NASUWT. The Teachers Union. NASUWT Headquarters Hillscourt Education Centre Rose Hill Rednal Birmingham B45 8RS

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1 Iductio Plaer

2 NASUWT The Teachers Uio NASUWT Headquarters Hillscourt Educatio Cetre Rose Hill Redal Birmigham B45 8RS Tel: Website: Follow the NASUWT o: twitter.com/asuwt

3 Cotets Pages Sectio A Backgroud Iformatio Iductio 5 Usig the Iductio Plaer 6 Preparig for iductio 7 How iductio works 11 Iductio placemets 16 What to watch out for 18 Roles ad resposibilities 19 Your rights ad etitlemets 21 The Teachers Stadards 23 Notes 27 Sectio B Iductio Checklist Term oe 29 Term two 40 Term three 44 Meetigs log 50 Observatios log 51 Notes 52 Sectio C Top Tips ad Cotacts Plaig 53 Your teachig practice 55 Assessmet 57 Behaviour maagemet 59 Supply teachig 62 Usig techology safely 65 Special educatioal eeds ad disabilities (SEND) 67 Cotactig the NASUWT 68 Talk to us 69 Notes 70 3

4 FREE SEMINARS I additio to the comprehesive package of advice, guidace ad professioal services, the NASUWT provides free semiars for ewly qualified teachers who are about to start their first teachig post. These semiars provide iteractive ad iformative sessios to: iform ew teachers about their key rights ad what to expect durig their first year of iductio; provide ideas about how to deal with the first day i the classroom; build skills ad kowledge aroud behaviour maagemet i the classroom. The semiars take place durig July/August ad are free to ay ew teachers who joi the NASUWT. Early bookig is recommeded as places are highly sought-after ad allocated o a first-come, first-served basis. DON T MISS OUT Register your iterest i the semiars ow. Website: Cotact: Joi the NASUWT ATTEND THE SEMINAR Quick ad easy. No hassle. Olie: or tel:

5 Iductio The purpose of iductio Newly qualified teachers are required to complete successfully a statutory period of iductio i order to be employed i a maitaied school or omaitaied special school i Eglad. Idepedet schools, academies ad free schools ca choose to deliver a iductio programme to ewly qualified teachers, as ca further educatio colleges, as log as they meet certai specificatios. These specificatios are detailed withi this guide. The regulatios coverig statutory iductio apply regardless of the settig i which you are employed. They also apply regardless of the route you have chose to obtai Qualified Teacher Status (QTS) ad so whether you have traied at a iitial teacher traiig istitutio or through a school-based route, the same regulatios apply. Iductio is a idividual programme of professioal developmet that ivolves beig assessed agaist the Teachers Stadards at the ed of the iductio period. The NASUWT has produced specific guidace for ewly qualified teachers o the use of the Teachers Stadards withi the iductio period. This guidace ca be foud at ad ca be used alogside this Iductio Plaer, providig ew teachers with structured advice for the etire iductio period. However, ew teachers should be aware that the differece betwee iitial teacher traiig ad iductio is that durig iductio teachers are required to demostrate that they ca meet the stadards o a sustaied basis as employed teachers with QTS. Iductio, ad the assessmet process withi the iductio programme, is meat to build o ad cosolidate the kowledge ad skills gaied through iitial teacher traiig ad to place this skills developmet withi the classroom settig. Iductio, therefore, should ot be about raisig the bar for ewly qualified teachers to levels of practice that are difficult to reach. Iductio is iteded to provide a structured system of support, desiged to esure that you receive a high-quality, broad-based teachig experiece durig your first year of teachig. Iductio is a meas of esurig that all teachers teach to high stadards. Backgroud Iformatio 5

6 Usig the iductio plaer Usig the Iductio Plaer The Iductio Plaer is desiged to be a practical tool to aid your iductio. The Plaer is divided ito the key stages of iductio, highlights what you should expect at each stage ad provides useful prompts for you to cosider. The Plaer cotais all of the iformatio you eed about the iductio process, your rights ad etitlemets ad how you ca access advice ad support. Each sectio of the Plaer has prompts for you to check ad poits to cosider. For ease of referece, the Plaer is orgaised o the basis of three terms, which the majority of schools curretly still operate withi. It is importat to emphasise that ot all ewly qualified teachers will work i schools which use the three-term structure. However, whatever umber of terms operate, the iformatio i this Plaer will be relevat ad the iductio period itself will have three broad phases. The Plaer is part of the extesive support that the NASUWT offers to ewly qualified teachers to esure that you have the best possible start to what will be a challegig but very rewardig career. 6

7 Preparig for iductio Before you start, check the followig: 1. Provide the school with your ewly qualified teacher status (QTS) certificate (you eed to have passed the Skills Tests if you have completed a programme of iitial teacher traiig i Eglad) (see page 9). 2. Make sure you are provided with your iductio start date. This will be determied by the appropriate body 1 (see page 20) ad agreed by both the headteacher ad you. 3. Esure that you keep copies of the reports that were used to record your progress through your teacher traiig. These records will give you ad your iductio metor a startig poit for discussios about how your developmet through the iductio period should be plaed. 4. It is best practice to record your progress through the iductio period. Your school may have a method for recordig your progress through iductio ad you should esure that you cotribute to this process. You should also have access to copies of this ad ay otes made regardig your progress. You should keep a record of your progressio through iductio icludig ay difficulties ecoutered. 5. Make sure you have a copy of your job descriptio (see page 9). 6. Make sure you have a copy of your timetable. 7. Check that the timetable cotais plaig, preparatio ad assessmet (PPA) time ad iductio time (see pages 10 ad 11). 8. Make sure you have bee provided with the ame of your iductio tutor/metor. 1 The appropriate body has the mai statutory quality assurace role i the iductio process. I particular, it is resposible for esurig that iductio settigs are aware ad capable of meetig their resposibilities for moitorig support ad assessmet. This icludes esurig that a NQT receives a persoalised iductio programme, desigated tutor support ad the reduced timetable. Appropriate bodies must also esure that the moitorig, support, assessmet ad guidace procedures i place are fair ad appropriate. 7

8 Preparig for iductio Poits to cosider: What do you feel are your stregths ad areas for developmet? What are the characteristics of a successful ewly qualified teacher? What ca you do to esure that you have appropriate support? 8

9 Preparig for iductio Skills tests To teach i Eglad you must pass the skills tests before you ca be awarded QTS. You ca oly start your iductio if you have passed the QTS stadards. If you start to follow a iductio programme but have ot passed the QTS stadards, icludig the skills tests, the period will ot cout towards your iductio. For more iformatio o the skills tests, go to Job descriptios It is importat that you are ot give a job descriptio that makes ureasoable demads o you durig your iductio year. This applies if you are workig full time or part time, i a permaet post or o log-term supply. Whilst it may be hard to determie what is ad is ot reasoable, ormally a ewly qualified teacher should serve the iductio period i a post that: does ot demad teachig outside the age rage ad subject(s) for which the ewly qualified teacher has bee traied; does ot preset the ewly qualified teacher o a day-to-day basis with acute or especially demadig disciplie problems; ivolves regular teachig of the same class(es); ivolves similar plaig, teachig ad assessmet processes to those i which teachers workig i substative posts i the school are egaged; ad does ot ivolve additioal o-teachig resposibilities without the provisio of appropriate preparatio ad support. Time for iductio activities The headteacher must esure that a ewly qualified teacher s teachig time does ot exceed 90% of the average teachig time for all classroom teachers i the school. This meas that the school is obliged to give you this time for the purpose of iductio activities. The school s fudig allocatio takes accout of this obligatio. Time should be used i whatever way is most appropriate to the eeds of the idividual ewly qualified teacher ad their school. This meas that both the school ad the idividual ewly qualified teacher have a role i idetifyig iductio activities. However, i reality, the school will have the fial say i determiig which activities are udertake ad whe. 9

