The Teacher
I have come to the frightening conclusion
It is my personal approach that creates the climate,
It is my daily mood that makes the weather.
As a teacher,
I possess tremendous power to make a child’s life miserable or joyous
I can be a tool of torture,
Or an instrument of inspiration.
I can humiliate or hurt, or heal.
In all situations it is my response that decides whether a crisis will be
escalated or diffused,
A child humanised or dehumanised,
Tim Brighouse.
NQT Induction
Claire Murray
Tuesday 27th September 2016
Constantly Being Surrounded By
Paperwork
The Late Nights
The Occasional Trouble Makers
The Caffeine Addiction
The Standard “OK – Just One
More Biscuit”
Devoting Your Sundays to Marking
People Complaining About Your
“Excessive Holidays”
But ….
•
You may be able to relate to most of these
issues
•
Yet we still have the passion and drive to be
teachers
•
So let’s look at the things that make it all
worthwhile
The Children
What could be better than seeing 30 smiling
faces each day?
The Brainwaves
The look on a pupil’s face when they finally
get the concept you are trying to teach them
Continued Learning
Learning something new every day
The Comments
The things that the pupil’s say and do that put
a smile on your face each day
The Constant Supply of Cakes
and Biscuits
And the “Excessive Holidays”
Making a Difference
Knowing that you have had a positive impact
on a pupil’s life
What a great profession
•
Research shows teachers:
-Laugh out loud on average every 9 minutes
-Smile every 3 minutes and
-enjoy two way banter with pupils every 7 minutes!
-Been identified as the least bored profession
•
Humour is key to maintaining good
classroom discipline
Exploring Effective Pedagogy in Primary Schools:
Evidence from Research. London: Pearson 2014
Welcome
•
Over 60 NQTs
•
Claire Murray
– RBWM NQT Consultant
•
Elaine Norstrom
- RBWM Administration
Officer
•
Clive Haines
– Schools Leadership
Development Manager
•
David Scott
– Head of Education,
Strategy and Commissioning
Aims
•
•
•
•
•
To welcome you to RBWM
What kind of teacher do you want to be
Expectations for NQT year
Meet other NQTs – market place
Ask questions
What’s next after QTS?
•
You have already proved that you have the
qualities to be a caring, professional and
committed teacher
•
The induction period combines an individualised
programme of monitoring and support with an
assessment of performance
•
It builds on the knowledge and skills gained in
achieving Qualified Teacher Status (QTS)
The Standards
•
8 standards
•
Build on QTS
•
Consolidation of ITT standards
“Good teachers make a
difference, excellent teachers
change lives”
Professor Robin Alexander
What makes an Outstanding
Teacher?
•
Table Discussion
•
Write 5 features on flip chart sheet
5 Skills to becoming an excellent
teacher
Exploring Effective Pedagogy in Primary Schools: Evidence from
Research. London: Pearson 2014
•
•
•
•
•
Positive classroom environment, including
good behaviour
Being organised
Tailoring teaching to individual students
Using open questions
Providing opportunities to explore
new concepts
4 Steps to becoming an
Outstanding Teacher
David Weston - Chief Executive of Teacher Development Trust
November 2013
1. Get the behaviour right
•
•
•
•
•
High expectations, good relationships, simple techniques
applied consistently
100% clear on school behaviour systems and policies
Observe experienced teachers
Discuss difficult situations that have occurred with
colleagues
Video your lesson and watch back with mentor
FILM CLIP
2. Become Friends with the
data
•
•
•
•
Standards 5 and 6
Use marks and grades you are collecting to reflect
on strengths and weaknesses
Don’t leave until end of topic – gather analysis
during teaching process and gain support from
colleagues
Not just numeric scores but behaviour and
attendance as well
3. Question everything, make
time to read
•
•
•
•
Time to reflect – reflection in action,
reflection on action (Jenny Moon)
Keep up to date
Blog that brings together some top bloggers with
range of views, professional reflection and
research based practice
The Echo Chamber:
http://educationechochamber.wordpress.com/
•
•
•
•
Join Twitter – be careful about school’s
rules regarding social media
Sam Freedman has a good starter list of
people to follow
http://samfreedman1.blogspot.co.uk/2013/1
1/75-education-people-you-shouldfollow.html
Tom Bennett
4. Outstanding teachers do it in
groups
•
•
•
Ensure teaching is not a solitary activity
Make time to meet other NQTs
Make time to discuss issues, good practice,
research with colleagues
Requirements of NQT Year
Statutory guidance on induction for newly qualified teachers
•
•
•
•
•
A reduced timetable – 10% NQT/ 10% PPA
Not make unreasonable demands on NQT
Not present the NQT, on a day to day basis, with
discipline problems that are unreasonably
demanding for the setting.
