The Induction Tutor Handbook
Transcript of The Induction Tutor Handbook
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Introduction
The Induction Tutor Handbook
Key contacts
Local Authority Co-ordinator for induction
of NQTs.
Ian Lindsay
Tel: 01234 276680
Email: [email protected]
Local Authority Contact for NQTs
Judith Lovely
Tel: 01234 276594
Email: [email protected]
NQT Administrator
Rebecca Olney-Ogden
Tel: 01234 276792
Email: [email protected]
NQT HR Contact
Sarah Fuller
Employee Resourcing Manager
Tel: 01234 228084
Email: [email protected]
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2020
IntroductionKey Dates
Welcome
What makes a good Induction Tutor
Getting startedBefore your NQTs’ first day
The first day
By the end of the first week
InductionKey Recommendations
Induction Meetings
Sample Induction Programme
The Career Entry Development Profile Lesson Observations
Assessment Procedures
Professional DevelopmentAdvisory services provided by the
Local Authority Appropriate BodySupport in the first year
Reference InformationJoining a Professional Association Issues arising from appeal hearings Local Authority Appropriate Body Quality Assurance of Induction
Provision
AppendicesAppendix 1 – Supporting toolNotes 30
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Introduction
Key Dates Autumn Term 2020
7 September 2020 - term begins 3 & 4 September 2020 - training day 26 - 30 October 2020- school holiday 2 November 2020 training day 18 December 2020 - term ends
Spring Term 20215 January 2021 - term begins 4 January 2021 - training day 15 - 19 February 2021 - school holiday 26 March 2021 - term ends
Summer Term 202113 April 2021 - term begins 12 April 2021 - training day 3 & 31 May 2021 - bank holiday 31 May - 4 June 2021 - school holiday 21 July 2020 - term ends
Training Dates 2020 - 2021Training dates for 2020 - 2021 can be found on the Bedford Borough Council web site
NQT Assessment Submission Dates
These dates apply to NQTs who are full time and begin induction in September 2020. Assessment 1: 11 December 2020 Assessment 2: 19 March 2021 Assessment 3: 16 July 2021
Welcome
Dear Colleague
The responsibility of being the Induction Tutor for Newly Qualified Teachers (NQTs) is an incredibly rewarding role. It is critical that in their first year of teaching, NQTs receive the right balance of support and challenge and that high quality learning opportunities are provided for them both in your school and from others.
NQTs are very important people. They bring energy, creativity, new ideas and enthusiasm to our schools. Many stay in Bedford Borough and go on to be Middle and Senior Leaders. Your role as Induction Tutor is therefore incredibly important. Your work will ensure that they feel welcomed, valued and that their teaching is effective securing excellent progress and experiences for our pupils.
This booklet is intended to support you in your task and provide a framework for the induction year. For some of you this will be a new experience – don’t worry – we can provide you with training opportunities, advice and strategies. The School Improvement Team are always available to support you in this role.
Thank you for your work which will ensure that we have a high quality, well trained workforce across Bedford Borough.
Ben PearsonChief Officer for Education, SEND and School Infrastructure
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Introduction
The Induction Tutor Handbook
What makes a good Induction Tutor?
Being an Induction Tutor is a huge responsibility and should be a role that you have chosen to undertake.
Six Key Principles stated in the Statutory Guidance:1. The Induction Tutor must hold QTS.
2. The Induction Tutor must have the necessary skillsand knowledge to work successfully in the role.
3. The Induction Tutor should be able to provideeffective coaching and mentoring.
4. The Induction Tutor should be given sufficienttime in order to carry out the role effectively.
5. The Induction Tutor will need to make rigorousand fair judgements about the NQT’s progress.
6. Recognise when early action is needed in thecase of an NQT who is experiencing difficulties.
Where possible, Induction Tutors and NQTs should be matched according to age range or subject specialism.
Successful Induction Tutors are:• approachable, friendly and good listeners;
• open, honest and trustworthy;
• knowledgeable of the induction process;
• well organised and informed;
• objective.
To be an effective Induction Tutor you need to:• be confident in your own teaching, setting high
standards of teaching and learning;
• be a good communicator and supportive of
others’ development;
• register the NQT with the appropriate body;
• carry out relevant pre-employment checks;
• establish an open-minded approach andrecognise NQTs’ particular learning styles;
• have experience of classroom observationsand providing constructive feedback, includingtarget setting;
• celebrate NQTs’ achievements and be honestand open about areas of improvement;
• be familiar with the Teachers’ Standards forInduction;
• be encouraging but also ensure that NQTstake increasing responsibility for theirown development.
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Introduction
The Induction Tutor Handbook
Who else has responsibility in the induction process?
Head teachers and Principals are responsible for:
• ensuring the school can support anNQT effectively;
• ensuring that the NQT has a 10% reduction in teaching load, in addition to PPA time;
• appointing an appropriate and supportive Induction Tutor;
• overseeing the induction programme, including officially reporting to the Appropriate Body whether the NQT has met the standards required;
• keeping the governing body informed about the NQT’s progress; and
• Allocating sufficient time to the Induction Tutor to support the needs of the NQT.
Governing bodies are responsible for:
• considering induction requirements whenappointing an NQT; and ensuring theestablishment of the induction programmewithin school;
• ensure compliance with Statutory Guidance;
• ensuring the institution has capacity to supportthe NQT.
The Local Authority (the Appropriate Body) is responsible for:
• monitoring schools’ capability for providinga suitable induction programme;
• ensuring visits are made to a sample of schools to ensure equity of provision and validity of judgements across the Local Authority;
• maintaining records of NQTs’ progress;
• supporting NQTs and Induction Tutors through guidance, courses, websites and newsletters;
• providing a ‘named person’ to deal confidentially with any concerns NQTs may have about their induction;
• the final decision regarding the satisfactory completion of the induction year, based on the Head teacher’s recommendation, and moderation by the Appropriate Body – this decision to be conveyed to the NQT,the Head teacher and the Teaching Regulation Agency (TRA).
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Getting Started
1. Before your NQT’s first day
It is important that you spend time with your NQT before the beginning of their first term. Such opportunities are likely to be of great value in helping you and the NQT make a good start by removing any of the uncertainties of a new teaching career.
It is most beneficial for NQTs to spend time in their new school surroundings, speaking to key personnel, gaining a feeling for the school and spending quality time with their Induction Tutor.
There will be a wealth of documentation for you to gather to give to your NQT. It is important not to make the NQT feel overwhelmed, but they will need knowledge of certain key documents:
• timetable
• class lists, set lists, prior attainment
• Staff handbook
• planning overview
• NQT, SEND, Child Protection, Health & Safetyand Behaviour policies.
It may be important to allow NQTs to become accustomed to their classroom; pointing out display materials and opportunities for them to set up their classroom environment.
Past NQTs have found it most reassuring to be given a contact number where they can discuss any further issues they may have concerns about before the start of the term.
However, don’t go over the top – you can be over prepared – many things can be sorted out once term starts.
2. The first day
Ensure that you arrive at school early so that you can welcome your NQT and help them with any final arrangements for their first day. Throughout the day make yourself available for any queries and at the end of the day check they have survived!
3. By the end of week one
Spend a little time reviewing with your NQT their first week of teaching, dealing with any areas of concern that may need immediate action for the following week. Recommend to your NQT that they spend some time relaxing over the weekend.
Checklist Have you…
n ensured registration forms have been sent to the NQT Administration Officer?
n supplied your NQT with key documents?
n familiarised yourself with NQT policy, Teachers’ Standards, Statutory Guidance etc?
n arranged for the NQT to be booked on any relevant training?
n had appropriate Induction Tutor training?
n identified NQT’s non-contact time?
n established a regular meeting schedule with your NQT?
n arranged a meeting between SENDCO and NQT for the first week?
n met or arranged the first mentoring meeting?
n drafted the induction programme for the first half term?
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Induction
1. Key Recommendations
NQTs are required to complete satisfactorily an induction period by meeting the Teachers’ Standards for Induction. Some Induction Tutors have found it useful to list key activities to be completed each term by the NQT.