10 Preparig for iductio Some schools may decide to allocate the time ito oe or two-day blocks across the year; others may follow a weekly half-day release patter or distribute time i sigle periods across each week. Some traiig eeds may be better met through specific activities such as visits to other settigs that last a whole day or loger. A school may, therefore, wish to idetify a half-day sessio each week for such activities, or bak the activities. You should esure that the 10% time for iductio activities is ot used for teachig duties or cover. Also esure that you idetify your traiig ad support eeds ad that your iductio tutor/metor kows about these. Plaig, preparatio ad assessmet (PPA) time I additio to the 10% iductio time, all teachers, icludig ewly qualified teachers, have a statutory cotractual etitlemet to a miimum of 10% guarateed PPA time. However, ewly qualified teachers about to eter ito employmet withi a idepedet school, a free school ad some academies, o-maitaied special schools, or further educatio colleges should be aware that the provisio of PPA time is depedet o whether each idividual istitutio has decided to provide its teachig staff with this time. Where schools are providig PPA time, it is time that is guarateed ad caot be used for ay other activity. It is the teacher s time to self-direct i order to eable them to maage their work effectively to deliver high-quality teachig ad learig. The teacher should determie the activities udertake i PPA time. Your iductio time ad PPA time should be idetified specifically o your timetable. Cotact the NASUWT if you have ay cocers about the provisio of PPA time. School policies You should be provided with a copy of all the school s policies. If ot, speak to your iductio tutor/metor. Importat policies iclude behaviour, restrait, use of IT, equality ad child protectio. It is importat that you work withi these policies. 10

11 How iductio works All teachers who have obtaied QTS are required to complete iductio. This requiremet applies to teachers who have obtaied QTS followig either a college or employmet-based route ito teachig. There are some istaces where a teacher will ot eed to complete iductio. These are if: you gaied QTS before 7 May 1999; you are a qualified teacher from the Europea Ecoomic Area (EEA); you are a qualified teacher from a coutry outside the EEA who has at least two years experiece ad has simultaeously bee assessed agaist the relevat stadards as would be applied at the ed of iductio; you are a qualified teacher from Australia, Caada, New Zealad or the USA ad therefore automatically qualified for QTS; you have gaied Qualified Teacher Learig ad Skills (QTLS) status via the Istitute for Learig (IfL) ad hold membership with the IfL.* For a full overview of the exemptios i relatio to the iductio programme, visit: Startig a iductio programme You do ot have to start your iductio straightaway after you have gaied QTS. There is o time limit o whe you must start your iductio period. However, there is a five-year maximum period uder which a idividual ca udertake short-term supply teachig after gaiig QTS. It is i your best iterests to start iductio as soo as possible after completig QTS as it may be more difficult to obtai a job if there has bee a log delay betwee completig QTS ad startig iductio. Also, there may be time limits o icetive paymets that you may be eligible to receive if you are a ewly qualified teacher i a shortage subject. It is importat to remember that iductio should be a positive developmetal process for ewly qualified teachers. It should ot be viewed as a puitive exercise to be put off for as log as possible. * I November 2014 the IfL closed. The Society for Educatio ad Traiig (SET) is the ew professioal membership orgaisatio of the Educatio ad Traiig Foudatio for practioers workig i post-16 educatio ad traiig. It cotiues to support former members of the IfL through their professioal membership: 11

12 How iductio works Period of time for completig iductio There is o limit o the period of time withi which iductio must be completed oce started. Legth of iductio The iductio period for a full-time ewly qualified teacher usually lasts for oe academic year, which ormally would equate to three school terms. Where a ewly qualified teacher serves iductio i more tha oe school settig or i settigs such as FE istitutios, the appropriate body makes the fial decisio about what the equivalet of oe school year should be. Reducig the legth of the iductio period Newly qualified teachers also eed to be aware that the appropriate body, with the agreemet of the headteacher, ca reduce the amout of time a idividual ewly qualified teacher has to udertake iductio depedig o previous teachig experiece i, for example, the idepedet sector. If you are approached by your headteacher about udertakig a reduced iductio period, you should take advice from the NASUWT prior to makig a decisio. Newly qualified teachers should ot ecessarily agree to reduce their developmetal opportuities with a shorteed iductio period uless they have bee fully iformed about the implicatios. If a ewly qualified teacher wishes to serve the full iductio period, they must be permitted to do so. Iductio ca also be reduced by the appropriate body by up to 29 days i order to take ito accout ay ad hoc abseces that may have occurred durig the iductio programme. Legth of iductio part-time workig If you work part time, the the iductio period is calculated o a pro-rata basis so that you complete the same umber of sessios as a full-time ewly qualified teacher. This meas that if you work 50% of a full-time cotract, it will usually take two years for you to complete your iductio. It is the joit resposibility of the appropriate body ad the school to work out how log your iductio period will last. You should receive this i writig. 12

13 How iductio works Completig iductio i differet schools It is possible to complete the iductio period i differet schools. If a ewly qualified teacher leaves a school after oe or more terms, the headteacher should retai the documetatio about the support, moitorig ad assessmet that the ewly qualified teacher has received to that poit. The headteacher i the ew school should the obtai these records. This will esure that the ewly qualified teacher receives a cosistet ad coheret iductio programme. Newly qualified teachers should also keep copies of all the records of their iductio programme i all the schools where they have bee employed. It is vitally importat that records of the ewly qualified teacher s progress to date are kept both by the school ad the idividual ewly qualified teacher. If records are ot kept, it could be detrimetal to the review of progress through iductio i the ew school. It is also possible for ewly qualified teachers to serve iductio i more tha oe istitutio simultaeously. O these occasios, oe headteacher acts as the lead headteacher. The lead headteacher will the have resposibility for esurig that all posts beig udertake are suitable for iductio ad provide the ewly qualified teacher with the opportuity to demostrate that they have met the relevat stadards. The lead headteacher will also be resposible for cosultig with the other headteachers ivolved, i relatio to gatherig evidece ad geerally for co-ordiatig the ewly qualified teacher s iductio programme. I circumstaces such as a ewly qualified teacher udertakig iductio i more tha oe istitutio, oe appropriate body will be expected to take the lead i the decisio-makig process. Workig as a supply teacher or o a short-term cotract You ca start your iductio if you are employed i a post that lasts oe term or more ad the post ivolves regular teachig of the same class or classes. If you are employed o a short-term cotract or i a supply post that lasts oe term or more, the the school must provide you with a iductio programme ad agree that the period will cout towards iductio. The key purpose of iductio is that you should receive a coheret support programme. This would ot be possible if you udertake short-term supply of less tha a term, or if the supply post oly ivolved day-to-day cover of abseces. Therefore, you caot start your iductio if you are employed i a post that ivolves providig day-to-day cover or where the cotract lasts for less tha oe term. 13

