NQT & Tutor
Induction
Guidance
[Contents Page]
1
NQT & TUTOR INDUCTION
GUIDANCE
Section 1 - Induction Overview

On Appointment

NQT Entitlement

Using Induction Time
Page Number
4
5
6
7
Section 2 - Induction Programmes

Career Entry & Development Profile

Programmes and Action Plans

School Based NQT Induction Programme

NQT Induction Programme – Weekly Planner

Setting Objectives and Writing Action Plans

Sample Objective Action Plan
8
9
10
11
12
13
14
Section 3 – Observation

Being Observed

Observing Others

Classroom Observation – Form Template
15
16
17
18
Section 4 - Reviewing Progress

Review Meetings

Reflection

Reviewing Progress

Towards the End of Induction
19
20
21
22
23
Section 5 – Assessment

Overview

Professional Portfolio
24
25
26
[Contents Page]
2
Documents, forms and related Support Information
(These documents are all available online)
Support

FAQs

NQTs Experiencing Difficulties

Babcock LDP Contact List\Useful Websites and Documents
Blank Assessment Forms and Supporting Documents
(These documents are all available online)





Timetable of Events
Form NQT 1
First/Second/Interim Assessment Form
Final Assessment Form
Supporting Induction – Support and Monitoring
[Contents Page]
3
Section 1
Induction
Overview




On Appointment
NQT Entitlement
Induction Process
Using Induction Time
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4
ON APPOINTMENT
The first weeks in any new job are exciting but can also be exhausting due to an unfamiliarity with
the people and routines. NQTs will have lots of questions and will need support and guidance from
existing staff. Teachers and tutors may assume that the NQT is OK if they don’t ask for help so we
need to encourage them to be open about what they need help with. A key person in their
induction is their induction tutor (or a mentor in larger schools) but they also need to build
relationships with other staff with whom they work closely, including teaching assistants, who often
know a great deal about the school and pupils.
Some of the information NQTs need will be found in school documents and it is not unreasonable
for them to ask for copies of those. Here is a checklist of the types of information that will be useful
in their first few weeks.
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
An appropriate Job Description
The aims of the school
School Prospectus
Staff handbook
School policy documents and development plan
Subject policies, handbooks and schemes of work
Planning guidelines and formats
Assessment and marking requirements
Information about classes to be taught
The NQT’s timetable
Arrangements for photocopying
Procedures for stock distribution
Availability and location of resources
Holiday dates
Fire drill procedures
School uniform policy
Guidance on how to complete the attendance and any other register
School calendar and meetings’ schedule
Duty arrangements
Lunchtime arrangements
Wet break/lunchtime arrangements
Arrangements for the first day, e.g. assembly, induction of new children
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5
NQT ENTITLEMENT
All teachers who obtain Qualified Teacher Status (QTS) after May 1999 have to satisfactorily
complete an induction period equivalent to three school terms full-time, if they are to work in a
relevant school in England. The very few who do not satisfy the set of Core Standards at the end
of this period will not be eligible for employment as a teacher in any such school.
NQTs should be given a job description that makes reasonable demands. They should normally
serve induction in a post which:

Enables them to teach inside the age range and subjects for which they have been trained;

Does not present them on a daily basis with acute or especially demanding discipline
problems;

Enables them to teach the same classes regularly;

Does not involve them in additional non-teaching responsibilities without preparation and
support.
We advise NQTs to contact their professional association or LA contact (Deborah Seabrook on
01392 386485) if they have any concerns or questions about their job description. To help them
through their first year of teaching, they are entitled to a programme of well-targeted support. This
should give them a foundation for their continuing development in the profession.
The NQT induction programme should provide them with:

An individualised programme of monitoring and support;

Three formal assessments of their performance against the Core Standards;

A timetable equivalent to 90% of the normal teaching time undertaken by other teachers in the
school in addition to the statutory Planning, Preparation and Assessment Time;

Support from a designated induction tutor;

Focused observation of their teaching and follow-up discussion;

At least one Professional Review meeting with their induction tutor every 6 to 8 weeks, to
review and revise their objectives;

The opportunity to observe experienced teachers in their own school and, if possible, in others.
We recommend that they observe teaching in their own school at least once each term, with
discussion before and after. We recommend at least two sessions during the year at another
school, with clear purposes related to individual objectives and discussion before and after;

