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NQT Induction Mentor Training Welcome

NQT Induction Mentor Training Welcome. Simon Lockwood County Adviser, School Leadership Development Induction Co-ordinator. The Role of the LA Induction Co-ordinator. As Appropriate Body Ensure school providing adequate induction. Receive notification and three reports.

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NQT Induction Mentor Training Welcome

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  1. NQT InductionMentor TrainingWelcome Simon Lockwood County Adviser, School Leadership Development Induction Co-ordinator

  2. The Role of the LA Induction Co-ordinator • As Appropriate Body • Ensure school providing adequate induction. • Receive notification and three reports. • Recommend (or not) success. • Guidance document soon on Bucksgfl • As the Co-ordinator for the NQT Programme • Ensure courses provided meet need.

  3. Aims • Develop the effectiveness of the mentoring relationship • Be familiar with the requirements of the NQT Induction year. • Understand the skills, processes and procedures needed including: assessment report writing developing a support programme

  4. Purpose of Year • Bridge between ITT and Career • Structure time and support according to entitlement • Demonstrate they continue to meet Induction Standards. • Demonstrate that they meet all Core Standards by end of the year.

  5. How do you know that you are doing a good job?

  6. What do you want from your NQT? • What characteristics do you want them to demonstrate? • What do you think that they expect from you?

  7. What helps you to do well in a new job?

  8. What NQTs say they want from an Induction Tutor • Friendly • Well organised • Approachable • Well informed • Know what they’re doing • Good Professional knowledge • Objective • Trustworthy • Good role model • Proactive • Know what’s needed • Patient • Show Professionalism • Knowledgeable • HAVE TIME FOR ME

  9. Mentor Research • Many staff keen to support – can be rewarding • Want designated time • Want good guidance and support • Want to share good practice • Most effective when all staff involved with good leadership

  10. The NQT Handbook

  11. How? - Entitlement • 10% Induction Time and PPA Time • Induction programme • Induction tutor • Review meetings (Checklist P65 in NQT handbook) • Early discussion of problems. • Identify sources of help. • Use book.

  12. What does good induction look like? • Induction Tutor identified. Meets regularly with NQT. Provides support and constructive advice as to development. • Observations occur regularly which recognise strengths and provide clear areas for development. • All staff assist, but enable the NQT to “grow” professionally. • Senior staff ensure procedures work – ie assessments on time, people know what they are doing etc.

  13. The “Must dos” • Inform LA that you have an NQT (different from enrolling them on the Induction Programme (Notification Form) • Check QTS and Skills test gained together with usual employment checks • Provide a suitable Induction programme, including observations, reviews, support programme and target setting. (Use handbook checklists) • Provide reports to the LA

  14. Before your NQT begins…. • Contact ASAP after appointment before the end of term (send a congratulations card/note and give them your ‘phone number) • Provide them with a welcome pack/school literature • Visits or employment prior to taking up post? • Invite them to join the induction day in July to meet pupils & staff if starting in September • Determine roles and responsibilities. i.e. is induction tutor same as mentor? Time? • Scan the LA/TDA Induction materials, especially the “Essential Guide for Induction Tutors” • www.tda.org.uk/nqtinduction

  15. Welcome Pack? • Personal letter? • Plan of school • Class list • Timetable • Names of staff (first and surnames) • Check they’ve had a contract and job description • Diary • Term dates • Equipment/furniture etc

  16. Start of Term • Introduce to other staff/social? • Determine with SMT roles including focus of observations • Check that the NQT has everything that they need – equipment and resources • Give feedback to SMT? Governors • Frequently check on them

  17. Initial Formal Meeting • Review CEDP • Identify where help may be needed • Check that PPA and Induction time is allocated • Set realistic early goals • Create Induction programme including the L.A. Induction courses needed • Identify formal observation opportunities and informal support/ observation • Establish regular contact • Set date for end of term review meeting