14 How iductio works If you have bee employed o a short-term cotract of less tha oe term ad it becomes clear that the post will last for at least aother term, the you ca start iductio. You will eed to agree with the headteacher the poit from which your iductio will start. You caot backdate the start of your iductio. If you start a short-term cotract of less tha oe term ad your cotract is exteded to oe term or beyod, you will oly be able to start your iductio if the cotract will last for at least oe term from the poit whe the extesio is made. Part-time cotracts You ca udertake iductio o a part-time cotract ad work o a supply basis for the remaider of the week. Depedig o the ature of the supply positio, this may or may ot cout towards your iductio. If the supply post lasts for oe term or more ad ivolves regular teachig of the same class or classes, the it will cout towards iductio. I this istace, the school where you do supply will eed to liaise with the school where you work part time to esure that you receive a cosistet ad coheret iductio programme. If the supply positio lasts for less tha oe term ad/or does ot ivolve regular teachig of the same class or classes, the it will ot cout towards your iductio. A ewly qualified teacher ca cotiue to udertake iductio ad a cocurret short-term supply post after the five-year limit has expired. However, the short-term supply post will ot cout towards iductio. Takig a break from iductio You ca take a break durig your iductio. If you take a break, you caot teach i maitaied schools or omaitaied special schools because you are required to cotiue with your iductio if you work i a school where iductio is available. You ca udertake short-term supply teachig durig a break as log as the supply post does ot meet the requiremets for iductio (i.e. the post lasts for less tha oe term, or ivolves day-to-day cover) ad the five-year rule for supply teachig has ot expired. If you take a break i your iductio, there is o loger a restrictio o whe the iductio period has to be completed. 14

15 How iductio works Materity leave durig iductio If you take a break i your iductio that icludes statutory materity leave, the you have the choice of whether or ot you wat to exted your iductio period. The choice of whether or ot you wat to exted the iductio period rests with you, ot the employer. If you do decide that you wat to exted the iductio period for the period of your materity leave, the you eed to apply to the appropriate body who must accept your request for a extesio. If you decide that you do ot wat to apply for a extesio to your iductio period, the you will be assessed o the same basis as ay other ewly qualified teacher. Your fial assessmet should ot be made util you have retured to work ad have had the opportuity to decide whether or ot you wish to apply for a extesio. If you wat to apply for a extesio, the you ca do so. If you do apply for a extesio, the extesio must be grated. If you decide that you do ot wat a extesio, the you have a right to be assessed o the same basis as ay other ewly qualified teacher. 15

16 Iductio placemets Iductio ca be served i: state-maitaied schools; maitaied or o-maitaied ursery schools, a ursery school that forms part of a maitaied school, a local-authority-maitaied childre s cetre ad pupil referral uits (PRUs); academies, free schools ad city techology colleges; idepedet schools, idepedet ursery schools; all further educatio (FE) istitutios, icludig sixth-form colleges, as log as o more tha 10% of the ewly qualified teacher s teachig time i the FE istitutio is with classes that predomiately cosist of pupils of 19 years of age ad older, or as log as the istitutio has ot received a iadequate Ofsted ispectio ad ewly qualified teachers sped at least te days teachig childre of compulsory school age; British schools overseas, which are ispected by a Departmet for Educatio (DfE)-approved ispectorate agaist the British Schools Overseas Stadards, ad which are members of a DfE-accredited associatio; a school or FE istitutio i Wales i which a iductio period may be served uder Welsh regulatios. Iductio caot be udertake i: secure traiig cetres; a maitaied school requirig special measures, other tha where Ofsted has judged a school or part of the school to be suitable to host iductio; a FE istitutio whereby after a Ofsted ispectio it is judged that the overall effectiveess of the istitutio or part of its educatio or traiig is iadequate, other tha if Ofsted has judged that the istitutio or part of the istitutio is suitable to host iductio; a FE istitutio that has received a Category 4 status for leadership ad maagemet; schools abroad, icludig British Schools Overseas, that have ot received a ispectio withi the last six years from a approved ispectorate, or have received a ispectio that was deemed usatisfactory i the stadards/categories, or are ot members of a accredited associatio. 16

17 Iductio placemets Posts suitable for iductio To be appropriate for iductio, a post eeds to eable ewly qualified teachers to meet, ad demostrate that they have met, the Teachers Stadards to a satisfactory level at the ed of the iductio period. The duties provided to ewly qualified teachers durig their iductio year should facilitate the fair ad effective assessmet of ewly qualified teachers coduct ad efficiecy i their teachig practice agaist the Teachers Stadards. Iductio posts should therefore iclude: a iductio tutor/metor that holds QTS; a reduced timetable to take ito accout iductio time; the provisio of additioal support where ecessary. This might apply if you, as a ewly qualified teacher, are the oly teacher of the subject i the school, or where the school is i special measures. If you are goig to eed additioal support, the the school ad the appropriate body should idetify ad secure this support before you start the post. I some istaces, circumstaces may chage oce you have started your iductio; for example, your iductio tutor/metor might leave or there may be other chages i the school s circumstaces. I such istaces, the headteacher has a resposibility to esure that you do ot suffer ay disadvatage as a result of the chaged circumstaces. The headteacher, alog with the appropriate body, is also resposible for esurig that: you cotiue to have the opportuity to meet, ad show that you are meetig, the Teachers Stadards; there is cotiuity of assessmet ad support; you receive ay additioal support that is eeded. 17

18 What to watch out for Allocatio of classes with demadig behavioural issues As a ewly qualified teacher you should ot be required to teach, o a day-today basis, classes with acute or especially demadig pupil idisciplie problems. If you are asked to teach such a class o a day-to-day basis, the you should raise your cocers with your iductio tutor/metor ad the NASUWT. The school should make arragemets for you to teach aother class. The Teachers Stadards require you to demostrate that you secure a stadard of behaviour that eables pupils to lear, ad that you pre-empt ad deal with iappropriate behaviour i the cotext of the school s behaviour policy. This meas that the school should be supportig you, as well as moitorig ad assessig your performace, agaist this part of the Teachers Stadards. You should expect the school to provide you with appropriate traiig, access to metors, opportuities to observe experieced colleagues maage difficult behaviour, ad opportuities to discuss strategies ad approaches to behaviour maagemet. Your iductio programme should also cover equal opportuities ad behaviour maagemet issues. You may eed to pay particular attetio to behaviour that is related to a pupil s disability ad to issues relatig to racial discrimiatio ad behaviour maagemet. Udertakig maagemet resposibilities There should be o expectatio that you will be give or accept maagemet resposibilities, ad your headteacher caot isist that you do so. Successful completio of the iductio year must be your priority ad this should ot be jeopardised by work or resposibility overload. There is othig to stop you from acceptig maagemet resposibilities if you choose to do so. The NASUWT does, however, advise agaist this. If you are offered such positios, ad this ca iclude beig asked to co-ordiate a subject area, you should cotact the NASUWT for advice. 18