Term 1• First set of targets related to the Teachers
Standards;
• At least two observations of NQT perterm, the first within the first 4 weeksof term;
• SENDCO meeting;
• At least two observations by NQT ofexperienced teacher(s), other than theInduction Tutor;
• Half termly review meetings;
• Opportunities to go through school policies,particularly behaviour management;
• Discuss professional development needs, forexample, courses;
• Information about parents’ evening;
• Formal review meeting – progress matchedagainst Teachers’ Standards;
• First term’s assessment report sent toAppropriate Body.
It has been found to be good practice for the Head teacher to observe the NQT during their first term. Subsequent targets may be set if the first set of targets is achieved.
Don’t allow too much ‘settling in’ time. The year will go by very quickly and it is important to have good systems in place early. The model for induction of teachers is a pass or fail one. It is rare to be awarded an extension at the end of the year, and anyone who fails to pass may not work in any maintained school in England. All the areas of responsibility mentioned above need to be established quickly and by half way through the first term.
Term 2
• Two observations of NQT;
• Two observations by NQT of experiencedteacher(s) (if possible, other than theInduction Tutor);
• Half termly review meetings;
• Review and revise targets;
• Report writing (if applicable this term);
• Second formal assessment – progressmatched against the Teachers’ Standards;
• Second term’s assessment report sent toAppropriate Body within the statutorytimescales.
Creating opportunities for NQTs to visit other schools is considered good practice and should be encouraged.
Term 3• Two observations of NQT;
• Two observations by NQT ofexperienced teachers;
• Review and revise targets;
• Report writing (if applicable);
• Final assessment meeting;
• Looking forward to next year –performance management, co-ordinatorresponsibilities, etc;
• Final term’s assessment report sent toAppropriate Body within the statutorytimescales.
In addition to these key elements, each Induction programme should be tailored to meet the NQT’s individual needs and include elements relevant to their particular school.
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2. Induction Meetings
It is recommended that NQT meetings with the Induction Tutor should be at least every fortnight, but they could be weekly if you both prefer. Each meeting should have an agenda, which may include:
• lesson observation feedback;
• review of targets;
• areas for development.
These agendas may be set in conjunction with the NQT from previous meetings or, as an Induction Tutor, you may feel that there are important issues that need discussing.
All induction meetings must be minuted with copies signed and dated by both parties, and supplied to the NQT and Head teacher. These are confidential but it is important that accurate records are kept during the period of induction.
One of these meetings each half term should be a formal review meeting.
3. The Induction Programme
The school employing the NQT must provide them with an effective induction programme which includes:
• easy access to a designated InductionTutor who will:- manage the induction programme;- provide ongoing support;- review and assess the progress;
• regular observation of teaching which:- includes constructive oral and
written feedback;- is focused on areas of individual need
in relation to the Teachers’ Standards;- may include other colleagues observing in
addition to the Induction Tutor;
• opportunities for the NQT to observe
experienced colleagues teach in order to:- compare practice in different classrooms,
departments and schools;- develop a wider repertoire of
teaching strategies;- develop a wider
understanding of different age groups,areas, subjects etc;
- improve their own teaching
through reflection.
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Induction
A sample induction programme
Note: Every NQT should have an individualised programme based on their role and development targets.
Term 1 Term 2 Term 3
Week Activity
1 Identify individual targets for term 1 (Transition Point 1)
2 First observation of the NQT’s teaching
3 Structured meeting between Induction Tutor and NQT
4 First observation of an experienced teacher
Structured meeting between Induction Tutor and NQT
5 First formal review meeting - review of targets with written feedback
6 Second observation of NQT
7 Structured meeting with Induction Tutor - using the tool for supporting NQT induction
8 Second observation of an experienced teacher
9 Second formal review meeting
10 Professional development opportunity
11 First formal assessment meeting between Induction Tutor/ Head teacher and NQT - using the tool for supportingNQT induction
Week Activity
12 Third observation of the NQT’s teaching
13 Structured meeting with Induction Tutor to set targets for Term 2
14 Third observation of an experienced teacher
15 Structured meeting with Induction Tutor
16 Third formal review meeting
17 Structured meeting with Induction Tutor
Fourth observation of an experienced teacher
18 Fourth observation of NQT
Fourth formal review meeting
19 Professional development opportunity
20 Second formal assessment meeting between Induction Tutor and NQT
Week Activity
21 Fifth observation of an experienced teacher
22 Structured meeting between Induction Tutor and NQT to set targets for Term 3
23 Fifth formal review meeting
Fifth observation of NQT
24 Structured meeting between Induction Tutor and NQT
25 Sixth observation of an experienced teacher
26 Sixth observation of NQT
27 Professional development opportunity
28 Sixth formal review meeting
29 Third formal assessment meeting betweenInduction Tutor and NQT
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Practical AdviceThe induction year needs to be well planned to ensure that the NQT is able to grow and develop in their professional skills. Ideally, each of the elements of the induction programme should be taking place throughout the year so that they have a balanced programme in which each experience reinforces and consolidates previous opportunities. It is important that any particular strand is not left until the end of the period or concentrated at one time of year if the maximum benefit is to be gained.
Within this integrated approach, however, it is essential that more intensive support is provided during their first few months of teaching. For example, meetings with you and observations of their teaching could be more frequent in the earlier months to ensure that they make good progress from the beginning and are not left floundering. Early observation of their teaching by you will also help to confirm or amend their targets and to provide early diagnosis, support and intervention if required.
Some larger schools are able to provide a generic induction programme to their newly qualified teachers. However, this should be additional to and not instead of, an individualised programme.
The use of non-contact timeIn a maintained school an NQT must have a timetable of no more than 90% of the timetable of other main scale teachers in the school without responsibility points. This recognises the need for new teachers to have quality time for their induction programme. It is important to make best use of this time by carefully planning the induction activities with the NQT. Note: this time is in addition to 10% PPA time.
In particular, the induction non-contact time should be used to:
• meet regularly with the Induction Tutor;
• meet with other colleagues, for exampleSENDCO, pastoral leaders, governors;
• enable them to observe teaching inother classrooms;
• work alongside other teacherswhen necessary;
• track pupils through different age groupsand/or subjects;
• hold the half termly review and termlyassessment meetings;
• attend training and developmentopportunities.
It is important for your NQT to have opportunities to meet with other new teachers and to benefit from as wide a range of training as possible. You will need to identify suitable training after discussion with your NQT to support their development.
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Induction
4. The Career Entry andDevelopment Profile (CEDP)
The Career Entry and Development Profile provides a bridge between Initial Teacher Training and the NQT’s first post. It may have a role to play in helping plan and monitor the ongoing professional development during the induction period of the NQT.
The profile is intended to help the NQT:• target and address their own development
needs more accurately and systematically;
• build on their strengths during theinduction year;
• take responsibility for their own professionaldevelopment from the beginning of their careerby establishing the practice of target settingand review, and by establishing a goodfoundation for appraisal.
The NQT will have completed Transition Point 1 at the end of their training course to summarise the strengths and priorities for further professional development that were identified at the end of their training.
Shortly after the NQT takes up their post, you will meet with them to discuss their profile, agree targets and write action plans for the beginning of the induction period. These should be recorded on Transition Point 2 of the profile. They will be individual to your NQT based on the priorities identified in Transition Point 1 and on the demands of their first post.
Targets need to be realistic, achievable within the timescales set and supported by clear success criteria to enable their progress to be monitored and reviewed. They should also have an appropriate element of challenge. Target setting can be difficult but it is worth spending time and effort on agreeing good targets, as they will form the foundation of a successful year.
Reviews of progress with your NQT should take place at half termly intervals if they are working full time. The CEDP is not, however, intended to have a direct role in their termly summative assessment.
n Completed Transition Point 1 prior to arriving
at the school.
n Discussed appropriate and manageable targets based on outcomes.
n Begun completing Transition Point 2 towards the end of the first term in school
n Established a climate of openness and trust during your discussions.
n Revisited Transition Point 2 over the year to consider the progress made and suitability of the targets.
