligible subjects, refer to the eligibility guidance on the TDA website

• ‘Golden Hello’ payments vary between £2,500 and £5,000 according to the subject and year in which a teacher started their postgraduate training; eligible teachers should apply to their Local Authority, which will make the payments if the application is successful

• The Training and Development Agency (TDA) ‘Golden Hello’ scheme only applies to teachers in secondary schools

Where can I find out more information and if I am eligible for the ‘Golden Hello’ payment?

For further information and to use the interactive tool to find out if you are eligible please visit the TDA website: www.tda.gov.uk/training-provider/itt/funding-allocations/golden-hello/eligibility-tool.aspx PERSONAL e-MAIL ADDRESS:

MIDNAME/DATE of BIRTH:*

TOTAL

I confirm that I wish to attend the NQT Programme at £500

TITLE:

Code cpdNQT01 cpdNQT02 cpdNQT03 cpdNQT04 cpdNQT05 cpdNQT06 cpdNQT07 cpdNQT08 cpdNQT09 cpdNQT10 cpdNQT11

cpdNQT12 cpdNQT13 cpdNQT14 cpdNQT15 cpdNQT16 cpdNQT17 cpdNQT18 cpdNQT19

Code cpdNQT20

ALL ALL ALL PRIMARY PRIMARY ALL ALL ALL ALL PRIMARY PRIMARY

PRIMARY PRIMARY PRIMARY PRIMARY PRIMARY PRIMARY ALL ALL

Phase ALL

Welcome to The Best Job in the World!

Course Title

CHRISTMAS HOLIDAYS 19.12.11 - 04.01.12

CHRISTMAS HOLIDAYS 19.12.11 - 04.01.12

Child Protection

Child Protection

Assessment for Learning

Assessment for Learning

Good Practice in Teaching & Learning

Good Practice in Teaching & Learning

Supporting Children with Special Educational Needs

Supporting Children with Special Educational Needs

AUTUMN HALF TERM 24.10.11 - 28.10.11

Successful Behaviour Management Pt 1

Successful Behaviour Management Pt 1

Learning Outside the Classroom (Full day course)

Learning Outside the Classroom (Full day course)

Effective Communication with Parents

Effective Communication with Parents

Working with Support Staff

Working with Support Staff

Mentor & NQT - Setting Objectives, Achieving Goals

Mentor & NQT - Setting Objectives, Achieving Goals

Welcome to The Best Job in the World!

Course Title

Attend

Attend

Wednesday

Day

Wednesday

Tuesday

Wednesday

Tuesday

Wednesday

Tuesday

Wednesday

Tuesday

Wednesday

Tuesday

Wednesday

Tuesday

Wednesday

Tuesday

Wednesday

Tuesday

Wednesday

Tuesday

Wednesday

Day

11.01.12

Date

30.11.11

29.11.11

23.11.11

22.11.11

16.11.11

15.11.11

09.11.11

08.11.11

19.10.11

18.10.11

12.10.11

11.10.11

05.10.11

04.10.11

28.09.11

27.09.11

21.09.11

20.09.11

14.09.11

Date

13.30 - 16.00

Times

14.00 - 16.00

14.00 - 16.00

14.00 - 16.00

14.00 - 16.00

14.00 - 16.00

14.00 - 16.00

14.00 - 16.00

14.00 - 16.00

14.00 - 16.00

14.00 - 16.00

09.30 - 16.30

09.30 - 16.30

14.00 - 16.00

14.00 - 16.00

14.00 - 16.00

14.00 - 16.00

14.00 - 16.00

14.00 - 16.00

13.30 - 16.00

Times

________________________________________________________________________________________________ the Headteacher, agree to the above named teacher attending the sessions indicated

TOTAL

I confirm that I wish to attend ________ NQT sessions at £75 each

Phase

I

Tick box

* please complete as failure to do so will delay your application

GENDER: M / F

SCHOOL:

SURNAME:

FORENAME:

Bedgrove Infant School, Aylesbury

Green Park, Aston Clinton

Venue

Hazlemere Golf Club, High Wycombe

Green Park, Aston Clinton

Hazlemere Golf Club, High Wycombe

Green Park, Aston Clinton

Hazlemere Golf Club, High Wycombe

Green Park, Aston Clinton

Hazlemere Golf Club, High Wycombe

Green Park, Aston Clinton

Hazlemere Golf Club, High Wycombe

Green Park, Aston Clinton

Green Park, Aston Clinton

Green Park, Aston Clinton

Hazlemere Golf Club, High Wycombe

Green Park, Aston Clinton

Hazlemere Golf Club, High Wycombe

You may book online at:

Common Room 1

Luke Donald Suite

Seminar Room 1

Luke Donald Suite

Main Hall 1

Luke Donald Suite

Seminar Room 2

Luke Donald Suite

Main Hall 1

Luke Donald Suite

Main Hall 1

Yurt

Yurt

Luke Donald Suite

Main Hall 1

Luke Donald Suite

Luke Donald Suite

Main Hall 1 & 2

Room

Simon Lockwood

Session Leader/s

Jonathan Kempster

Jonathan Kempster

Carol-Anne McCollum

Carol-Anne McCollum

Bill Moore

Bill Moore

Janet Burgess

Janet Burgess

Fiona Coulter

Fiona Coulter

Julie Lloyd-Evans

Julie Lloyd-Evans

Suzy Hunt & Jayne Foster

Suzy Hunt & Jayne Foster

Judy Gurney

Judy Gurney

Brenda English

Judy Gurney

Simon Lockwood & guests

Session Leader/s

https://emsonline.buckscc.gov.uk/ems/ems_home.asp

MOBILE TEL:

Hazlemere Golf Club, High Wycombe

Bedgrove Infant School, Aylesbury

Green Park, Aston Clinton

Venue

Buckinghamshire NQT Induction Programme/ Application Form 2011/2012

Buckinghamshire NQT Induction Programme Application Form 2011/12

page

88

Am I eligible?


cpdNQT39

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PRIMARY

PRIMARY

PRIMARY

PRIMARY

PRIMARY

PRIMARY

ALL

ALL

ALL

ALL

PRIMARY

PRIMARY

PRIMARY

PRIMARY

PRIMARY

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Wednesday

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Tuesday

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27.06.12

26.06.12

20.06.12

19.06.12

13.06.12

12.06.12

23.05.12

22.05.12

16.05.12

15.05.12

09.05.12

08.05.12

02.05.12

01.05.12

25.04.12

24.04.12

18.04.12

17.04.12

21.03.12

20.03.12

13.03.12

07.03.12

06.03.12

29.02.12

28.02.12

22.02.12

21.02.12

08.02.12

07.02.12

01.02.12

31.01.12

24.01.12

18.01.12

17.01.12

11.01.12

Times

Venue

Main Hall 1

Luke Donald Suite

Main Hall 2

Luke Donald Suite

Seminar Room 1

Luke Donald Suite

Seminar Room 1

Luke Donald Suite

Seminar Room 1

Luke Donald Suite

Seminar Room 1

Luke Donald Suite

Seminar Room 1

Seminar Room 1

Luke Donald Suite

Seminar Room 1

Trophy Room

Seminar Room 1

Luke Donald Suite

Seminar Room 2

Trophy Room

Seminar Room 2

Trophy Room

Seminar Room 2

Seminar Room 2

Luke Donald Suite

Main Hall 2

Common Room 1

Simon Lockwood

Ian Duckworth

Hilary Nohavicka

Caroline Wreglesworth

Jo Robertson

Marcus Faulkner

Tessa Ford & Cathy Tracy

Tessa Ford & Cathy Tracy

Mary Taylor

Mary Taylor

Amanda Feltham

Amanda Feltham

Helen Mitchell

Helen Mitchell

Linda Lewins & Sam Brewer

Linda Lewins & Sam Brewer

Bill Moore

Bill Moore

Yvette Thomas

Yvette Thomas

Jonathan Kempster

Sarah Leonard

Sarah Leonard

John Buckley

John Buckley

Deb Whittle

Deb Whittle

Fiona Coulter

Fiona Coulter

Janet Shell

Janet Shell

Bill Moore

Bill Moore

Mary Taylor

Mary Taylor

Simon Lockwood

Session Leader/s

Hazel David - Workforce Development Team Remember to keep a copy of this form for your records Bucks County Council Your confirmation letter will be sent by e-mail to the personal e-mail address you provide on this form 4th Floor, County Hall Aylesbury, HP20 1UZ Phone 01296 382865

Tel: 01296 382865

E-mail your completed form to: hdavid@buckscc.gov.uk Your confirmation letter will be sent by e-mail to the personal Workforce Development Team Bucks County Council 4th Floor, County Hall e-mail address you provide on this form Aylesbury, HP20 1UZ Post your application form to:

Post your application form to: Hazel David

Hazlemere Golf Club, High Wycombe

Shortenhills Centre, Chalfont St Giles

Juniper Hill School, Flackwell Heath

Bedgrove Infant School, Aylesbury

Booker Hill School, High Wycombe

Bearbrook School, Aylesbury

Cressex School, High Wycombe

Green Park, Aston Clinton

Hazlemere Golf Club, High Wycombe

Green Park, Aston Clinton

Hazlemere Golf Club, High Wycombe

Green Park, Aston Clinton

Hazlemere Golf Club, High Wycombe

Green Park, Aston Clinton

Hazlemere Golf Club, High Wycombe

Green Park, Aston Clinton

Hazlemere Golf Club, High Wycombe

Green Park, Aston Clinton

Hazlemere Golf Club, High Wycombe

Green Park, Aston Clinton

Green Park, Aston Clinton

Hazlemere Golf Club, High Wycombe

Green Park, Aston Clinton

Hazlemere Golf Club, High Wycombe

Green Park, Aston Clinton

Hazlemere Golf Club, High Wycombe

Green Park, Aston Clinton

Hazlemere Golf Club, High Wycombe

Green Park, Aston Clinton

Hazlemere Golf Club, High Wycombe

Green Park, Aston Clinton

Green Park, Aston Clinton

Hazlemere Golf Club, High Wycombe

Green Park, Aston Clinton

Green Park, Aston Clinton

Remember to keep a copy of this form for your records

13.30 - 16.00

14.00 - 16.00

14.00 - 16.00

14.00 - 16.00

14.00 - 16.00

14.00 - 16.00

14.00 - 16.00

14.00 - 16.00

14.00 - 16.00

14.00 - 16.00

14.00 - 16.00

14.00 - 16.00

14.00 - 16.00

14.00 - 16.00

14.00 - 16.00

14.00 - 16.00

14.00 - 16.00

14.00 - 16.00

14.00 - 16.00

14.00 - 16.00

14.00 - 16.00

14.00 - 16.00

14.00 - 16.00

14.00 - 16.00

14.00 - 16.00

14.00 - 16.00

14.00 - 16.00

14.00 - 16.00

14.00 - 16.00

14.00 - 16.00

14.00 - 16.00

14.00 - 16.00

14.00 - 16.00

14.00 - 16.00

13.30 - 16.00

Buckinghamshire NQT Induction Programme/ Application Form 2011/2012 Wednesday 25.01.12 14.00 - 16.00 Cressex School, High Wycombe

Wednesday

Tuesday

Wednesday

You may book online at: https://emsonline.buckscc.gov.uk/ems/ems_home.asp

The Youth is Out There - What Next in Year 2?

Learning Outside the Classroom - Shortenhills Visit

Practical Tips - Visiting Juniper Hill School

Practical Tips - Visiting Bedgrove Infants School

Practical Tips - Visiting Booker Hill School

Practical Tips - Visiting Bearbrook Combined School

SUMMER HALF TERM 04.06.12 - 08.06.12

Supporting the Gifted & Talented Pupil

Supporting the Gifted & Talented Pupil

Speech, Language & Communication Needs

Speech, Language & Communication Needs

Year R and Transition to Yr1

Year R and Transition to Yr1

A Rhythm Runs Through It

A Rhythm Runs Through It

Supporting EAL Pupils

Supporting EAL Pupils

Inspiring Thinking & Learning Through RE

Inspiring Thinking & Learning Through RE

EASTER HOLIDAYS 02.04.12 - 13.04.12

Promoting Equality & Diversity in the Classroom

Promoting Equality & Diversity in the Classroom

Child Protection

The Role of the Subject Leader

The Role of the Subject Leader

Understanding How Pupils Learn

Understanding How Pupils Learn

SPRING HALF TERM 13.02.12 - 17.02.12

Successful Behaviour Management Pt 2

Successful Behaviour Management Pt 2

The Power of Your Voice in the Classroom

The Power of Your Voice in the Classroom

Active Learning to Engage Pupils in PSHE

Active Learning to Engage Pupils in PSHE

Moderate & Specific Learning Difficulties

Moderate & Specific Learning Difficulties

Attend

Book online at: emsonline.buckscc.gov.uk/ems/ems_home.asp E-mail your completed form to: hdavid@buckscc.gov.uk

cpdNQT38

PRIMARY

cpdNQT32

ALL

PRIMARY

cpdNQT31

ALL

cpdNQT37

cpdNQT30

PRIMARY

cpdNQT36

cpdNQT29

PRIMARY

cpdNQT35

cpdNQT28

PRIMARY

ALL

cpdNQT27

PRIMARY

ALL

cpdNQT26

ALL

ALL

Survive and Thrive!

cpdNQT25

ALL

cpdNQT33

cpdNQT24

PRIMARY

cpdNQT34

cpdNQT23

PRIMARY

PRIMARY

cpdNQT22

ALL

PRIMARY

Survive and Thrive!

cpdNQT21

ALL

Course Title

Welcome to The Best Job in the World!

cpdNQT20

ALL

CHRISTMAS HOLIDAYS 19.12.11 - 04.01.12

Code

Phase

NQT_Handbook_2011-2012  

NEWLY QUALIFIED TEACHERS TRAINING GUIDE 2011 / 2012 THE INDUCTION PROCESS 25 NEWLY QUALIFIED TEACHERS 49 FREQUENTLY ASKED QUESTIONS 83 INDUC...

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