19 Roles ad resposibilities The ewly qualified teacher As a ewly qualified teacher, you are resposible for esurig that you are familiar with the Teachers Stadards ad that you uderstad what they require you to do. You eed to play a active role i the iductio process; for example, you should have a ope discussio with your iductio tutor/metor about how to best use the reduced timetable allowace. The school should provide you with the ecessary traiig ad support to eable you to meet the stadards, ad you eed to esure that this is happeig. Idetify ad advise your iductio tutor/metor about areas where you would like further support. Ay issues ad cocers should be raised as soo as you idetify them. You should also esure that you receive all your rights ad etitlemets. You should keep a track of your professioal developmet through the iductio process, especially i relatio to the observatios ad meetigs with the iductio tutor/metor that have take place. You should also keep copies of all assessmet forms. The ewly qualified teacher also has a resposibility to cosult with the amed cotact withi the appropriate body if they are havig or aticipate havig difficulties with the iductio programme. Newly qualified teachers should also always keep the NASUWT up to date o ay difficulties experieced ad seek the Uio s advice ad support. Iductio tutor/metor Your iductio tutor/metor must hold QTS. It could be the headteacher i some circumstaces, but is ulikely to be. Schools idetify the staff they cosider the most appropriate. Your iductio tutor/metor should be fully aware of the requiremets of the iductio period ad should have the skills, expertise ad kowledge to work effectively i the role. Your iductio tutor/metor has day-to-day resposibility for moitorig, supportig ad assessig you durig your iductio. Your iductio tutor/metor will co-ordiate ad carry out observatios. Your iductio tutor/metor should esure that your iductio programme fulfils the requiremets of the Teachers Stadards, make sure that you kow about ad uderstad your roles ad resposibilities, ad iform you about the ature ad purpose of ay assessmets. 19

20 Roles ad resposibilities Headteacher Headteachers should esure that the iductio programme is i place ad that you receive your statutory rights ad etitlemets. If you are employed by a local authority, Heads of Service ofte udertake the fuctios allocated to headteachers i relatio to iductio where the employmet circumstaces of the ewly qualified teacher mea that this would be appropriate. The appropriate body For most maitaied schools, o-maitaied special schools, academies, free schools, FE ad sixth-form colleges, the appropriate body is the local authority withi which the school is situated. However, all settigs are able to select aother local authority, or a Teachig School that meets certai requiremets set out i the statutory guidace o iductio, as the appropriate body. Alteratively, all schools may omiate the Natioal Iductio Pael for Teachers (NIPT) as the appropriate body, while the Idepedet Schools Teacher Iductio Pael (ISTIP) ca also act i this role for academies, free schools ad other schools i the idepedet sector. The appropriate body is still resposible, with the headteacher, for your traiig ad supervisio. Takig accout of the headteacher s recommedatio, the appropriate body will decide whether you have met the Teachers Stadards. If you have a cocer about your iductio, ad the school caot, or will ot, resolve the issue, the you should cotact the appropriate body. You are, however, strogly advised to seek advice from the NASUWT before doig so. As a ewly qualified teacher you have sigificat rights, set out below, which are desiged to esure that you get the most from iductio. Kowig your rights, as well as your resposibilities, is essetial if your iductio period is to be productive ad give you a firm foudatio o which to build your future career. These rights are covered by the iductio regulatios ad apply regardless of your settig or your route ito teachig. Whether you traied at a iitial teacher traiig istitutio or o a graduate teacher programme or through Schools Direct, these rights apply. 20

21 Your rights ad etitlemets 1. The right to a 10% reductio i timetabled teachig time i recogitio of the additioal support ew teachers eed. The time ca be used for observig other teachers ad attedig traiig evets or ay other activity desiged to help you with your iductio programme. This iductio time allowace is i additio to the statutory miimum guarateed 10% PPA time to which teachers are etitled (see page 10). 2. The right ot to teach outside the age rage or subject for which you have bee traied. The purpose of iductio is to allow you to build upo the skills ad expertise you gaied durig your Iitial Teacher Traiig. This is ot possible if you are required to teach, o a regular basis, a age group or subject beyod the scope of your traiig. 3. The right to access ad experiece the plaig procedures used by other teachers. Iductio is desiged to help you become familiar with the day-to-day resposibilities ad demads placed o qualified teachers. Therefore, i plaig ad assessig the work of the pupils you teach, it is importat that you are give the opportuity to use the established policies ad procedures i place withi your school. There is o reaso or justificatio for schools to icrease your plaig ad assessmet workload simply because you are ewly qualified. 4. The right to a iductio tutor/metor. Your iductio tutor/metor should be a relatively seior ad experieced teacher who will have cosiderable cotact with you durig the course of your iductio. This is the colleague with whom you ca discuss your progress ad ay difficulties you are havig ad with whom you ca pla out the activities ad experieces you will eed i order to help you meet the Teachers Stadards. 5. The right ot to teach routiely classes or idividual childre with particularly or especially challegig disciplie problems. All teachers eed time to develop the skills required to maage behaviour appropriately. However, i allocatig groups of pupils for you to teach, your school must esure that you are ot expected to teach, o a routie basis, pupils or groups of pupils with particularly challegig behaviour or disciplie problems. 6. The right to teach the same class(es) o a regular basis. A essetial skill for a qualified teacher is the ability to establish a effective ad productive workig relatioship with groups of pupils. By teachig the same class(es) o a regular, timetabled basis, you will have the opportuity to cosolidate ad develop further these essetial skills. 21

22 Rights ad etitlemets 7. The right to receive regular feedback ad support o your progress. It is importat that you are aware of how well you are progressig durig your iductio period. To make sure you have the opportuity to reflect o your ow practice, ad idetify where you are makig good progress ad the areas you eed to focus o i order to help you to work towards the core stadards, you are etitled to three reviews a year, oe per term. Regular meetigs with your iductio tutor/metor are a essetial part of esurig a positive outcome to the review. 8. The right to a comprehesive programme of support durig your iductio period. To esure that you get the most from your iductio, you are etitled to a structured ad comprehesive programme of support devised i collaboratio with your iductio tutor/metor. The programme should, amog other thigs, idicate whe you will have opportuities to meet with your iductio tutor/metor to discuss your progress, a timetable of lesso observatios ad a guide to the rage of support activities that ca be made available to you to help you i your work towards the core stadards. 9. The right to receive early warig of ay perceived problems or difficulties with your progress. Judgemets formed by your iductio tutor/metor, your lie maager or your headteacher must be commuicated to you o a regular ad timely basis. As your iductio period progresses, you should be i o doubt as to the view of these key staff o your developig progress. Problems or difficulties are far more likely to be resolved if they are dealt with as early as possible. 10. The right to be treated as a professioal. As a teacher, you have a wide rage of professioal rights ad resposibilities. Key amog these is the right to have a active ivolvemet i your ow professioal developmet. This is just as importat durig your iductio as it is at ay other period of your career. Of course, you have a resposibility to take full accout of the advice you are give by experieced colleagues, but it is importat to remember that iductio is somethig doe with you ad ot to you. Your views ad opiios o your ow iductio period are very importat ad should always be respected ad cosidered seriously by the colleagues ivolved i supportig you durig your iductio. 22

23 The Teachers Stadards Pages provide a exact copy of the DfE Teachers Stadards. The Teachers Stadards 1 PREAMBLE Teachers make the educatio of their pupils their first cocer, ad are accoutable for achievig the highest possible stadards i work ad coduct. Teachers act with hoesty ad itegrity; have strog subject kowledge, keep their kowledge ad skills as teachers up-to-date ad are self-critical; forge positive professioal relatioships; ad work with parets i the best iterests of their pupils. PART ONE: TEACHING A teacher must: 1 Set high expectatios which ispire, motivate ad challege pupils establish a safe ad stimulatig eviromet for pupils, rooted i mutual respect set goals that stretch ad challege pupils of all backgrouds, abilities ad dispositios demostrate cosistetly the positive attitudes, values ad behaviour which are expected of pupils. 2 Promote good progress ad outcomes by pupils be accoutable for pupils attaimet, progress ad outcomes be aware of pupils capabilities ad their prior kowledge, ad pla teachig to build o these guide pupils to reflect o the progress they have made ad their emergig eeds demostrate kowledge ad uderstadig of how pupils lear ad how this impacts o teachig ecourage pupils to take a resposible ad coscietious attitude to their ow work ad study

