NQT Programme – Day 1

1. NQT Programme – Day 1 Sarah Rayner (Fernhurst Junior School) Andrew Crosby (Beechwood Junior School)

2. Why are we here?

3. NQT training and support We are here to: Provide training, Provide guidance through the induction/assessment process, Provide support – emotional or otherwise.We are NOT here to: Judge you or your performance – you will be monitored and assessed by your school,Provide registration or accreditation. Your school will do this separately with an ‘Appropriate Body’, Referee between you and you school – we will happily give you advice but you should approach your named contact at the ‘Appropriate Body’ if you feel that your school is not fulfilling its responsibilities or is not treating you fairly.

4. Programme Schedule and key dates NQT Programme Schedule NQT Key Dates

5. Who’s Who

6. Key people and their roles The NQTMust be an active participant in the process, taking responsibility for their own inductionMust use additional non-contact time for induction-related activitiesWill gather evidence and record their progress against the StandardsShould reflect and self-evaluateWill be responsible (with the Induction Tutor) for their Action and Development Plan and Target SettingShould seek professional development opportunitiesShould play a part in the wider life of the schoolMust observe other teachers

7. Key people and their roles The NQT TutorDay-to-day monitoring, supporting and assessing a NQT, including co-ordinating the induction process. Must register the NQT before induction may beginMust have an understanding of the process, and the StandardsMust organise and implement an individualised programme of support for the NQTEnsures NQTs are active participants – understanding their role and seeking opportunities to develop and progress against the Teachers’ StandardsTakes responsibility for a secure evidence trail for the processIn small schools it may be appropriate for the Headteacher to be the induction tutorThe role may be shared with others

8. Key people and their roles The Head Legally responsible for induction in the school; jointly responsible with the Appropriate Body for monitoring, support and assessment of NQTEnsures post is suitable for inductionEnsures statutory processes are carried outEnsures NQT has a personalised programme of supportMakes governing body aware of induction arrangements

9. Key people and their roles Governing BodyMust ensure the school’s compliance with the Statutory guidance for inductionMust be satisfied that the school has the capacity to support the NQT and that the Head is fulfilling his/her responsibilities Can seek guidance from the Appropriate Body should it have any concerns regarding the school’s induction arrangements, or the quality of the induction being offered Can request a general report on any individual NQT

10. Key people and their roles Appropriate BodyQuality assures processes - ensures the Statutory guidance is being followed Offers advice/support/training Receives and validates the school’s judgement on an NQT Provides TRA with details of starters/leavers/extensions/passes

11. You and your NQT tutor/mentor

12. You and your mentor What can NQT’s expect from their NQT mentor? What can mentors expect from their NQT?Targets are set for a purpose – don’t dodge themObservations and feedback may seem scary but they are there to help you – don’t be in denial or defensiveYour mentor is your assessor – they will need evidenceThey are also your crutch – don’t wait to seek helpIf it all goes wrong – contact your link tutor with the Appropriate Body

13. What if it begins to go wrong with my school? What would you do in these situations?My tutor’s expectations are too highMy tutor seems to be neglecting meI am not getting my NQT timeI am being asked to take on too many other jobs

14. What if it begins to go wrong with me? What would you do if you felt like this?I just can’t ever get it right – other teachers seem so much better than meI’m drowning … I can’t handle the workloadI don’t feel I belong at this schoolI’m not sure teaching is right for me

15. Assessment, Evidence, Action Plans and Tasks

16. How will I be assessed? You will be assessed against the standards. Can you remember what they are?(Hint, there are nine of them!)

17. Example assessment report Your school tutor must provide evidence that you have performed satisfactorily against each and every standard.They will rely on you to be able to capture this evidence

18. Sources of evidence You shouldn’t have to spend extra time ‘generating’ evidence. But you will need to be pro-active and organised – file lessons, observations, activities etc, that demonstrate key standards. Request opportunities to plug evidence gaps.

19. Avoid the gaps – have an action plan and update it You don’t want to have any gaps in the standards.You will need to pro-actively plan to work with your tutor on your weaknesses, set targets and monitor your success through observations etc.

20. And don’t forget, listen to your tutor! You may think your tutor is being harsh, but they (probably) know what they are talking about!It might be worth listening to them.