Carry out 3 Assessment points December, March
and July
An induction tutor
The First Half Term
•
•
•
•
•
•
Provide key whole school policies, for
example safeguarding, management of
behaviour, health and safety
Meet with mentor in first week. (See check list)
Mentor reviews your strengths and areas for
development from ITT
Mentor to observe you teach
CPD needs agreed
Agree priorities for Induction Programme
Induction Programme
•
•
•
•
•
•
Formal lesson observations
- at least 6 observations, first before half term,
agree dates and which lessons
to be carried out by mentor or another suitable
person within the institution
targets set against standards
time for follow up discussions and
regular review of progress
Ensure NQT time is given and is used effectively
Formal assessments completed 3 times a year (no
shocks)
What makes an outstanding
mentor?
•
Table Discussion
The Role of the Mentor
•
•
•
•
•
•
•
Provide guidance and support including coaching
for the NQT’s professional development
Carry out regular progress reviews
Undertake 3 formal assessment meetings
Inform NQT during the assessment meeting the
judgements to be recorded and invite NQTs to add
their comments
Ensure teaching is observed, feedback provided
Ensure NQTs are aware of how, within and
outside the institution, they can raise any concerns
Take prompt, appropriate action if an NQT
appears to be having difficulties
81. As well as meeting pupils, inspectors should usually conduct
meetings with:
 parents (these may be informal at the start and end of the day)
 staff (including conducting a specific meeting with NQTs and
trainees to discuss, for example, the effectiveness of induction
and mentoring arrangements)
 other stakeholders.
School inspection handbook from September 2015
Writing Assessment Reports
(See proforma)
•
Reports should show progress against specific
standards
•
Brief details about progress including:
- strengths
- areas for further development
even if progress is satisfactory
- evidence
- targets for the term
- planned support
Assessment Dates
•
These are to be sent electronically only with
signatures scanned in to:
[email protected]
First assessment
Second assessment
Final assessment
- 2nd December 2016
- 10th March 2017
- 7th July 2016
Assessments
•
•
•
•
•
Reports must be shared with NQTs
There is to be no surprises
Standards may not be met in first and second
assessment but you would need to have clear
action plan in place to show how to help NQT
meet the standards
Inform ‘appropriate body’ about any concerns
If do not pass final assessment cannot teach
Requirements of NQT year
•
•
•
•
There is no set time for starting or
completing an induction period.
NQTs can serve induction on a part time
basis.
No more than 30 days absence
Only one chance
Collecting & use of evidence
•
•
•
•
In most cases it will not be necessary to
collect large amounts of supporting
evidence for the 8 Standards.
More helpful to select specific pieces of
evidence that arise from day to day work &
planning.
Identify & build on strengths – not just
focus on areas for development
Evidence to support termly assessments
The role of the NQT
•
•
•
•
•
•
•
Meet with induction tutor to discuss and agree
priorities and keep these under review.
Raise any concerns with induction tutor as soon as
practicable
Consult the ‘appropriate body’ at an early stage if
there are any difficulties in resolving issues with
their mentor
Retain copies of all assessment forms
Provide evidence of progress against the standards
Be pro-active – Use tracker
Communicate
Training
•
•
•
•
Training Programme (changes to
programme)
Funding
RBWM training follow on from School
Direct
Elaine Norstrom – [email protected]
Market Place
1.
2.
3.
4.
5.
Name
Where trained, route taken
Year group or Subject
Any concerns about NQT year
What tips have you heard about surviving
the year?
Sue Cowley 100 Tips for NQTs
How to Survive your First Year in Teaching 2013
•
•
•
•
•
•
•
•
•
•
Be kind to yourself. You will make mistakes (everyone does in their NQT
year). Learn to forgive yourself.
Don't spend your summer doing lots of planning, before you even meet your
class. Get to know them a bit first.
Keep a look out for cheap or free resources over the summer
Think long and hard about what you expect from your kids. Get your 3 key
priorities clear in your mind before day one.
Don't be scared to adapt your classroom layout - it's your classroom!
Experiment with paper cut outs first though.
If you're a secondary NQT, ask to do a pupil shadow. Really useful to see
teachers from the student's perspective.
Protect your voice. Catch yourself talking too much and find non verbal ways
to 'speak' instead.
Don't be a perfectionist. Learn to say 'that's good enough' and mean it.
Keep a list of all those 'extras' you do in a little notebook. Really useful for
future job applications.
Pace yourself: this is a marathon, not a sprint.
Work life balance
Questions???