24 The Teachers Stadards 3 Demostrate good subject ad curriculum kowledge have a secure kowledge of the relevat subject(s) ad curriculum areas, foster ad maitai pupils iterest i the subject, ad address misuderstadigs demostrate a critical uderstadig of developmets i the subject ad curriculum areas, ad promote the value of scholarship demostrate a uderstadig of ad take resposibility for promotig high stadards of literacy, articulacy ad the correct use of stadard Eglish, whatever the teacher s specialist subject if teachig early readig, demostrate a clear uderstadig of systematic sythetic phoics if teachig early mathematics, demostrate a clear uderstadig of appropriate teachig strategies. 4 Pla ad teach well structured lessos impart kowledge ad develop uderstadig through effective use of lesso time promote a love of learig ad childre s itellectual curiosity set homework ad pla other out-of-class activities to cosolidate ad exted the kowledge ad uderstadig pupils have acquired reflect systematically o the effectiveess of lessos ad approaches to teachig cotribute to the desig ad provisio of a egagig curriculum withi the relevat subject area(s). 5 Adapt teachig to respod to the stregths ad eeds of all pupils kow whe ad how to differetiate appropriately, usig approaches which eable pupils to be taught effectively have a secure uderstadig of how a rage of factors ca ihibit pupils ability to lear, ad how best to overcome these demostrate a awareess of the physical, social ad itellectual developmet of childre, ad kow how to adapt teachig to support pupils educatio at differet stages of developmet 24

25 The Teachers Stadards have a clear uderstadig of the eeds of all pupils, icludig those with special educatioal eeds; those of high ability; those with Eglish as a additioal laguage; those with disabilities; ad be able to use ad evaluate distictive teachig approaches to egage ad support them. 6 Make accurate ad productive use of assessmet kow ad uderstad how to assess the relevat subject ad curriculum areas, icludig statutory assessmet requiremets make use of formative ad summative assessmet to secure pupils progress use relevat data to moitor progress, set targets, ad pla subsequet lessos give pupils regular feedback, both orally ad through accurate markig, ad ecourage pupils to respod to the feedback. 7 Maage behaviour effectively to esure a good ad safe learig eviromet have clear rules ad routies for behaviour i classrooms, ad take resposibility for promotig good ad courteous behaviour both i classrooms ad aroud the school, i accordace with the school s behaviour policy have high expectatios of behaviour, ad establish a framework for disciplie with a rage of strategies, usig praise, sactios ad rewards cosistetly ad fairly maage classes effectively, usig approaches which are appropriate to pupils eeds i order to ivolve ad motivate them maitai good relatioships with pupils, exercise appropriate authority, ad act decisively whe ecessary. 8 Fulfil wider professioal resposibilities make a positive cotributio to the wider life ad ethos of the school develop effective professioal relatioships with colleagues, kowig how ad whe to draw o advice ad specialist support deploy support staff effectively 25

26 The Teachers Stadards take resposibility for improvig teachig through appropriate professioal developmet, respodig to advice ad feedback from colleagues commuicate effectively with parets with regard to pupils achievemets ad well-beig. PART TWO: PERSONAL AND PROFESSIONAL CONDUCT A teacher is expected to demostrate cosistetly high stadards of persoal ad professioal coduct. The followig statemets defie the behaviour ad attitudes which set the required stadard for coduct throughout a teacher s career. Teachers uphold public trust i the professio ad maitai high stadards of ethics ad behaviour, withi ad outside school, by: treatig pupils with digity, buildig relatioships rooted i mutual respect, ad at all times observig proper boudaries appropriate to a teacher s professioal positio havig regard for the eed to safeguard pupils well-beig, i accordace with statutory provisios showig tolerace of ad respect for the rights of others ot udermiig fudametal British values, icludig democracy, the rule of law, idividual liberty ad mutual respect, ad tolerace of those with differet faiths ad beliefs esurig that persoal beliefs are ot expressed i ways which exploit pupils vulerability or might lead them to break the law. Teachers must have proper ad professioal regard for the ethos, policies ad practices of the school i which they teach, ad maitai high stadards i their ow attedace ad puctuality. Teachers must have a uderstadig of, ad always act withi, the statutory frameworks which set out their professioal duties ad resposibilities. The Teachers Stadards may be foud o the DfE website: The NASUWT has produced separate advice for ewly qualified teachers o the Teachers Stadards. This ca be foud at 26

27 Notes 27

28 Notes Do t forget Your Rights ad Etitlemets o page 20 Check the Top Tips o page

29 Term oe Startig out: 1. Meet with your iductio tutor/metor ad idetify a formal schedule of meetigs ad the details of the processes the school follows (see page 35). Discuss whe your first formal assessmet meetig will take place (see page 37). 2. Familiarise yourself with the Teachers Stadards (a copy of the stadards ca be foud from page 23 of this plaer). 3. Have a discussio with your iductio tutor/metor about your stregths ad areas for developmet. 4. Esure you kow the arragemets for your moitorig ad assessmet. 5. Esure you have a staff hadbook, or equivalet, ad all appropriate school policies ad procedures. Poits to cosider Do you kow where to get hold of resources for the first few days of teachig? Do you kow who to tur to if you have a immediate problem? Iductio Checklist Have you thought about orgaisig a seatig pla for your class(es)? Have you developed strategies to deal with behaviour maagemet? Book your place o the Free NASUWT November Newly Qualified Teacher Semiar ow or 29

30 Term oe After two weeks 1. Meet with your iductio tutor/metor to discuss the focus ad timig of your first observatio. Poits to cosider Do ot expect perfectio at this stage: may thigs are ew to you ad you may feel uable to utilise some of the skills or methods you were usig at the ed of your last teachig practice. There should be a geuie dialogue about classroom observatio: o-oe should be tryig to trip you up. Have you established the parameters of the lesso observatio? Cosider how you ca play to your stregths. What has bee goig well so far ad why? Do ot forget that ext time will ot feel as dautig. If you are able to, develop a rapport with your iductio tutor/metor, the you will feel as if you are progressig together. Do ot be afraid to seek out people with experiece ad ask their advice. Experiece is importat i teachig. The most successful ewly qualified teachers draw o the experieces of other teachers to cotiue to move forward. Do ot forget that pupils/studets are iflueced by exteral evets outside of your cotrol. Sometimes you will fid that classes or groups do ot behave as you might have expected. Use the meetigs ad observatio logs o pages 50 ad 51 to keep a record of meetigs with your iductio tutor/metor ad classroom observatios. 30

31 Term oe By the ed of week four 1. You may have had a observatio by ow ad you should have received detailed feedback idetifyig your stregths ad the areas for developmet. Poits to cosider Have you received iformatio about your stregths as well as areas to be developed? Are there ay areas where you ca demostrate that you are clearly meetig the Teachers Stadards? What are the key areas that have bee idetified for future developmet? Cosider how you ca set realistic targets. Have you idetified who to tur to for advice if you eed help o ay of the followig? behaviour issues; special educatioal eeds (SEN); lesso plaig; advice ad support about your subject or a particular curriculum area; workig coditios ad pay. 31