21. What sort of teacher do you want to be?

22. What sort of teacher do you want to be? Recall the worst teacher you ever had/have ever seen. What makes a bad teacher? Recall the best teacher you ever had. Why? What makes a good teacher? What is your preferred teaching style? Do you use the same style all the time? Is it always effective? Does it work for ALL pupils?

23. Expectations on teachers

24. What are the expectations of teachers? What do the pupils want from their teacher? What do parents want from their child's teacher? What does the Head Teacher want from her/his teachers? 

25. The standards

26. Standard 7: Behaviour Management • What would an NQT tutor observe if good behaviour management is not in place?

27. Teaching Standard 7: Manage behaviour effectively to ensure a good and safe learning environment • Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy. • Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly. • Manage classes effectively, using approaches which are appropriate to students’ needs in order to involve and motivate them. • Maintain good relationships with students, exercise appropriate authority, and act decisively when necessary.

28. How to evidence good behaviour management skills

29. Effective behaviour management strategies Think of a teacher you have watched that has good behaviour management strategies, what key words come to mind?

30. Bill Rogers https://www.youtube.com/watch?v=KTxGXiuLgb4

31. If a child can’t spell we teach them to spell. if a child can’t read we teach them to read. If a child can’t behave why do we shout at them?

32. Why does a child behave badly?

33. https://www.youtube.com/watch?v=ZFd0osTP-HE Video clip

34. Typical behaviour scenarios

35. Support as an NQT What help and support can you expect to receive as an NQT?

36. Standard 7d: Maintain good relationships with students Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary

37. Standard 7d: Maintain positive relationships What sort of relationship do the pupils want with their teacher?

38. Standard 7d: Maintain positive relationships Can you come up with some simple strategies for building and maintaining positive relationships. Remember, if the children think you care about them, they will start to think more positively about themselves.

39. Standard 7d: Maintain positive relationships Can you describe a situation where the relationship between you and a student was damaged? How could you have handled it differently?

40. https://www.youtube.com/watch?v=9LCod-iVNHM https://www.youtube.com/watch?v=iRINyU7rvNg

41. Standard 1: Set high expectations which inspire, motivate and challenge pupils Which is the most important? Why? Establish a safe and stimulating environment for pupils, rooted in mutual respect Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils

42. Standard 1: Expectations Here are four common scenarios that affect teachers’ expectations:Teacher A hasn’t taken the time to share or model the school values and ethos. She just wants the children to ‘get the job done’ quietly and efficiently, only praising those pupils who achieve her desired outcomes.Teacher B is enthusiastic but often rushed and disorganised. He doesn’t always have a clear view about what he expects the children to achieve in the lesson.Teacher C is in her second year of teaching and her subject knowledge isn’t yet secure. She is struggling with differentiation.Teacher D is an Alpha male, very competitive and has high expectations of quality outcomes, especially for his ‘top’ pupils.

43. Here are four common scenarios that result from inappropriate expectations:Jamie is an able child who excelled in the past. He is now increasingly misbehaving in class and disturbing other pupils. His attendance is dropping and his work is now frequently of an unacceptably low standard. Jess tries hard at school and wants to please. But she is frequently kept in at break time because she hasn’t done enough work, or her work isn’t ‘good enough’. She is rapidly losing confidence and her work is slipping.Josie is extremely conscientious and always does well but frustrates her teacher because she is unwilling to tackle Greater Depth challenges. When pushed, she becomes very anxious.Josh has a very poor work ethic. He only tackles work that he enjoys. Otherwise he is disruptive in class, dragging down other children who want to get on. No other children want him to be in their group.

44. Standard 1: Expectations The first goal is to create an environment where the pupils feel secure and where it is the norm that pupils are excited to learn, expect to succeed and know they are safe to make mistakes. Ask yourself this :Do the children feel safe in your class – physically, socially and emotionally?Is the lesson worth coming in for? Is there a ‘buzz’?Do the children have growth mind-sets where they want to be challenged and are prepared to work hard, take risks and make mistakes?

45. Evidence for high and effective expectations What evidence could you provide for this standard?

46. Professionalism

47. Part Two: Personal and Professional Conduct

49. Performance management and conduct

50. Scenarios Read the scenarios, put them in order of what you think is the most serious to least serious. What do you think were the consequences for each action?