  18. Responsibilities • Handbook pages 34, 64

  19. Transition Point 2 • Set objectives using CEDP • Consider school context • Use context – pupil environment etc • Observation during first half term

  20. A Schedule for the Year • Checklist for NQTs H/book p 53 – 60 • Schedule for the Induction Tutor H/book p 63 – 72

  21. The Portfolio • Builds on CEDP • Any evidence negotiated with tutor • Observations • Induction programme • Reports – copied • Manageable • Cross referencing eg planning reports

  22. Course Page

  23. The Courses Handbook back page • All start at 2.00pm and end by 4.00pm. • Venues listed. • Allow time to find the places where visiting for the first time. • Reclaim car-parking. • Evaluations • Package • Free 1st and last session • 10 other sessions that you have identified with your Tutor • Some full – book early

  24. The 2011/12 Programme • Dates/Times • Venues • Booking (10 plus 2) • Deciding appropriate courses. • School based programme. • Planning the year

  25. Standards • Achieve QTS on leaving ITT and should be maintained • QTS Standards need to be considered in the context of the school • Greater initiative and less reliance on direct help of colleagues (decreasing need for safety net) • Meet Core Standards

  26. The Final Assessment • Sent to me/Izzy Hall. • Recommendation to GTCE/(Teaching Agency). • Certificate issued.

  27. The Core Standards Handbook pages 35-41

  28. Assessments (forms on Bucksgfl) • Termly (unless part-time). • Must be evidence based and should not be a surprise. • Must be confirmed at formal meeting and signed by Head, IT and you. • You must keep a copy – sent to me.

  29. Evidence for QTS and Corestandards

  30. Assessment Reports

  31. Writing Reports • Assess against the standards • Summary of evidence – narrative of year • Be concise, objective and factual ISSUES • Balancing strengths and weaknesses? • Moderating your judgement • Communicate any problems early

  32. Set Objectives • Consider Standards • Be based on evidence gathered to date (example – observation/work scrutiny etc) • Build on strengths but focus on areas for development • S pecific M easurable A chievable R elevant T ime Related • Be clearly phrased and focused

  33. Individual Action Plan Name of NQT: Date actions agreed: NQT Signature: Induction Tutor Signature:

  34. Individual Action Plan Name of NQT: Date actions agreed: NQT Signature: Induction Tutor Signature:

  35. Observations and Feedback • Clear focus • Record • Feedback ASAP • Identify areas of strengths and for development • Improve in bite size chunks – clear focus for planning and observation

  36. Profile • Highlight success and achievements • Prompt reflections and discussions • Review and revise priorities for development • Identify where development opportunities are needed

  37. End of Term • Review term with NQT • Send report after sharing • Set targets for the next term • Send Christmas card! • Rest!

  38. Action Research • Relevant • Practical • Supported • Self directed • Accredited? • TIME

  39. The Future • As year two looms discuss future plans with your NQT linking with SMT • What are the head’s plans? • Help to next steps • Link to P.M.

  40. Tips to give your NQT • Put clock at back of room • Identify time purely for rest and recuperation e.g. 1 day at the weekend-5 days in Half Term • Check NQT spends time in staff-room • Red and green dots in diary for good and bad days • Don’t be the last to leave school every day – make one day your ‘get away early’ day. • Join a union

  41. More tips…….. • Suggest NQT attends at least one PTA function – it helps to establish the NQT • Help your NQT with voice delivery • Informally pop in to NQT’s room to maintain contact • Remember that the staff room is a public room – keep feedback private • Ensure that TA is supporting NQT and is employed appropriately

  42. Prepare for the year

  43. Benefits • Travelchoice – Discounts on public transport. • HomeBuy – Affordable housing for qualified teachers • Teachers’ Pension Scheme. • Health

  44. Any other information?

  45. Further Support • Funding - unknown • BGfL • Support networks • TDA/GTCE • LA ihall@buckscc.gov.uk • NQT programme • Bespoke support – and for Academies/private schools

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