32 Term oe The ed of the first half term 1. Review feedback of geeral progress with your iductio tutor/metor. 2. Arrage a meetig with the special educatioal eeds co-ordiator (SENCO). Poits to cosider What have you leared i the last half term? How do you feel ow, compared to those first days? Are there ay areas where you ca demostrate that you have met the Teachers Stadards? Cosider a lesso that wet well ad oe that wet less well. What were the key similarities ad differeces? Have you established which of your pupils are o the SEN register? Are you clear about their Idividual Educatio Pla targets? 32

33 Term oe The begiig of the ext half term 1. Cosider detailed targets for the followig half term. 2. Agree a focus for classroom observatio. 3. Ask ad arrage to observe a more experieced teacher. 4. Esure you have agreed a date for the first formal assessmet meetig towards the ed of term. Poits to cosider How have you developed as a teacher over the past half term? What would you wish to improve upo? How could your classroom observatio be used to allow you to demostrate improvemet? Whe observig a more experieced teacher, cosider what makes this teacher successful. Do they use ay particular techiques, practices or methods for motivatig that would be useful i your teachig? Whe discussig the lesso with this teacher, take care to esure that you are positive, eve if you believe that you could have hadled certai aspects better! 33

34 Term oe The ed of the first term 1. You should have had a formal assessmet meetig. This assessmet will be carried out by either the headteacher or the iductio tutor/metor. Withi this meetig, your iductio tutor/metor will have completed the first formal assessmet report. May local authorities use their ow assessmet forms i order to help structure the iductio process for idividual ew teachers. The NASUWT would ecourage all ew teachers to familiarise themselves with the assessmet forms that are used withi their school at a early stage of the iductio process. 2. You should have bee give detailed feedback o your latest classroom observatio. 3. You should be aware of your curret progress ad whether you are likely to meet the Teachers Stadards. 4. You should have targets set for the ext term. Poits to cosider Have you ay more evidece that you are meetig the Teachers Stadards? Do you kow how much progress you have made? Does this match with the discussio ad developmet pla you had with your iductio tutor/metor at the start of the academic year? Does your developmet pla eed to be altered to accout for your experieces so far? Were the targets set at the begiig of term realistic ad achievable? If ot, what ca you do to esure that the targets set ow take accout of this? 34

35 Term oe Meetig with your iductio tutor/metor To eable you to complete successfully your iductio period, it is importat that you have regular feedback o your progress ad areas of further developmet. You should be provided with a schedule of meetigs from your iductio tutor/metor. The headteacher will idetify who your iductio tutor/metor will be. The iductio tutor/metor has a obligatio to meet with you o a regular basis to provide support withi a coachig ad metorig capacity ad give you feedback o your performace ad progress. If your iductio tutor/metor does ot meet with you, you should raise this with them. You should speak to the headteacher if this situatio is ot resolved sice they are resposible for esurig that you are receivig appropriate traiig ad support. If this does ot result i satisfactory chages beig made, the you should cotact the NASUWT immediately for advice ad support. You should have regular meetigs with your iductio tutor/metor, although how ofte these meetigs take place will be decided withi the idividual school. The NASUWT suggests that every 6-8 weeks is a appropriate timeframe to review your progress ad, if ecessary, revise your iductio objectives. You may feel that it would beefit you to meet more or less regularly ad you should raise this with your iductio tutor/metor i the first istace. It would also be advisable to esure that a writte record is made after every review meetig. If it is ot the school s policy to make a writte record of all meetigs betwee a ewly qualified teacher ad iductio tutor/metor, the the ewly qualified teacher should make their ow otes of the discussios that have take place ad ay agreed objectives ad targets. Reports should iclude progress towards objectives, steps take to help you meet objectives, ad revisio of ay objectives followig observatios ad discussios at the meetig. You should receive a copy of each report. You should ot be afraid to add your ow commets if you do ot believe the report accurately reflects the positio. 35

36 Term oe Why observatios are importat Observatios of ewly qualified teachers teachig practice durig the iductio period, if utilised correctly by your employer, ca be a effective aid to ewly qualified teachers developmet ad progress towards meetig the Teachers Stadards. The DfE states that ew teachers should be observed at regular itervals ad that such observatios will help with the effective assessmet of ew teachers teachig practice. Before the observatio The objectives of each observatio should be agreed betwee the ew teacher ad the iductio tutor/metor prior to the observatio takig place. Each observatio should highlight your stregths ad areas for further developmet withi the Teachers Stadards. If your first observatio is ot followig this path, you should arrage a discussio with your iductio tutor/metor. Most problems ca be iroed out iformally. However, if a problem persists, you may wat to discuss the matter with your headteacher. You should also keep otes of ay discussios. Whilst the DfE states that observatios of ew teachers ca be udertake by the iductio tutor or aother suitable perso holdig QTS, the NASUWT cosiders the iductio tutor ad/or teachig staff with appropriate seiority to be the appropriate people to be udertakig ewly qualified teacher observatios. If the perso udertakig the observatio is to differ from what would ormally be expected, this should be discussed betwee the ew teacher ad iductio tutor prior to the observatio, ad the priciples of why a differet perso is udertakig the observatio should be agreed upo. If ew teachers have cocers about the rage of people observig their practice ad these cocers caot be resolved i the school, they should cotact the NASUWT as soo as possible. After the observatio The NASUWT adheres to the priciple that a ew teacher s teachig practice should be observed at itervals throughout the iductio period. 36

37 Term oe Although there is o specificatio regardig how ofte observatios should take place, the NASUWT suggests that, i geeral, three observatios a term would be adequate withi the iductio period. If, however, ew teachers believe they are beig over-observed, they should talk to their iductio tutor/metor i the first istace. If the issue persists, cosider havig a coversatio with the headteacher. I these circumstaces, ew teachers should always keep the NASUWT iformed ad updated so the Uio ca advise ad support. The NASUWT is clear that over-observatios of ew teachers is couterproductive ad will ot aid the developmetal process iductio is iteded to be. Additioally, if observatios of teachig practice are to be beeficial to the developmet of ew teachers, the objectives of observatios should be agreed i advace ad every observatio should be followed by a discussio ad feedback to aalyse the lessos observed. The esuig discussio ad writte ad local feedback should be positive ad costructive ad should poit out what ew teachers are doig well, as well as areas which eed to be developed. A brief writte record should be made after every observatio. This should cover the agreed developmet objectives, idicate where further developmet is eeded ad where objectives should be revised i light of the observatio. If the school does ot have a formal process for recordig discussio post-observatio, ew teachers should make sure they keep their ow records. The NASUWT s Iductio Plaer is a essetial resource to assist with such record keepig. Assessmet The first formal assessmet report should be completed towards the ed of the first term. This may happe i formal meetigs towards the ed of each term. The purpose of the assessmet report is to idicate whether the ewly qualified teacher is makig satisfactory progress towards meetig the Teachers Stadards. All formal assessmet reports should be based upo evidece that has systematically bee gathered durig the term ad of which you should be fully aware. 37