3 Checklist With regard to the CEDP, NQTs should have:
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5. Lesson Observations
Lesson observations are a fundamental part of the induction process, not only for the Induction Tutor but also for the NQT. Observations are most successful when a focus has been agreed; for example, plenary, starters, pupil management, clear setting of lesson objectives. It is important to focus upon the agreed observation criteria. However other issues may arise which could become targets or areas for review at induction meetings.
At the start of the lesson to be observed the NQT should supply the observer with a copy of the lesson plan.
Observation must always be followed by a full debrief highlighting strengths and weaknesses, being objective and constructive in your comments. A copy of all documentation must be signed and dated by both parties and kept as part of the induction records.
The person conducting the observation (if not the Induction Tutor) should be given the opportunity to feedback to the NQT first hand. Where possible the Induction Tutor should also be involved in this process.
The NQT should be given guidelines on how to observe other teacher’s lessons with a specific focus. Feedback is not essential but it is preferable for the NQT to have the opportunity to discuss the lessons observed.
There is no minimum requirement for formal observations of the NQT’s teaching although the statutory guidance states these should be regular. We recommend a minimum of six per Induction period (i.e. one per half term if completed in one academic year).
The lesson observation form template can be found on the Bedford Borough website.
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6. Assessment Procedures
a. Completion of Induction
Each NQT needs to be aware that they must complete induction satisfactorily in order to remain eligible to teach in maintained schools beyond the induction period. Although they have already achieved Qualified Teacher Status (QTS), they must show the ability to meet all the Teachers’ Standards consistently and independently within the employment context.
The Teachers’ Standards comprise requirements for:
• Teaching
• Personal and Professional Conduct
The Teachers Standards 2012 are set out at the rear of this handbook.
b. Assessment Procedures
Each NQT will receive ongoing, formative feedback each time they are observed teaching, and the half termly review meetings with the Induction Tutor will also be used to monitor their progress. These should give the NQT an accurate, developing picture of their progress and of any areas they still need to address.
Formal, summative assessment against the
Teachers’ Standards will take place three times during the induction period. For full-time colleagues this will be on a termly basis, usually towards the end of each term. The assessment of their progress during these meetings will be based on observations of their teaching, notes from the review meetings and evidence of the progress that the pupils are making.
Generally:
• the first meeting will focus on the extentto which they are beginning to meet theTeachers’ Standards;
• the second meeting will focus on their progressin meeting the Teachers’ Standards and identifyany major areas which need to be targetedbefore the end of the induction period;
• if all is well, the third meeting will confirmthat they have met the requirements for theinduction period. It may also be used to discussarrangements for the next year including targetsetting implications of any new responsibilitiesand performance management.
• If the school are concerned that theNQT may not be completing inductionsuccessfully, contact the Appropriate Bodyimmediately.
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Induction
A tool to help support review and assessment meetings can be found at the rear of this handbook and is also available electronically on the Bedford Borough Council website.
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d. The Local Authority’s Appropriate Body Role
During the induction year schools may receive a formal visit from the Appropriate Body Adviser. The main purposes of their visit to the school are to:
• quality assure the school’s arrangements forinduction including the adequacy of theinduction programme provided;
• observe an NQT teaching and provideconstructive feedback on the lesson(s) seen;
• verify the schools’ assessment of the NQT’sprogress and performance;
• help to ensure consistency of assessment andsupport between schools and NQTs.
The adviser will:
• discuss the NQT’s general progress, includingthe targets set during induction; and also
• meet with you to discuss the NQT’s progressand the school’s induction arrangements.
Additional support and observations may be arranged if the NQT’s progress towards becoming a competent teacher is causing concern.
Schools should ensure that they have the written documentation to evidence the teachers standards for any monitoring visit.
The Induction Tutor Handbook
Induction
c. Formal Reports
A summary report is completed following each of the formal assessment meetings. The NQT will be asked to sign the report and add any comments. They will receive a copy of the report and the Induction Tutor, Head teacher and the Appropriate Body will also hold a copy.
At the end of the induction period and following the third assessment meeting, the Head teacher will make a recommendation to the Appropriate Body as to whether or not the NQT has satisfactorily completed induction. The Appropriate Body must then decide whether or not to accept this recommendation, and will report its decision to the NQT, the Head teacher and the TRA. If the NQT’s progress has been satisfactory throughout, this is little more than a formality and the NQT need not worry.
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e. Unsatisfactory Progress
Firstly, very few newly qualified teachers fail to make satisfactory progress. The support and guidance that they receive through their induction programme should ensure that they make steady progress in meeting the Teachers’ Standards. If, despite this, their progress is not sufficient, you will discuss this with your NQT at an early stage. Their specific difficulties will be analysed, targets set and additional support arranged to help them overcome these difficulties. The Induction Tutor must immediately notify the Appropriate Body Induction Co-ordinator who may also provide further guidance.
The NQT will be told at the time of their formal termly assessment if their progress is such that he/she is in danger of failing to meet the requirements of the induction year and this will be recorded on the assessment form. If this occurs, the NQT will be notified in writing by the Head teacher that he/she is not meeting the Teachers’ Standards and that the consequences of this could be dismissal, and the NQT will also be observed teaching by the Head teacher. A model letter is available to provide a structure for the written notification of unsatisfactory progress.
The school recommendations on the assessment form will be discussed at the termly Induction Board meeting to see if any further support can be put in place for the NQT.
If progress continues to cause concern, he/she may be asked to attend a meeting to clarify the situation. The meeting could involve the Head teacher, the Induction Tutor, Appropriate Body officer, and the NQT may be accompanied by their Professional Association Representative or a friend if they wish.
If progress has not been sufficient by the end of the induction period, the Appropriate Body has to take account of the school’s recommendation and decide whether to terminate the NQT’s employment or to offer an extension. In either situation, the NQT will be informed of their rights of appeal, and what they need to do.
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Professional Development
Your school should support the NQT’s immediate needs in the classroom. Your school also has access to additional advice and support through a range of services. There is an annual programme of CPD which offers opportunities for NQTs to further their knowledge and understanding. The CPD also provides an invaluable opportunity to meet and share practice with colleagues from across the Borough.
You should discuss your NQTs, requirements periodically and ensure that the NQT is able to attend relevant training.
Advisory Services Provided by the Local Authority Appropriate BodyEducation Advisers are employed by the Borough Council to provide a number of services contributing to school improvement.
We provide a range of opportunities, including professional study groups where colleagues develop innovative teaching and learning strategies and resources. It is strongly recommended that the Induction Tutor access regular updated training to support in developing their role. Such training is provided by the School Improvement Team, and is available on the Bedford Borough Council website.
Support in the first year
There is a range of different levels of support that NQTs can access in their first year. Please make new staff aware of how to access the support they require.
• In your school, there should be designatedmembers of staff who have responsibility tooversee NQT progress.
• The NQT Professional Study Group meetstermly and is a valuable opportunity to sharegood practice and support the inductionprocess.
• A newsletter is produced once a term toupdate staff with the latest information aboutNQT induction. We also send a copy directlyto each NQT as well as putting it on the NQTsection of Bedford Borough Council’s website.
• NQTs are encouraged to visit another school atsome stage in the year.
• We run an NQT exchange programme acrossour schools. Contact Ian Lindsay for furtherdetails
• We have arranged for a contact person who theNQT can make use of if they need to discussany aspect of their induction year with someoneoutside the school who is not involved in theirassessment.
• All the professional associations offer supportand advice to NQTs. You will find contactdetails on the next page of this booklet.
• There is a free, confidential counsellingsupport service called Education SupportPartnership, which is available to all teachers.Phone: 0800 0562 561Website: www.educationsupportpartnership.org.uk
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Reference information
Joining a Professional Association
It is important that NQTs are made aware of the value of joining a Professional Association. Information about the County Secretaries appears below, although many schools also have representatives available for consultation. Advice and protection can be provided to the NQT in the interpretation of industrial relations legislation, but more importantly, the Professional Association can offer support on a range of issues the NQT may encounter as a new teacher.
If you are concerned that that the NQT is not meeting the Teachers’ Standards, they should be advised to contact their Professional Association representative. In addition your school should alert the Appropriate Body as early as possible.