A planned programme of professional development, based on their strengths and areas for
development identified in their Career Entry and Development Profile, and focused on helping
them to meet the Core Standards.
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USING INDUCTION TIME
NQTs should plan this with their induction tutor. It doesn't have to be organised as a regular half
day each week, but it should add up to 10% of the teaching time that most other teachers are
expected to do. For example, if most teachers in their school teach all day, every day, then they
should expect to teach for 90% of that time (this includes assemblies etc) across the induction
period. If most of the teachers in their school have non-contact time (with the introduction of
Planning, Preparation and Assessment Time this is a statutory 10%), then their induction time
should be over and above that. The purpose of the 10% release time is to enable the various parts
of the induction programme to be implemented, so the following are all valuable activities:

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














Attending induction and other courses;
Observing a colleague teaching the NQT’s class(es), perhaps using their own lesson plans;
Observing colleagues teaching their own classes in their school and in other schools;
Evaluating resources in the school, such as computer programs;
Book to see an Adviser at the Literacy and Numeracy Centre, and visit the Schools Library
Centre;
Researching and arranging visits for pupils to museums, galleries and other venues;
Looking at the educational possibilities of the local environment;
Working with the SENCO on writing Individual Education Plans (IEPs);
Improving subject knowledge through reading, observation, discussion, etc;
Learning more about strategies for teaching the pupils with special educational needs in their
class;
Attending network meetings with other NQTs;
Meetings with their induction tutor;
Keeping their professional portfolio up to date;
Preparing for review and assessment meetings;
Planning work in preparation for observation;
Learning more about strategies for teaching pupils with English as an additional language;
Learning more about strategies for teaching very able pupils.
NQTs are sometimes tempted to use their induction release time to catch up with planning,
assessment, display etc but this is not what the time is allocated for. During induction they have a
valuable opportunity to develop their skills, knowledge and understanding about Learning and
teaching. Their induction programme should outline how this time will be used to support their
development, based on their own needs. If they are having serious difficulties managing their
workload without using their release time then they should bring this to the attention of their
induction tutor. All teachers become ‘snowed under’ from time to time so encourage them to say if
this is happening.
PPA TIME
PPA time applies to all members of staff with a teaching commitment, including NQTs. Therefore,
in addition to the time set aside for induction related activities, NQTs should also receive a further
minimum 10% of their 90% timetabled teaching time as guaranteed time for planning, preparation
and assessment.
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7
Section 2
Induction
Programmes
 Career entry and Development Profile
 Programme and Action Plan
Form Templates
 School-Based Induction Programme
 Induction Programme – Weekly Planner
 Setting Objectives and Writing Action Plans
 Objective Action Plan

Training and Development Opportunities
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8
CAREER ENTRY AND DEVELOPMENT PROFILE
The Career Entry and Development Profile (CEDP) is an important document. It is designed to
help NQTs think about and summarise their strengths as a teacher and about what they need to
help them develop, and to help the school make their induction period as productive and enjoyable
as possible.
As you may know the CEDP is structured around 3 “Transition Points”:
1. as they approach the award of QTS
2. at the start of induction
3. towards the end of induction.
Transition Point 2 - At the Start of Induction
NQTs should discuss their CEDP with their tutor as soon as possible after their appointment
a. to inform their tutor about their experience as a trainee teacher
b. to agree their objectives for their action plan
c. to plan the support to be provided for them
d. to agree dates for review and for termly assessment.
Objectives – these should be based on:
their individual strengths and needs
the Core Standards
the demands of their first post
their induction tutor's observations
any difficulties they may be experiencing.
Transition Point 3 - Towards the End of Induction
In their final review meeting with their tutor before the final assessment, they should use the
section in the CEDP to:
a. reflect across the whole induction period
b. evaluate their induction support programme
c. discuss their longer term ambitions and development needs.
This will provide a good preparation for taking part in their school's performance management
processes in their second year.
If their contract of employment is such that they will be leaving their first school before they have
completed their induction, it is important that they take their Career Entry and Development Profile
with them when they leave. It may prove useful at interviews for their next post, and it should help
them and their induction tutors to keep track of the experience they have had.
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PROGRAMME AND ACTION PLAN
Once they have agreed their objectives with their induction tutor, they can build their induction
programme around their individual needs. This should include:

Observations of their teaching and follow-up discussions. We recommend an observation in the
first two weeks of their first term. This should help to reassure them that they are working on
the right lines, as well as providing an opportunity to diagnose and act upon any early
difficulties;

Opportunities to observe others;

Dates of review meetings;

Professional development;

Dates of assessment meetings.
The induction programme is the overview of their induction year and may well be the same for
other NQTs in their school (past and present), particularly if the school has an established
programme, which has proved to be successful. Sample templates can be found overleaf.
The part of their induction that is personal to them should be recorded in an individualised action
plan, which is based on their objectives and reviewed and revised regularly.
Whatever format you use for an NQT action plan, they should identify:

Objectives
between 3 and 5
based initially on their CEDP
agreed with their induction tutor
be related to Core Standards and any other needs/interests
support their needs in the context of this post

Actions
identify what is to be done, who will do it and when

Resources
identify costs and time allocation

Success Criteria
identify how they will know when they have achieved each objective and how this will
be evaluated.
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SCHOOL BASED NQT INDUCTION PROGRAMME
NQT ..................................................................................
AREA OF INDUCTION
Tutor:..................................................................................
INFORMATION/ACTION
REQUIRED PRIOR TO
APPOINTMENT
TERM 1
TERM 2
TERM 3
General Information
Curriculum Planning
Policy and Guidelines
Classroom Practice/Organisation
Assessment and Reporting
Professional Development
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SCHOOL BASED NQT INDUCTION PROGRAMME
Name: ......................................................................................
Term 1: 2: 3 Weekly Planner
Before Week
Term
1
starts
NQT
Week
2
Week
3
Week
4
Tutor: ..................................................................................
Week
5
Week
6
Week
7
Week
8
Week
9
Week
10
Week
11
Week
12
Week
13
Week
14
TUTOR
HEADTEACHER
And other key
staff
LA/
EXTERNAL
TRAINING or
SUPPORT
Cost per week
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Total
12
SETTING OBJECTIVES AND WRITING ACTION PLANS FOR THE INDUCTION PERIOD
Possible format for summarising your agreed objectives
Objectives
Success
criteria
Actions to be
taken and by
whom
Signature on behalf of school
Date
Signature of NQT
Date
Resources
Target date for
achievement
Review date
Evaluation of
progress
Template drawn from http://www.tda.gov.uk/upload/resources/doc/a/action-plans.doc
© TTA 2003. Publication number TEA0010 Apr 03
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Setting objectives and writing action plans for the induction period
Possible format for drawing up a separate action plan for each objective
Objective
of
(for example, 1 of 3)
Success criteria
Actions to be taken and by whom
Resources needed
Target date for achievement
Review date
Confirmation of objectives set:
Signed (NQT)
Signed (Induction Tutor)
Date
Evaluation of progress
Objective met
yes
no
Objective carried forward to next action plan
yes
no
Comments
Signed (NQT)
Signed (Induction Tutor)
Date
Template drawn from http://www.tda.gov.uk/upload/resources/doc/a/action-plans.doc
© TTA 2003. Publication number TEA0010 Apr 03
[Contents Page]
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Section 3
Observation



Being Observed
Observing Others
Classroom Observation Sheet - Sample
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15
BEING OBSERVED
Observation of the NQT’s teaching is central to the induction programme and should:

provide a rich source of information about their teaching, their progress and the progress of
their pupils;

stimulate discussion between them and other members of staff, focused on teaching and
Learning;

relate their previously identified strengths and areas for development to their current context;

help them and their induction tutor to set, monitor and review objectives;

help to identify areas for further professional Learning and development.
Observation benefits from careful planning, involving them and their observer. Most importantly,
this involves considering in advance the focus of the observation, the approach that will be taken
and the relationship of these to their objectives.
Observation has little value in the induction process unless the NQT and the observer can discuss
and analyse the lesson afterwards. Try to give them brief, informal feedback at the end of the
lesson as this is reassuring and will help them to reflect on the lesson. However, a fuller
discussion at a prearranged time is needed in order that they gain maximum benefit from the
observation.
Post-observation discussion is most likely to be constructive and effective when it:

Relates to the agreed focus and is relevant to their objectives;

Is honest and constructive;

Begins and ends on a positive note;

Prioritises the main issues;