38 Term oe Newly qualified teachers should make sure that they make cotributios towards the completio of all formal assessmet reports. If you are ecouterig problems with your iductio, the it is particularly importat that you esure that these problems are take ito cosideratio whe the form is beig completed, because the form may be used as evidece if you wat to challege a decisio at a later stage about, for example, failig or extedig your iductio. A secod formal assessmet report will be completed by the headteacher or iductio tutor/metor towards the ed of the secod term. A fial assessmet report will be completed at the ed of the iductio period ad will form the basis of the recommedatio to the appropriate body as to whether the ewly qualified teacher has met the relevat stadards expected. Relatioship with your iductio tutor/metor The relatioship betwee you ad your iductio tutor/metor is a professioal oe ad you should be able to get objective ad appropriate support eve if you have differeces of opiio. However, if your relatioship with them is havig a impact o your ability to demostrate that you are meetig the Teachers Stadards, the it is vital that steps are take to address the situatio. You should discuss the issue with the NASUWT. It may be appropriate to raise your cocers with your iductio tutor/metor, or it may be more appropriate to take up the cocers with the headteacher. Whatever you do, it is vital that you take actio as soo as ay problems become apparet. Remember that your ability to complete successfully iductio may deped o you takig actio at this stage. Observig a more experieced teacher or visitig a differet educatioal cotext All ewly qualified teachers durig iductio are etitled to udertake this kid of activity ad to use their iductio time for this purpose. If you are refused time, you eed to raise the issue with your iductio tutor/metor i the first istace. If you still have problems, cotact the NASUWT. Failure to provide feedback o formal assessmets If you are ot havig observatios with feedback, ad regular progress meetigs with your iductio tutor/metor, you should be raisig your cocers urgetly. You should iitially try to deal with your cocers with your iductio tutor/metor, but if this does ot help, you should try to talk to your headteacher. If o progress is made, you should seek advice from the NASUWT. You should also make a log or diary of times whe your rights withi 38

39 Term oe the iductio programme have ot bee met. All issues should be relayed to the NASUWT so that it ca attempt to deal with matters iformally ad also so that it is aware of the situatio i case these issues cotiue i the future. It is importat to remember that if the situatio is allowed to cotiue without beig challeged, it may seriously affect your ability to complete iductio successfully. Dissatisfactio with your iductio programme If you have cocers about ay aspect of your iductio programme, e.g. you are ot gettig time for iductio activities, you are ot beig observed, you caot get meetigs with your iductio tutor/metor, you are beig asked to teach classes of pupils with severe behavioural problems ad you are ot receivig ay additioal support, your iductio tutor/metor is ot makig objective judgemets about your performace, or your iductio programme does ot iclude moitorig, assessmet or support i areas that are specified i the Teachers Stadards, the you should take immediate actio. If you do ot act, the you may fid that a problem escalates or that it becomes more difficult to address. Remember that failig to address a problem could ultimately affect your chaces of passig iductio ad therefore adversely affect your future career as a teacher. The precise actio that you eed to take will deped o the problem, but, as a geeral guide, you should raise ay cocers that you have with the NASUWT for advice o how to proceed. Depedig o the outcome of these discussios, you may the eed to speak to your iductio tutor/metor or headteacher. If you caot speak to your iductio tutor/metor or the headteacher, or if you have spoke to them ad they have ot take appropriate actio, the you may eed to cosider usig the school s iteral formal procedures for raisig professioal cocers. You should seek advice ad support from the NASUWT before doig this. Make sure that you keep a writte record of ay cocers that you may have as they arise. It may also be appropriate to raise your cocers at the meetig that focuses o your first or subsequet formal assessmet reports ad to request that the cocers are oted. This will provide a formal record that could be refereced at a later stage. 39

40 Term two At the start of the term 1. Everythig is goig well ad you have had your formal assessmet meetig. 2. The focus for classroom observatio has bee agreed. 3. Targets for the half term have bee set. 4. You have self-reviewed agaist the Teachers Stadards. Poits to cosider How ca you esure that you meet the targets set at the ed of last term? What obstacles stad i your way? What ca you do to remove these obstacles? Who ca you tur to for advice ad guidace? Whe observig a more experieced teacher, cosider focusig o aspects of the lesso such as startig the lesso ad plearies, or how the teacher uses a variety of differet techiques to hold their pupils attetio. What are the similarities with ad differeces from your ow teachig styles? If you feel more cofidet with your iductio tutor/metor ad have developed a rapport, cosider usig the classroom observatio this half term to experimet with ew ideas. What might these be? Book your place o the Free NASUWT July, August or November Newly Qualified Teacher Semiars ow or 40

41 Term two Half term You should have: 1. bee give detailed feedback o your latest classroom observatio; 2. agreed a focus for classroom observatio for the ext half term; 3. discussed targets for the ext half of the term; 4. self-reviewed agaist the Teachers Stadards; 5. arraged to observe a more experieced teacher. Poits to cosider How close are you to meetig the developmetal targets agreed with your iductio tutor/metor for this term? As you reach the halfway mark of your iductio year, reflect o the highs ad lows of the year so far. What are these? How ca you esure that your observatio takes accout of the additioal targets you should fulfil i order to start meetig the requiremets that will be detailed i the secod formal assessmet report? If you have ot doe so already, why ot arrage to observe a lesso delivered by a teacher i a completely differet subject or year group to your ow. Ivestigate whether it may be possible to observe teachig i aother school. What might be most useful? Are there ay professioal developmet opportuities that you feel are ecessary? 41

42 Term two By the ed of term two 1. You should have had a secod formal assessmet meetig. This assessmet will be carried out by either the headteacher or the iductio tutor/metor. Withi this meetig your iductio tutor/metor will have completed a secod formal assessmet report. The completio of assessmet forms at appropriate times throughout the iductio process is importat: this is supposed to be a dual process, ot somethig that is doe to ewly qualified teachers. Therefore, it is vitally importat that ewly qualified teachers have time to cosider the commets made about their developmet by those withi the school ivolved i their iductio year. Newly qualified teachers must have the opportuity to make writte commets about how they feel their iductio is progressig. It is also importat that these commets are recorded, as it is useful for ewly qualified teachers to have evidece of the discussios that have bee held. If the school is ot formally recordig the outcomes of discussios withi assessmet meetigs, this should be reviewed with the iductio tutor/metor ad, if ecessary, raised it with the NASUWT. 2. You will have bee give detailed feedback o your latest classroom observatio. 3. You should be aware of your curret progress ad whether you are likely to be able to demostrate your ability to meet the Teachers Stadards over a sustaied period i your curret ad future teachig practice. Poits to cosider Are you o course to meet the Teachers Stadards? What ca you do to meet them? Do you kow how much progress you have made? What more do you eed to do? Were the targets you set at the begiig of the term realistic ad achievable? If ot, what ca you do to esure that the targets that you set ow take accout of this? 42