National Association of Schoolmasters Union of Women Teachers (NASUWT)Marie-Ange Comerford RaillonTel: 01284 772300Email: [email protected]
National Education Union (NEU)Deirdre MurphyEmail: [email protected]: 07813 099 204
VoiceBob GaleEmail: [email protected]@voicetheunion.org.ukTel: 01332 372337
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Reference Information
Issues arising from appeal hearings re: problematic / effective practice
Notification to the NQT Where difficulties emerge, schools are understandably keen to adopt a positive approach, particularly where difficulties emerge in the first term. Sometimes this desire to encourage improvement is, however, insufficiently balanced by the clear and explicit identification of problems, the establishment of measures to bring about improvement and explanation of the possible consequences in terms of the induction process. There is a tendency to avoid tackling problems immediately, meaning that NQTs can be given the wrong messages.
Where difficulties persist in the second term, schools are sometimes keen to continue with a positive approach in the first part of the term, but are then obliged to change tack when difficulties persist. They sometimes signal this abruptly to the NQT and late in the process. In the cases considered on appeal, it is not unusual for the first formal notification of potential failure not to be given to the NQT (and the Appropriate Body). Delay in doing this can lead to difficulties with NQTs becoming confused about what are perceived as sudden changes from a positive to a negative approach and only a limited time available to take remedial action.
Role of Induction Tutor There are two main issues that arise from the cases considered to date. The first is the need for schools to ensure that the Induction Tutor is clearly identified from the outset of the induction period and to avoid, as far as possible, changing the person carrying out the role during the course of the induction year. There have been cases where the Induction Tutor has changed each term, which inevitably leads to potential problems of consistency of approach and is unsettling for the NQT.
The second main issue is the importance of explaining to the NQT the function of the Induction Tutor both in terms of their supportive and their monitoring role. In some schools the supportive role is largely carried out by a buddy mentor and the monitoring role by the Induction Tutor. In these cases the NQT needs to be made fully aware of their respective role. There is also a need for schools to stress to NQTs that they themselves have responsibilities within the process so that they take a pro-active role in their own induction and do not rely entirely on initiatives taken by the school.
Professional Reviews of Progress From the cases reaching final appeal there appears to be considerable variation in the importance of setting and recording the targets set at formal review meetings which are then subject to monitoring and reassessment. Where a process has been found on appeal to have significant defects, it is often the lack of systematic systems of setting and reviewing targets, which has been central to the problems identified.
Arrangements for Observing Teaching The Appropriate Body (AB) recommends that observations should take place every six to eight weeks as a minimum. They should focus on particular aspects of teaching with the NQT being informed of the focus in advance. In addition, feedback should be given promptly and a written record should be made which relates back to the NQTs’ targets.
The observation requirements have generally been met in the cases considered, and in the feedback given, but there is often a tendency to bunch observations within a short period. The extent to which NQTs are informed of the focus of the observations has also varied considerably. Different schools adopt different approaches to observations and feedback based on the different advice and guidance provided by ABs. The lesson observation sheet for NQTs is available on the Bedford Borough website.
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Local Authority Appropriate Body Quality Assurance of Induction Provision
The Statutory Guidance on Induction specify:
The appointment of an Appropriate Body (AB) is a statutory requirement for the induction period of newly qualified teachers and the Appropriate Body makes the final decision as to whether an NQT has met the teachers’ standards on the recommendation of the head teacher/principal.
When a NQT is appointed to a post that is suitable for induction, the Head teacher/Principal must notify the Appropriate Body to put in place support, monitoring and assessment procedures to ensure the smooth running of the induction process.
It is for schools to ensure that they commit appropriate resources to induction and for the Appropriate Body to ensure quality of this induction provision.
The Appropriate Body, ensures that schools are able to meet the above requirements through a range of activities. Training courses are run to develop the skills and knowledge of Induction Leads and Tutors. School visits are also undertaken.
Each year school visits will be made to a minimum of 20% of schools that have NQTs. Visits will be made by the Appropriate Body personnel, and schools will be contacted in advance.
School visits are undertaken primarily to ensure that schools are providing appropriate monitoring, support, assessment and guidance. During the visit schools’ procedures and documentation will be examined. At least one NQT will also be observed in the classroom to enable the Appropriate Body to confirm that schools are able to make rigorous and equitable assessments of NQTs.
Where an NQT is having some difficulties reaching the required standards the Appropriate Body will want to observe in order to moderate the school’s developing judgement.
The sample of schools and NQTs will be drawn up using the criteria below that have been agreed with the professional associations locally.
Essential 1. Schools in “red” category with an Ofsted
designation – all NQTs
2. Schools in “red” category - LA designation– at least one NQT
3. All NQTs where the first assessment finegrading is “D” or “E”
4. Any schools where, subsequent to the firstassessment period, concerns about progressare raised
Desirable (In priority order) 1. Schools in “amber” category
2. Schools in “light green” where the ability tofulfil their statutory functions may betemporarily impaired
3. All schools where the Head teacher is also theInduction Tutor
4. All other schools where there has beena change of senior management so thatexperience in induction is limited
5. Schools where NQTs are not attending “core”entitlement training.
6. Upper Schools
At all times, the Appropriate Body will reserve the right to make any quality assurance visits or audits as it might reasonably deem necessary.
Schools are reminded that they have the statutory responsibility for providing appropriate induction, making rigorous assessments and returning documentation to the Appropriate Body within the agreed timescales.
The Induction Tutor Handbook
20
The Induction Tutor Handbook
Appendix 1 - Supporting ToolB
edfo
rd B
orou
gh S
choo
l Sta
ndar
ds a
nd In
terv
entio
ns
A to
ol fo
r sup
porti
ng in
duct
ion
for I
nduc
tion
Tuto
rs a
nd N
QTs
A to
ol fo
r sup
port
ing
NQ
T In
duct
ion
(for u
se b
y N
QTs
and
thei
r Ind
uctio
n Tu
tors
) Th
is c
an b
e us
ed b
oth
to in
form
revi
ew a
nd a
sses
smen
t mee
tings
and
to re
cord
pro
gres
s. It
is n
ot s
tatu
tory
and
can
be
adju
sted
to m
eet t
he s
choo
ls’ n
eeds
.
TEA
CH
ERS’
STA
ND
AR
DS
FOR
NQ
T IN
DU
CTI
ON
PAR
T 1:
TEA
CH
ING
SCO
PE
POIN
TS T
O C
ON
SID
ER
POSS
IBLE
EVI
DEN
CE
A
CTU
AL
EVID
ENC
E (E
xam
ples
)
TEA
CH
ERS’
STA
ND
AR
D 1
) Set
hi
gh e
xpec
tatio
ns w
hich
insp
ire
mot
ivat
e an
d ch
alle
nge
1a) E
stab
lish
a sa
fe a
nd
stim
ulat
ing
envi
ronm
ent f
or p
upils
ro
oted
in m
utua
l res
pect
.
1b) S
et g
oals
that
stre
tch
and
chal
leng
e pu
pils
of a
ll ba
ckgr
ound
s, a
bilit
ies
and
disp
ositi
ons
1c) D
emon
stra
te c
onsi
sten
tly th
e po
sitiv
e at
titud
es, v
alue
s an
d be
havi
our w
hich
are
exp
ecte
d of
pu
pils
.
Wha
t fac
tors
in th
e le
arni
ng e
nviro
nmen
t ena
ble
pupi
ls to
feel
saf
e, c
onfid
ent a
nd v
alue
d?
How
do
you
ensu
re th
at y
our t
each
ing
prac
tices
are
fu
lly in
clus
ive?
How
do
you
use
info
rmat
ion
from
ass
essm
ent a
nd
mon
itorin
g in
you
r pla
nnin
g an
d te
achi
ng?
How
do
you
com
mun
icat
e, m
odel
and
pro
mot
e po
sitiv
e at
titud
es, v
alue
s an
d be
havi
our w
hich
are
ex
pect
ed o
f pup
ils th
roug
h yo
ur te
achi
ng?
Wha
t in
your
pra
ctic
e is
influ
ence
d by
you
r un
ders
tand
ing
of k
ey s
choo
l pol
icie
s?