Is based clearly on evidence;

Enables them and the observer to engage in a professional dialogue;

Encourages them to consider a range of options for future improvements;

Is supported by a brief written record of the important points.
An example of a post-observation summary follows but schools may well have developed their
own.
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OBSERVING OTHERS
Opportunities to observe experienced teachers should be a part of the induction programme.
Although NQTs will have had similar opportunities during their initial training, they will continue to
find it very useful to learn from experienced colleagues.
Induction tutors should help to organise these opportunities for them. Some of the observation will
be in their own school, but it is also very helpful to visit other schools to compare approaches and
experience different settings.
Observation opportunities in the NQT’s own school include:
Secondary
 tracking a pupil through a school day
 observing a class they teach being taught a different subject
 observing within their own department/faculty
Primary
 observing a colleague teaching a subject in which they feel less confident
 observing in the same year group as they teach
 comparing approaches in other year groups
 observing another teacher/adviser teach their class
Opportunities to Learn from observation in other schools include:
 advanced skills teachers
 teachers in specialist schools
 (primary) Leading teachers for English, Mathematics and the Foundation Stage
 observations in another key stage, for example partner schools
 their year group/subject taught in another school
 teachers in schools within their school's academic council
Remember
NQTs will Learn more from the observation if it has a clear focus.
It can be daunting even for an experienced teacher to have another teacher looking at their
practice, so NQTs should make time to thank them, giving examples of the things they found
particularly interesting or useful.
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SUMMARY OF CLASSROOM OBSERVATION
This is an example of a form that is used by schools to summarise the main issues discussed following the
observation. The completed form may be useful in professional review discussions and can also be used to
inform formal assessment meetings
Summary of classroom observation
Newly qualified teacher
Induction tutor
Class and subject/topic
Date and time
Focus of observation
Strengths of the lesson
Areas for further development
Other points to consider in relation to the NQT’s objectives and the Core Standards
Issues/action to be addressed at next professional review meeting with induction tutor
Template taken from Supporting induction for newly qualified teachers – support and monitoring
(TTA Publication TEA0127)
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18
Section 4
Reviewing
Progress




Review Meetings
Reflection
Reviewing Progress
Towards the End of Induction
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19
REVIEW MEETINGS
The DFE guidance on the induction of NQTs recommends that they should meet their induction
tutor for professional review meetings at Least every six to eight weeks. At these meetings their
objectives and induction action plan should be reviewed to take account of their progress and any
new priorities and needs that have emerged.
Regular reviews of their objectives will help them to track their achievements as they gain further
experience and develop greater expertise. The induction tutor should also feed back evidence to
them, for example from classroom observations, and this will inform their thinking about the next
stage of their induction programme. Remember that it is important to build on their strengths as
well as making sure that they receive support in the areas where they feel less confident or need
more experience.
In preparation for their professional review meetings, NQTs may find it helpful to think about each
of their objectives and identify the progress they have made. Some of their objectives may be
partially met, some completely. Longer term objectives will require more time and support before
they can be confident that they have fully met them.
It is also important for NQTs and their induction tutor to evaluate the support that has been
provided. They should identify particularly helpful development opportunities for future reference.
Any perceived shortfalls should be discussed and recorded at review meetings so that the school
can take steps to ensure that support is re-established or re-organised, as required.
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20
REFLECTION
No doubt NQTs will be thinking about their teaching and the pupils’ Learning for a great deal of the
time. They will be evaluating lessons and seeking to build on successes. Most of this will be
informal and this is appropriate. However, sometimes it can be helpful to bring a bit of structure to
their evaluations, even if they write nothing down. They may find the following ideas useful.
At the end of a week, choose two lessons. One should be a lesson that they feel went particularly
well, and one with which they were less satisfied.
They should look closely at their aims and objectives for each lesson, look at their resources and
the structure of the lesson. They should ask themselves the following questions:
-
Did I use assessments from previous lessons to inform my planning?
Did I fulfil all the aims and objectives of the lesson? If not, which were not fulfilled?
What did pupils learn? How do I know?
Were the resources appropriate and had I forgotten anything?
Did the time plan work?
Were the materials and tasks suitable and suitably differentiated?
Were my instructions to the pupils clear?
Did the pupils settle down well to the tasks?
Did I handle a particular pupil well/badly?
What improvements can I make?
How will I use assessments from this lesson to inform future planning?
What should I repeat?
They will find the answers to some of the questions different in the 2 lessons. This should pinpoint
areas that they need to look at, and give their ideas for how they can move forward.
Reassure them that every teacher at every level of experience will have lessons with which they
are not completely happy. It is only by evaluation that we can improve our practice.
They may wish to record their reflections occasionally and include them in their professional
portfolio.
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21
REVIEWING PROGRESS DURING YOUR INDUCTION PERIOD
This page offers a possible format for reviewing your objectives
Date of review point:
Objective
Date of next review point:
Date agreed
Progress made
Evidence
Evaluation of support
and professional
development
Further development
needs
New objectives
suggested
Template drawn from http://www.tda.gov.uk/upload/resources/doc/a/action-plans.doc
© TTA 2003. Publication number TEA0010 Apr 03
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TRANSITION POINT THREE: TOWARDS THE END OF INDUCTION
Thinking about my professional development and the progress I have made during my
induction period.
My strengths and
achievements at the end
of ITT and the start of
induction
How I have built on these
strengths during my induction
period
How do I know this?
Template drawn from
http://www.tda.gov.uk/upload/resources/doc/r/recording%20reflections%20and%20discussions%2
0at%20transition%20point%203.doc
© TTA 2003. Publication number TEA0009 Apr 03
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Section 5
Assessment



