NQT Mentor Briefing
Claire Murray
Wednesday 21st September
2016
NQT Contacts
NQT address
- [email protected]
Claire Murray
(RBWM NQT Consultant)
- [email protected]
- 01628 – 796628
Elaine Norstrom
(Administration Officer)
- [email protected]
- 01628 796926
Karen Piper
(Finance Officer)
- 07825 733 260
- [email protected]
Clive Haines
- [email protected]
(Schools Leadership Development Manager)
All information can be found at:
http://rbwmeducation.rbwm.org.uk/Content/?documents
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Aims of Briefing Session
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Explore the roles and responsibilities of the
School and induction tutor
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Requirements for NQT year
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Become familiar with the teaching standards
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Identify support and training offered by RBWM
A NQT mentor is…
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A respected colleague skilled in facilitating and
brokering supportive, yet challenging
development
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Selected on the basis of appropriate knowledge of
the needs and working context of the NQT
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Knowledgeable about the culture and day-to day
running of the school.
Appointment of an induction tutor
2.35 The headteacher/principal must identify a person to act as the
NQT’s induction tutor, to provide day-to-day monitoring and support,
and coordination of assessment. The induction tutor must hold QTS
and have the necessary skills and knowledge to work successfully in
this role and should be able to provide effective coaching and
mentoring. This is a very important element of the induction process
and the induction tutor must be given sufficient time to carry out the
role effectively and to meet the needs of the NQT. The induction tutor
will need to be able to make rigorous and fair judgements about the
NQT’s progress in relation to the relevant standards. They will need to
be able to recognise when early action is needed in the case of an NQT
who is experiencing difficulties. It may, in some circumstances, be
appropriate for the headteacher to be the induction tutor.
Statutory guidance on Induction for newly qualified teachers (England)
2015
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
What makes an outstanding
mentor?
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Discuss skills and attributes
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Discuss how realistic this is
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Welcome over 60 NQTs
Recruitment difficulties
DFE data (Guardian March 2015)
- 4/10 leave with in a year
- 76% consider leaving in first year
‘the profession is incompatible with normal
life’ Mary Bousted ATL 2015
Great Profession
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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
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Humour and good conversational style is
key to maintaining good classroom
discipline
Exploring Effective Pedagogy in Primary Schools: Evidence from
Research. London: Pearson 2014
Requirements of NQT Year
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An induction tutor
Not make unreasonable demands on NQT
Not normally teaching outside class or age range
employed to teach in.
Not present the NQT, on a day to day basis, with
discipline problems that are unreasonably
demanding for the setting.
A reduced timetable – 10% NQT/ 10% PPA
3 Assessment points December, March and July
The Role of the Mentor
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Provide guidance and support including coaching for the
NQT’s professional development
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
Ensure NQT receives PPA and NQT time
Carry out regular progress reviews
Undertake 3 formal assessment meetings
The First Half Term
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Meet NQT in first week. Review their strengths
and areas for development from ITT (CEDP)
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Provide key whole school policies, for example
child protection, management of behaviour, health
and safety, marking and feedback policies (See
checklist)
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Ensure 10% PPA and NQT time is set up
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Set up individualised induction programme
The Standards
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They have already proved that they have the
qualities to be a caring, professional and
committed teacher
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Need to consolidate in NQT year
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Consolidation of ITT 8 standards
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Build on QTS
5 Skills to becoming an excellent
teacher
Exploring Effective Pedagogy in Primary Schools: Evidence from
Research. London: Pearson 2014
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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.
2.
3.
4.
Get the behaviour right
Become friends with the data
Question everything, make time to read
Group work
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
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
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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
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4. Outstanding teachers do it in
groups
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Ensure teaching is not a solitary activity
Make time to meet other NQTs
Make time to discuss issues, good practice,
research with colleagues
Individual Induction
Programme
(see tracker)
Formal lesson observations
- first before half term
- at least 6 observations
Agree dates and which lessons to be observed
- 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
Induction Programme
Continued
Time for NQT to observe
- other teachers in own institution
- in another institution where
effective practice is identified
-video lessons
- ‘parrot on the shoulder’
- time to discuss findings
Complete 3 formal assessments with NQTs
Writing Assessment Reports
(See proforma)
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Reports should show progress against specific
standards
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Brief details about progress including:
- strengths
- areas for further development
even if progress is satisfactory
- evidence
- targets for the term
- planned support
Assessment Dates
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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 2017
Assessments
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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
Summary
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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
Requirements of NQT year
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There is no set time for starting or completing an
induction period
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NQTs can serve induction on a part time basis
(See part sheet)
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No more than 30 days absence
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Only one chance
Collecting & use of evidence
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In most cases it will not be necessary to collect
large amounts of supporting evidence for the 8
Standards
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More helpful to select specific pieces of evidence
that arise from day to day work & planning
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Evidence to support termly assessments (see evidence
proforma)
Collecting & use of evidence
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Records of observations and professional review
meetings
Self assessment by the NQT
Analysis of pupils’ work & assessment records –
both formal & informal
Samples of planning & lesson evaluations
Liaison with colleagues, parents
Examples of standards that need more
consolidation
Training
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Training Programme
Funding
RBWM training follow on from School
Direct
Elaine Norstrom - - [email protected]
Mentor v NQT
Discuss possible issues
How could they be resolved?
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Welcome over 60 NQTs
Recruitment difficulties
DFE data (Guardian March 2015)
- 4/10 leave with in a year
- 76% consider leaving in first year
‘the profession is incompatible with normal
life’ Mary Bousted ATL 2015
Top Tips for NQTs
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Discuss 5 top tips to survive NQT year
Questions???
No surprises!
Nothing is too
obvious
Share and Steal!!
Take a step back