Per
sona
l/Pro
fess
iona
l con
duct
in
scho
ol
Con
tribu
tions
with
in m
eetin
gs w
ith
staf
f
Pla
nnin
g
Less
on O
bser
vatio
n
Stu
dent
pro
gres
s da
ta
Cla
ssro
om d
ispl
ays
& e
nviro
nmen
t
Con
sist
ently
wor
king
with
in s
choo
l po
licie
s
Hea
lth &
Saf
ety
take
n in
to a
ccou
nt
e.g.
in ri
sk a
sses
smen
t
21
The Induction Tutor Handbook
Appendix 1 - Supporting Tool
Bed
ford
Bor
ough
Sch
ool S
tand
ards
and
Inte
rven
tions
SCO
PE
POIN
TS T
O C
ON
SID
ER
POSS
IBLE
EVI
DEN
CE
A
CTU
AL
EVID
ENC
E (E
xam
ples
)
TEA
CH
ERS’
STA
ND
AR
D 2
) Pr
omot
e go
od p
rogr
ess
and
outc
omes
by
pupi
ls
2a) B
e ac
coun
tabl
e fo
r pup
ils’
atta
inm
ent,
prog
ress
and
ou
tcom
es
2b) P
lan
teac
hing
to b
uild
on
pupi
ls’ c
apab
ilitie
s an
d pr
ior
know
ledg
e
2c) G
uide
pup
ils to
refle
ct o
n th
e pr
ogre
ss th
ey h
ave
mad
e an
d th
eir
emer
ging
nee
ds
2d) D
emon
stra
te k
now
ledg
e an
d un
ders
tand
ing
of h
ow p
upils
lear
n an
d ho
w th
is im
pact
s on
teac
hing
.
2e) E
ncou
rage
pup
ils to
take
a
resp
onsi
ble
and
cons
cien
tious
at
titud
e to
thei
r ow
n w
ork
and
stud
y.
How
do
you
mon
itor t
he p
rogr
ess
of s
tude
nts
in y
our
clas
s?
Wha
t do
you
do to
est
ablis
h pu
pils
’ prio
r kno
wle
dge
and
capa
bilit
ies
in o
rder
to b
uild
upo
n th
is in
you
r pl
anni
ng?
How
do
you
give
feed
back
in a
pos
itive
, acc
urat
e an
d co
nstru
ctiv
e w
ay?
How
do
you
prom
ote
the
skill
s ne
cess
ary
for l
earn
ers
to b
e ab
le to
iden
tify
the
prog
ress
they
hav
e m
ade?
Wha
t do
lear
ners
kno
w a
bout
the
stan
dard
s of
at
tain
men
t exp
ecte
d of
them
in th
e ne
xt s
tage
in
lear
ning
, or a
t the
poi
nt o
f tra
nsiti
on?
How
do
you
plan
for l
earn
ers
to re
spon
d to
you
r fe
edba
ck?
How
do
you
effe
ctiv
ely
use
verb
al fe
edba
ck in
you
r le
sson
s?
Wha
t pro
fess
iona
l dev
elop
men
t opp
ortu
nitie
s ha
ve
you
unde
rtake
n to
impr
ove
the
effe
ctiv
enes
s of
you
r te
achi
ng?
How
do
you
eval
uate
the
impa
ct o
f you
r tea
chin
g?
Wha
t asp
ects
of y
our p
ract
ice
prom
ote
the
soci
al a
nd
emot
iona
l asp
ects
of l
earn
ing?
Wha
t stra
tegi
es d
o yo
u us
e to
dev
elop
inde
pend
ent
lear
ning
?
How
do
you
plan
and
pro
vide
for l
earn
ers
to c
o-op
erat
e an
d co
llabo
rate
?
Com
mun
icat
ions
with
col
leag
ues
Com
mun
icat
ions
with
par
ents
(writ
ten
and
oral
Feed
back
from
par
ents
Feed
back
from
col
leag
ues
Con
tribu
tions
to m
eetin
gs o
f wor
king
gr
oups
Evi
denc
e of
stu
dent
pro
gres
s
Pla
nnin
g to
sup
port
prog
ress
for a
ll
Boo
k sc
rutin
y
A to
ol fo
r sup
porti
ng in
duct
ion
for I
nduc
tion
Tuto
rs a
nd N
QTs
22
The Induction Tutor HandbookB
edfo
rd B
orou
gh S
choo
l Sta
ndar
ds a
nd In
terv
entio
ns
SCO
PE
POIN
TS T
O C
ON
SID
ER
POSS
IBLE
EVI
DEN
CE
A
CTU
AL
EVID
ENC
E (E
xam
ples
)
TEA
CH
ERS’
STA
ND
AR
D 3
: D
emon
stra
te g
ood
subj
ect a
nd
curr
icul
um k
now
ledg
e
3a) H
ave
a se
cure
kno
wle
dge
of
the
rele
vant
sub
ject
(s) a
nd
curr
icul
um a
reas
, fos
ter a
nd
mai
ntai
n pu
pils
’ int
eres
t in
the
subj
ect a
nd a
ddre
ss
mis
unde
rsta
ndin
gs
3b) D
emon
stra
te a
crit
ical
un
ders
tand
ing
of d
evel
opm
ents
in
the
subj
ect a
nd c
urric
ulum
are
as,
and
prom
ote
the
valu
e of
sc
hola
rshi
p
3c) D
emon
stra
te a
n un
ders
tand
ing
of a
nd ta
ke re
spon
sibi
lity
for
prom
otin
g hi
gh s
tand
ards
of
liter
acy,
arti
cula
cy a
nd th
e co
rrec
t us
e of
sta
ndar
d E
nglis
h, w
hate
ver
the
teac
her’s
spe
cial
ist s
ubje
ct
3d) I
f tea
chin
g ea
rly re
adin
g,
dem
onst
rate
a c
lear
und
erst
andi
ng
of s
yste
mat
ic s
ynth
etic
pho
nics
3e) I
f tea
chin
g ea
rly m
athe
mat
ics,
de
mon
stra
te a
cle
ar u
nder
stan
ding
of
app
ropr
iate
teac
hing
stra
tegi
es.
Wha
t do
you
do to
dev
elop
you
r sub
ject
/cur
ricul
um
know
ledg
e?
Can
you
talk
abo
ut w
ays
in w
hich
you
hav
e ad
apte
d yo
ur p
ract
ice
in re
spon
se to
dev
elop
men
ts in
you
r su
bjec
t / c
urric
ulum
are
as?
Wha
t app
roac
hes
have
you
foun
d su
cces
sful
in
fost
erin
g an
d m
aint
aini
ng p
upil
inte
rest
in y
our
subj
ect?
How
do
you
keep
up
to d
ate
with
the
late
st
deve
lopm
ents
in e
duca
tion?
How
are
cro
ss-c
urric
ular
app
roac
hes
effe
ctiv
ely
refle
cted
in y
our w
ork?
How
do
you
max
imis
e op
portu
nitie
s fo
r lea
rner
s to
de
velo
p an
d us
e lit
erac
y an
d nu
mer
acy
skills
?
Sel
f rev
iew
(of t
each
ing
and
prac
tice)
Con
tribu
tion
to o
bjec
tive
setti
ng
Ran
ge o
f pro
fess
iona
l dev
elop
men
t op
portu
nitie
s un
derta
ken
Res
pons
e to
feed
back
from
col
leag
ue
incl
udin
g le
sson
obs
erva
tions
Will
ingn
ess
to a
ppro
ach
colle
ague
s
Pup
il re
spon
se /
enga
gem
ent (
e.g.
ob
serv
atio
n, h
omew
ork
evid
ence
)
Les
son
plan
ning
A to
ol fo
r sup
porti
ng in
duct
ion
for I
nduc
tion
Tuto
rs a
nd N
QTs
Appendix 1 - Supporting Tool
23
The Induction Tutor HandbookB
edfo
rd B
orou
gh S
choo
l Sta
ndar
ds a
nd In
terv
entio
ns
SCO
PE
POIN
TS T
O C
ON
SID
ER
POSS
IBLE
EVI
DEN
CE
A
CTU
AL
EVID
ENC
E (E
xam
ples
)
TEA
CH
ERS’
STA
ND
AR
D 4
) Pl
an
and
teac
h w
ell s
truc
ture
d le
sson
s
4a) I
mpa
rt kn
owle
dge
and
unde
rsta
ndin
g th
roug
h ef
fect
ive
use
of le
sson
tim
e
4b) P
rom
ote
a lo
ve o
f lea
rnin
g an
d pu
pils
’ int
elle
ctua
l cur
iosi
ty.