Overview
Core Standards
Professional Portfolio
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24
OVERVIEW
Induction into the teaching profession should consist of the following high quality components:



Support from experienced colleagues in their own and in other schools;
Monitoring of their progress and their needs by their induction tutor;
Assessment of their performance against a set of national Core Standards.
All new entrants to the profession are entitled to an accurate and fair assessment of their
performance as a teacher.
Three times during their induction period (towards the end of each term if they are employed fulltime) they should have a formal assessment meeting with their induction tutor and possibly other
colleagues. The purpose of these meetings is to give them the opportunity to discuss their
progress in detail, and for them to gain an accurate impression of how well they are doing. These
meetings should have a clear agenda, and should emphasise their successes as well as the things
on which they need to concentrate in order to improve.
After each assessment meeting their tutor should complete an assessment form, on which he or
she will judge their progress against the Core Standards. They will be able to add their comments
too, and the head teacher will sign it. The school should then send the form to the LA, telling us
whether or not they are expected to meet the Core Standards.
NQTs will find it helpful to keep a copy of each assessment form.
In the very small number of cases where the school indicates serious concern, we will make sure
that NQTs and their school receive support and advice from an appropriate Supporting Officer.
Our aim is to give them every reasonable opportunity to demonstrate that they satisfy the Core
Standards.
The DFE have produced some guidance material to support the induction process and the
introduction of the Core Standards. This can be accessed via their website:
www.education.gov.uk
This guidance can be helpful as a point of reference in meetings and discussions and a useful way
of noting evidence to show that the NQT has satisfied all the Core Standards.
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25
PROFESSIONAL PORTFOLIO
There is no statutory requirement for NQTs to maintain a professional development record, but
they will probably find it useful to do so. For example, their record will help them to monitor and
review the following:

Evidence of their progress and development over the year in relation to the Core Standards.
This evidence could include:
their own notes, reflections, evaluations as part of their self-review;
their half-termly review sheets;
notes of discussions with their induction tutor and others who advise them;
written feedback from their induction tutor and others;
feedback from pupils and parents;
examples of pupils' work;
examples of improved planning, assessment and record keeping;
copies of reports from assessment meetings.
their own lesson evaluations;
written feedback from observers or visitors to their classroom;
a record of their professional development opportunities during the year, including
course certificates;
a list of any extra curricular activities they have undertaken;
details of any further responsibilities they have taken during the year;
the induction assessment forms completed at the end of each term.

Their progress in meeting other objectives not specifically related to professional standards.
For example, objectives from their induction plan, showing the success criteria and how they
are progressing towards meeting them;

Their progress towards their longer-term career goals and aspirations. They could begin to
collate evidence and log their achievements towards these goals. Later in their career other
professional standards, such as the Threshold Standards, will apply. They may wish to use the
portfolio to log evidence and record their thinking about their development as they go along,
rather than waiting until they have a deadline to meet.
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