4c) S
et h
omew
ork
and
plan
oth
er
out-o
f-cla
ss a
ctiv
ities
to
cons
olid
ate
and
exte
nd th
e kn
owle
dge
and
unde
rsta
ndin
g pu
pils
hav
e ac
quire
d.
4d) R
efle
ct s
yste
mat
ical
ly o
n th
e ef
fect
iven
ess
of le
sson
s an
d ap
proa
ches
to te
achi
ng.
4e) C
ontri
bute
to th
e de
sign
and
pr
ovis
ion
of a
n en
gagi
ng
curr
icul
um w
ithin
the
rele
vant
su
bjec
t are
a(s)
.
How
do
you
dem
onst
rate
goo
d pl
anni
ng?
How
do
you
dem
onst
rate
a s
ecur
e kn
owle
dge
and
unde
rsta
ndin
g of
the
curr
icul
um y
ou te
ach?
How
do
you
ensu
re th
at h
omew
ork
is re
leva
nt to
, and
m
arke
d to
, lea
rner
’s n
eeds
or i
nter
ests
?
Do
you
appl
y co
nstru
ctiv
e cr
itici
sm to
new
idea
s,
rese
arch
and
app
roac
hes
and
cont
ribut
e to
cha
nge
and
inno
vatio
n in
you
r sch
ool?
Are
you
pro
activ
e in
see
king
, lis
teni
ng to
and
act
ing
upon
adv
ice?
(inc
ludi
ng o
ppor
tuni
ties
for c
oach
ing
and
men
torin
g, p
rofe
ssio
nal d
ialo
gue
or o
ther
pr
ofes
sion
al d
evel
opm
ent a
ctiv
ities
)?
Wha
t con
tribu
tions
do
you
mak
e to
, for
exa
mpl
e,
depa
rtmen
tal,
team
, sta
ff, p
lann
ing
or o
ther
mee
tings
?
Wha
t do
you
do to
ext
end
your
pup
ils’ l
earn
ing
outs
ide
the
clas
sroo
m?
Sho
rt/M
ediu
m/L
ong
term
pla
ns
Less
on p
lann
ing
Less
on e
valu
atio
n
Wor
k sa
mpl
ing
Less
on o
bser
vatio
n
Hom
ewor
k di
arie
s
Par
ent/C
arer
feed
back
Diff
eren
tiate
d ta
sks
(incl
udin
g ho
mew
ork)
Dep
artm
ent m
inut
es, c
ontri
butio
ns in
st
aff m
eetin
gs
Coa
chin
g/M
ento
ring
feed
back
CP
D o
ppor
tuni
ties
Mee
ting
min
utes
, em
ail
corr
espo
nden
ce, p
rese
ntat
ions
to
staf
f
A to
ol fo
r sup
porti
ng in
duct
ion
for I
nduc
tion
Tuto
rs a
nd N
QTs
Appendix 1 - Supporting Tool
24
The Induction Tutor HandbookB
edfo
rd B
orou
gh S
choo
l Sta
ndar
ds a
nd In
terv
entio
ns
SCO
PE
POIN
TS T
O C
ON
SID
ER
POSS
IBLE
EVI
DEN
CE
A
CTU
AL
EVID
ENC
E (E
xam
ples
)
TEA
CH
ERS’
STA
ND
AR
D 5
) A
dapt
teac
hing
to re
spon
d to
th
e st
reng
ths
and
need
s of
all
pupi
ls
5a) K
now
whe
n an
d ho
w to
di
ffere
ntia
te a
ppro
pria
tely
usi
ng
appr
oach
es w
hich
ena
ble
pupi
ls to
be
taug
ht e
ffect
ivel
y
5b) H
ave
a se
cure
und
erst
andi
ng
of h
ow a
rang
e of
fact
ors
can
inhi
bit p
upils
’ abi
lity
to le
arn
and
how
bes
t to
over
com
e th
ese.
5c) D
emon
stra
te a
n aw
aren
ess
of
the
phys
ical
, soc
ial a
nd in
telle
ctua
l de
velo
pmen
t of p
upils
and
kno
w
how
to a
dapt
teac
hing
to s
uppo
rt pu
pils
’ edu
catio
n at
diff
eren
t st
ages
of d
evel
opm
ent.
5d) H
ave
a cl
ear u
nder
stan
ding
of
the
need
s of
all
pupi
ls, i
nclu
ding
th
ose
with
spe
cial
edu
catio
nal
need
s; th
ose
of h
igh
abili
ty; t
hose
w
ith E
AL;
thos
e w
ith d
isab
ilitie
s;
and
be a
ble
to u
se a
nd e
valu
ated
di
stin
ctiv
e te
achi
ng a
ppro
ache
s to
en
gage
and
sup
port
them
.
How
do
you
supp
ort a
nd g
uide
lear
ners
so
that
they
ca
n re
flect
on
thei
r lea
rnin
g, id
entif
y th
e pr
ogre
ss th
ey
have
mad
e, s
et p
ositi
ve ta
rget
s fo
r im
prov
emen
t and
be
com
e su
cces
sful
inde
pend
ent l
earn
ers?
How
do
you
mak
e ef
fect
ive
use
of a
n ap
prop
riate
ra
nge
of o
bser
vatio
n, a
sses
smen
t, m
onito
ring
and
reco
rdin
g st
rate
gies
as
a ba
sis
for s
ettin
g ch
alle
ngin
g le
arni
ng o
bjec
tives
and
mon
itorin
g le
arne
rs’ p
rogr
ess
and
leve
ls o
f atta
inm
ent?
How
can
you
sho
w th
at y
ou h
ave
take
n ac
coun
t of
spec
ific
need
s of
indi
vidu
al/g
roup
s of
pup
ils w
ithin
yo
ur te
achi
ng?
How
do
you
show
aw
aren
ess
of th
e sc
hool
’s S
EN
D
polic
y In
you
r pla
nnin
g?
How
do
you
dem
onst
rate
and
sho
w d
iffer
entia
tion
in
your
pla
nnin
g an
d pr
actic
e?
Wha
t stra
tegi
es h
ave
you
foun
d su
cces
sful
in
supp
ortin
g E
AL
pupi
ls in
you
r cla
ssro
om?
Pla
nnin
g, in
clud
ing
evid
ence
of
diffe
rent
iatio
n
Asse
ssm
ent r
ecor
ds
Wor
k sa
mpl
ing
Less
on o
bser
vatio
n
Invo
lvem
ent i
n C
PD
opp
ortu
nitie
s
Inte
ract
ion
with
SE
NC
o an
d E
AL
co-
ordi
nato
r (as
app
ropr
iate
)
TA d
eplo
ymen
t and
feed
back
A to
ol fo
r sup
porti
ng in
duct
ion
for I
nduc
tion
Tuto
rs a
nd N
QTs
Appendix 1 - Supporting Tool
25
The Induction Tutor HandbookB
edfo
rd B
orou
gh S
choo
l Sta
ndar
ds a
nd In
terv
entio
ns
SCO
PE
POIN
TS T
O C
ON
SID
ER
POSS
IBLE
EVI
DEN
CE
A
CTU
AL
EVID
ENC
E (E
xam
ples
)
TEA
CH
ERS’
STA
ND
AR
D 6
: Mak
e ac
cura
te a
nd p
rodu
ctiv
e us
e of
as
sess
men
t
6a) K
now
and
und
erst
and
how
to
asse
ss th
e re
leva
nt s
ubje
ct a
nd
curr
icul
um a
reas
, inc
ludi
ng
stat
utor
y as
sess
men
t re
quire
men
ts.
6b) M
ake
use
of fo
rmat
ive
and
sum
mat
ive
asse
ssm
ent t
o se
cure
pu
pils
’ pro
gres
s
6c) U
se re
leva
nt d
ata
to m
onito
r pr
ogre
ss, s
et ta
rget
s an
d pl
an
subs
eque
nt le
sson
s
6d) G
ive
pupi
ls re
gula
r fee
dbac
k,
both
ora
lly a
nd th
roug
h ac
cura
te
mar
king
and
enc
oura
ge p
upils
to
resp
ond
to th
e fe
edba
ck
How
do
you
use
info
rmat
ion
from
ass
essm
ent a
nd
mon
itorin
g in
you
r pla
nnin
g an
d te
achi
ng?
How
is th
e sc
hool
ass
essm
ent p
olic
y/pr
actic
e ev
iden
ced
in y
our p
lann
ing?
How
doe
s yo
ur p
lann
ing
and
teac
hing
sho
w
prog
ress
ion
tow
ards
nat
iona
l lev
els
and/
or p
ublic
ex
amin
atio
ns?
How
do
you
asse
ss a
chie
vem
ent b
oth
with
in le
sson
s an
d in
pup
ils’/s
tude
nts’
wor
k?
How
do
you
use
asse
ssm
ent a
s pa
rt of
you
r tea
chin
g to
dia
gnos
e le
arne
rs’ n
eeds
, set
real
istic
and
ch
alle
ngin
g ta
rget
s fo
r im
prov
emen
t and
pla
n fu
ture
te
achi
ng?
How
do
you
wor
k w
ith re
leva
nt c
olle
ague
s to
acc
ess
and
use
loca
l and
nat
iona
l dat
a?
Whe
n, w
here
and
how
do
you
use
form
ativ
e an
d su
mm
ativ
e as
sess
men
t in
your
teac
hing
?
How
can
you
sho
w th
at d
ata
info
rms
your
pla
nnin
g?
How
do
you
give
feed
back
in a
pos
itive
, acc
urat
e an
d co
nstru
ctiv
e w
ay?
Pla
nnin
g
CP
D/S
taff
deve
lopm
ent a
ctiv
ities
Less
on o
bser
vatio
n
Wor
k sa
mpl
ing
Who
le s
choo
l/dep
artm
ent m
oder
atio
n
Asse
ssm
ent r
ecor
ds
A to
ol fo
r sup
porti
ng in
duct
ion
for I
nduc
tion
Tuto
rs a
nd N
QTs
Appendix 1 - Supporting Tool
26
The Induction Tutor HandbookB
edfo
rd B
orou
gh S
choo
l Sta
ndar
ds a
nd In
terv
entio
ns
SCO
PE
POIN
TS T
O C
ON
SID
ER
POSS
IBLE
EVI
DEN
CE
A
CTU
AL
EVID
ENC
E (E
xam
ples
)
TEA
CH
ERS’
STA
ND
AR
D 7
) M
anag
e be
havi
our e
ffect
ivel
y to
en
sure
a g
ood
and
safe
lear
ning
en
viro
nmen
t
7a) H
ave
clea
r rul
es a
nd ro
utin
es
for b
ehav
iour
in c
lass
room
s an
d ta
ke re
spon
sibi
lity
for p
rom
otin
g go
od a
nd c
ourte
ous
beha
viou
r bo
th in
cla
ssro
oms
and
arou
nd th
e sc
hool
, in
acco
rdan
ce w
ith th
e sc
hool
’s b
ehav
iour
pol
icy
7b) H
ave
high
exp
ecta
tions
of
beha
viou
r and
est
ablis
h a
fram
ewor
k fo
r dis
cipl
ine
with
a
rang
e of
stra
tegi
es, u
sing
pra
ise,
sa
nctio
ns a
nd re
war
ds c
onsi
sten
tly
and
fairl
y.
7c) M
anag
e cl
asse
s ef
fect
ivel
y,
usin
g ap
proa
ches
whi
ch a
re
appr
opria
te to
pup
ils’ n
eeds
in
orde
r to
invo
lve
and
mot
ivat
e th
em.
7d) M
aint
ain
good
rela
tions
hips
w
ith p
upils
, exe
rcis
e ap
prop
riate
au
thor
ity a
nd a
ct d
ecis
ivel
y w
hen
nece
ssar
y.
How
hav
e yo
u de
mon
stra
ted
the
effe
ctiv
e us
e of
the
scho
ol’s
beh
avio
ur m
anag
emen
t pol
icy?
Wha
t fac
tors
in th
e le
arni
ng e
nviro
nmen
t ena
ble
pupi
ls to
feel
saf
e, c
onfid
ent a
nd v
alue
d?
Wha
t stra
tegi
es d
o yo
u us
e to
enc
oura
ge a
ppro
pria
te
beha
viou
r?
How
do
you
supp
ort l
earn
ers
to ta
ke re
spon
sibi
lity
for
thei
r ow
n be
havi
our?
How
effe
ctiv
ely
do y
ou e
stab
lish
and
build
re
latio
nshi
ps w
ith p
upils
and
col
leag
ues?
Less
on o
bser
vatio
ns
Cla
ssro
om d
ispl
ays
Sea
ting
plan
s
Beh
avio
ur re
cord
s/lo
gs
CP
D li
nked
to b
ehav
iour
man
agem
ent
A to
ol fo
r sup
porti
ng in
duct
ion
for I
nduc
tion
Tuto
rs a
nd N
QTs
Appendix 1 - Supporting Tool
27
The Induction Tutor HandbookB
edfo
rd B
orou
gh S
choo
l Sta
ndar
ds a
nd In
terv
entio
ns
SCO
PE
POIN
TS T
O C
ON
SID
ER
POSS
IBLE
EVI
DEN
CE
A
CTU
AL
EVID
ENC
E (E
xam
ples
)
TEA
CH
ERS’
STA
ND
AR
D 8
: Ful
fil
wid
er p
rofe
ssio
nal
resp
onsi
bilit
ies
8a) M
ake
a po
sitiv
e co
ntrib
utio
n to
th
e w
ider
life
and
eth
os o
f the
sc
hool
.
8b) D
evel
op e
ffect
ive
prof
essi
onal
re
latio
nshi
ps w
ith c
olle
ague
s,
know
ing
how
and
whe
n to
dra
w o
n ad
vice
and
spe
cial
ist s
uppo
rt.
8c) D
eplo
y su
ppor
t sta
ff ef
fect
ivel
y
8d) T
ake
resp
onsi
bilit
y fo
r im
prov
ing
teac
hing
thro
ugh
appr
opria
te p
rofe
ssio
nal
deve
lopm
ent,
resp
ondi
ng to
adv
ice
and
feed
back
from
col
leag
ues.
8e) C
omm
unic
ate
effe
ctiv
ely
with
pa
rent
s w
ith re
gard
to p
upils
’ ac
hiev
emen
ts a
nd w
ell-b
eing
.
How
do
colle
ague
s e.
g. te
achi
ng
assi
stan
ts/d
epar
tmen
t sta
ff, k
now
wha
t you
wan
t the
m
to d
o in
ord
er fo
r lea
rner
s to
ach
ieve
lear
ning
ou
tcom
es?
How
can
you
dem
onst
rate
that
you
are
abl
e to
co
llabo
rate
and
coo
pera
te e
ffect
ivel
y w
ith c
olle
ague
s an
d ot
her p
rofe
ssio
nals
?
How
do
you
invo
lve
them
in p
lann
ing
and
the
asse
ssm
ent a
nd re
cord
ing
of p
upil
prog
ress
?
How
do
you
use
and
orga
nise
reso
urce
s, in
clud
ing
supp
ort s
taff,
to s
uppo
rt pe
rson
alis
atio
n?
How
do
you
liais
e w
ith re
leva
nt c
olle
ague
s to
ass
ist i
n su
ppor
ting
the
rang
e of
lear
ning
and
dev
elop
men
ts
need
s?
How
do
you
know
that
you
fully
util
ise
the
skills
and
ex
perti
se o
f you
r sup
port
staf
f?
How
can
you
dem
onst
rate
that
con
tribu
tions
from
co
lleag
ues
impa
ct o
n yo
ur te
achi
ng?
Wha
t do
you
thin
k ot
her t
eam
mem
bers
val
ue a
bout
yo
ur c
ontri
butio
ns?
How
effe
ctiv
ely
do y
ou e
stab
lish
and
build
on
your
re
latio
nshi
ps w
ith p
aren
ts a
nd c
arer
s, e
ngag
ing
with
th
em in
a re
spec
tful a
nd tr
ustin
g m
anne
r?
Do
you
activ
ely
prom
ote
stra
tegi
es b
y w
hich
the
lear
ner c
an b
e su
ppor
ted
at h
ome
in o
ther
out
of
scho
ol s
ituat
ions
?
Pla
nnin
g
Asse
ssm
ent
Less
on o
bser
vatio
n in
clud
ing
depl
oym
ent o
f TA
sup
port
Pro
fess
iona
l dev
elop
men
t
Com
mun
icat
ion
with
col
leag
ues
Com
mun
icat
ion
with
par
ents
A to
ol fo
r sup
porti
ng in
duct
ion
for I
nduc
tion
Tuto
rs a
nd N
QTs
Appendix 1 - Supporting Tool
28
Bed
ford
Bor
ough
Sch
ool S
tand
ards
and
Inte
rven
tions
PAR
T 2:
PER
SON
AL
AN
D P
RO
FESS
ION
AL
CO
ND
UC
T
SCO
PE
POIN
TS T
O C
ON
SID
ER
POSS
IBLE
EVI
DEN
CE
A
CTU
AL
EVID
ENC
E (E
xam
ples
) 9)
Teac
hers
mus
t uph
old
publ
ictr
ust i
n th
e pr
ofes
sion
and
mai
ntai
n hi
gh s
tand
ards
of e
thic
san
d be
havi
our w
ithin
and
out
side
scho
ol.
9a) T
reat
ing
pupi
ls w
ith d
igni
ty,
build
ing
rela
tions
hips
root
ed in
m
utua
l res
pect
and
at a
ll tim
es
obse
rvin
g pr
oper
bou
ndar
ies
appr
opria
te to
a te
ache
r’s
prof
essi
onal
pos
ition
9b) H
avin
g re
gard
for t
he n
eed
to
safe
guar
d pu
pils
’ wel
l-bei
ng, i
n ac
cord
ance
with
sta
tuto
ry p
rovi
sion
s
9c) S
how
ing
tole
ranc
e of
and
resp
ect
for t
he ri
ghts
of o
ther
s
9d) N
ot u
nde r
min
ing
fund
amen
tal
Brit
ish
valu
es, i
ncl u
ding
dem
ocra
cy,
the
rule
of l
aw, i
ndiv
idua
l lib
erty
and
m
utua
l res
pect
and
tole
ranc
e of
th
ose
with
diff
eren
t fai
ths
and
belie
fs
9e) E
nsur
ing
that
per
sona
l bel
iefs
are
no
t exp
ress
ed in
way
s w
hich
exp
loit
pupi
ls’ v
ulne
rabi
lity
or m
ight
lead
th
em to
bre
ak th
e la
w
How
doe
s yo
ur te
achi
ng re
flect
mut
ual r
espe
ct a
nd
tole
ranc
e of
diff
eren
t fai
ths
and
belie
fs?
How
can
you
dem
onst
rate
that
you
are
aw
are
of lo
cal a
nd
natio
nal l
egal
requ
irem
ents
whi
ch g
uide
the
teac
hing
pr
ofes
sion
, inc
ludi
ng th
e sa
fegu
ardi
ng a
nd w
ell-b
eing
of
child
ren
and
youn
g pe
ople
?
How
can
you
dem
onst
rate
you
r aw
aren
ess
of le
gisl
atio
n go
vern
ing
the
teac
hing
pro
fess
ion
e.g.
Chi
ldre
n A
ct 2
004;
S
afeg
uard
ing
child
ren
in e
duca
tion
(DfE
2004
) and
link
ed
Loca
l Aut
horit
y gu
idan
ce?
Wha
t are
the
poss
ible
sig
ns o
f neg
lect
, phy
sica
l, em
otio
nal a
nd s
exua
l abu
se?
How
wou
ld y
ou p
ass
on a
ny c
once
rns
you
had
abou
t an
indi
vidu
al?
How
hav
e yo
u be
en m
ade
awar
e of
sch
ool p
olic
y an
d pr
oced
ures
? E
.g. S
tude
nt d
iscl
osur
es a
nd c
onfid
entia
lity
How
do
you
liais
e ef
fect
ivel
y w
ith k
ey p
eopl
e in
you
r w
orkp
lace
?
Do
you
know
who
the
appr
opria
te c
olle
ague
s ar
e w
ho
prov
ide/
can
acce
ss s
peci
alis
t sup
port?
Is y
our t
each
ing
impa
rtial
and
refle
ctiv
e of
sch
ool p
olic
y an
d pr
oced
ures
? e.
g. P
SH
E
Pro
fess
iona
l dev
elop
men
t
Upd
ated
pup
il re
cord
s
Res
pons
e to
pos
sibl
e in
cide
nts
(saf
egua
rdin
g an
d ch
ild p
rote
ctio
n)
Com
mun
icat
ions
with
col
leag
ues
Con
tribu
tions
to m
eetin
gs
Less
on o
bser
vatio
n
Lear
ner f
eedb
ack
Chi
ld P
rote
ctio
n tra
inin
g
Saf
egua
rdin
g tra
inin
g
Rec
ord
of h
avin
g re
ad s
choo
l pol
icie
s an
d ot
her k
ey d
ocum
ents
A to
ol fo
r sup
porti
ng in
duct
ion
for I
nduc
tion
Tuto
rs a
nd N
QTs
The Induction Tutor Handbook
Appendix 1 - Supporting Tool
29
Bed
ford
Bor
ough
Sch
ool S
tand
ards
and
Inte
rven
tions
SCO
PE
POIN
TS T
O C
ON
SID
ER
POSS
IBLE
EVI
DEN
CE
A
CTU
AL
EVID
ENC
E (E
xam
ples
)
10)T
each
ers
mus
t hav
e pr
oper
and
prof
essi
onal
rega
rd fo
r the
etho
s, p
olic
ies
and
prac
tices
of
the
scho
ol in
whi
ch th
ey te
ach
and
mai
ntai
n hi
gh s
tand
ards
in th
eir
own
atte
ndan
ce a
nd p
unct
ualit
y
How
do
you
dem
onst
rate
a c
lear
und
erst
andi
ng o
f the
sc
hool
’s e
thos
, pol
icie
s an
d pr
actic
es?
Doe
s yo
ur a
ttend
ance
and
pun
ctua
lity
mee
t the
ex
pect
atio
ns o
f the
sch
ool?
Pro
fess
iona
l dev
elop
men
t con
tribu
tions
to
mee
tings
.
Com
mun
icat
ion
with
col
leag
ues
Atte
ndan
ce re
cord
s
Indu
ctio
n tu
tor m
eetin
g m
inut
es
Hom
ewor
k di
arie
s
Par
ent/c
arer
/lear
ner f
eedb
ack
SCO
PE
POIN
TS T
O C
ON
SID
ER
POSS
IBLE
EVI
DEN
CE
A
CTU
AL
EVID
ENC
E (E
xam
ples
)
11)T
each
ers
mus
t hav
e an
unde
rsta
ndin
g of
and
alw
ays
act
with
in th
e st
atut
ory
fram
ewor
ksth
at s
et o
ut th
eir p
rofe
ssio
nal
dutie
s an
d re
spon
sibi
litie
s.
Ho w
can
you
dem
onst
rate
you
r pra
ctic
e an
d aw
aren
ess
of
the
stat
utor
y fra
mew
orks
?
Pare
nt/c
arer
/lear
ner f
eedb
ack
Pro
fess
iona
l dev
elop
men
t
Con
tribu
tion
to m
eetin
gs
Com
mun
icat
ions
with
col
leag
ues
Indu
ctio
n tu
tor m
eetin
g m
inut
es
A to
ol fo
r sup
porti
ng in
duct
ion
for I
nduc
tion
Tuto
rs a
nd N
QTs
The Induction Tutor Handbook
Appendix 1 - Supporting Tool
CS023_17 [email protected] www.bedford.gov.uk
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