43 Term two Make sure assessmet ad observatios meet the Teachers Stadards required to pass iductio The crucial poit is to make sure that you do ot leave ay issues you have util too late. Your iductio tutor/metor should be workig with you to establish achievable targets to meet the objectives, arragig a programme of support ad advice as appropriate. If problems are arisig, it is importat to discer the reasos why this may be. If the problems are liked to behaviour maagemet, for example, remember that as a ewly qualified teacher you should ot be required to teach, o a day-to-day basis, classes with acute or especially demadig disciplie problems. Make sure you discuss ay problems of this ature with your iductio tutor/metor. No problems should be raised with you for the first time at this stage of the process. If they are, you eed to cotact the NASUWT urgetly. You should also keep otes of times whe your rights as a ewly qualified teacher relatig to iductio have ot bee upheld ad what actio you took to try to secure them. By this stage, there should be o problems with the structure of your iductio programme. If there are still problems, these are ow extremely urget ad may affect your ability to pass your iductio. The NASUWT should be cotacted to support you. Is everythig progressig well? If you feel that your progress is ot satisfactory or if you have bee advised of this by the school, the you should cotact the NASUWT. Itervetio as early as possible is likely to be much more effective tha leavig it util later, whe there is less time for the school to offer you more support. If you are ot makig satisfactory progress, early actio must be take to help make the ecessary improvemets. This should happe as soo as possible ad should be doe i cosultatio with you. It should ot be delayed util after a formal assessmet meetig. Where you are deemed to be at risk of failig the iductio period, the headteacher (or a third party if the headteacher is the iductio tutor/metor) should observe your teachig ad also review all available evidece. You should be give clear oral ad writte iformatio about what the cocers are ad how you will be supported to address them. 43

44 Term three At the start of the term 1. Agree a focus for classroom observatio. 2. Discuss targets for the half term. 3. Self-review agaist the Teachers Stadards. 4. Arrage to observe a more experieced teacher. Poits to cosider What are your remaiig targets for this term ad what ca you do to be certai that they will be met? Are there ay Teachers Stadards that you feel you may ot be able to meet without further help? Have you idetified who will be able to help? Whe agreeig a focus for the classroom observatio, try to esure that you showcase how much you have leared this year. How might you do this? If possible ad appropriate, ivestigate the possibility of becomig ivolved i moderatig assessmets that other teachers have made. This could ivolve swappig exercise books/assessmet papers with a teacher who would be able to discuss these issues with you. You may wish to cosider observig a recetly qualified teacher ad, if practicable, arragig a reciprocal observatio programme to facilitate professioal dialogue about pedagogical methodologies. Who might be appropriate? This should be mutually beeficial, so do ot be afraid to ask! 44

45 Term three By half term 1. You should have bee give detailed feedback o your latest classroom observatio. 2. The feedback should have led to revisio ad developmet of the fial targets for the last half term of your iductio period. 3. A focus for classroom observatio to showcase your skills should have bee agreed. 4. Targets for the ext half of the term should have bee discussed. 5. You should have self-reviewed agaist the Teachers Stadards. Esure that there is focus o meetig ay remaiig stadards. 6. You should have arraged to observe a more experieced teacher. Poits to cosider Have you got the evidece you eed for the fial assessmet? This is where your records of your developmet through teacher traiig will be particularly valuable. The use of these records, alog with other records that should be completed by the ewly qualified teacher ad those ivolved i the iductio process from withi the school throughout the iductio programme, should accurately highlight the progress that ewly qualified teachers have bee makig towards meetig the Teachers Stadards. If o formal records have bee kept, ewly qualified teachers should raise this with their iductio tutor/metor ad possibly the headteacher. If ewly qualified teachers cocers persist, these should be raised with the NASUWT as soo as possible. What are the fial poits you eed to focus o i order to pass your iductio? What are your stregths as a teacher, ow that you have almost completed your first year? What wet less well this year? Ca you idetify why? 45

46 Term three What are your goals/priorities for ext year ad for the medium term? For example: Would you like to focus o differet year groups or ew subject/topic areas? Are you iterested i developig your repertoire/portfolio i readiess for a career move/promotio? Who ca you talk to withi the school to achieve these aims? 46

47 Term three By the ed of the fial term 1. You will have bee give detailed feedback o your latest classroom observatio. 2. You should have had a fial formal assessmet meetig. This assessmet will be carried out by either the headteacher or the iductio tutor/metor. This meetig will form the basis of the headteacher s recommedatio to the appropriate body as to whether the ewly qualified teacher o completio of iductio will have met the stadards expected i order to pass iductio. Poits to cosider Make sure that you give yourself the opportuity to reflect o your achievemets this year. May teachers believe that this year is the hardest. Discuss your priorities ad goals for the ext year with your iductio tutor/metor. Make sure you obtai a timetable for ext year. Familiarise yourself with the appraisal/performace maagemet arragemets i your particular school. After completig your iductio successfully, i the followig year, you will follow the appraisal/performace maagemet arragemets for all teachers. For more iformatio, go to 47

48 Term three The ed of the iductio period At the ed of iductio period, the headteacher or iductio tutor/metor will complete the fial assessmet report. Newly qualified teachers should esure that they add their ow commets to this report. It must be siged by the headteacher, iductio tutor/metor ad ewly qualified teacher. The ewly qualified teacher should receive a copy of the siged form ad the origial should be set to the appropriate body withi te workig days of the fial assessmet meetig. The appropriate body must the make its decisio withi 20 workig days of receivig the recommedatio. The appropriate body may decide that you have passed your iductio, that you have failed your iductio, or that your period of iductio should be exteded. Withi three days of makig its decisio, the appropriate body should write to you, the headteacher ad your employer. Extedig the iductio programme Your iductio period may be exteded. There are two mai reasos for gratig a extesio: abseces durig the iductio programme ad exceptioal circumstaces. Abseces durig iductio You ca apply for a extesio if you are abset from work, for example through sickess (ot materity leave), for 30 school days or more durig the iductio period. I this istace, the iductio period would be exteded by the aggregate total of all the abseces. You ca apply for a extesio if you have bee o materity leave durig your iductio period. You are ot obliged to apply for a extesio, but if you do, the appropriate body must agree to your request. Extesio of iductio because of exceptioal circumstaces You ca be grated a extesio if the appropriate body decides that there have bee exceptioal circumstaces that have preveted you from satisfactorily completig your iductio period ad that a suitable extesio period is likely to eable you to meet all the Teachers Stadards. 48

49 Term three Failig iductio If a ewly qualified teacher fails iductio or has their iductio exteded by the appropriate body, the appropriate body must advise the ewly qualified teacher of their right to appeal, icludig who to appeal to ad the appropriate time limits. The appeals body is the Natioal College for Teachig ad Leadership (NCTL), which acts o behalf of the Secretary of State for Educatio. If a ewly qualified teacher appeals, the employer may still decide to dismiss the ewly qualified teacher, although they may cotiue to employ the ewly qualified teacher, pedig the outcome of the appeal. If they cotiue to employ the ewly qualified teacher, it may be o more restricted duties. If a ewly qualified teacher decides to appeal agaist the decisio of the appropriate body, they have to do so withi 20 workig days, begiig with the day o which they received the otice of their iductio. If a ewly qualified teacher is still employed withi a teachig role o the date whe the appeal is made, the appeal should cotai: the ame ad cotact details of the ewly qualified teacher makig the appeal; the ame ad cotact details of the istitutio at which the ewly qualified teacher was employed whe completig iductio; the ame ad cotact details of the curret employer; the ame ad cotact details of ay perso represetig the ewly qualified teacher withi the appeal process; the grouds o which the appeal is beig made; a statemet as to whether the ewly qualified teacher requests a oral hearig; the ewly qualified teacher s sigature; a copy of the writte otice from the appropriate body with regard to the ewly qualified teacher s iductio period, ay reasos give by all respodets i support of the otice give by the appropriate body, ad ay other iformatio o which the ewly qualified teacher is relyig o for the purposes of their appeal. If a ewly qualified teacher is told that they may fail the iductio period, they should cotact the NASUWT as a matter of urgecy. Newly qualified teachers should ot leave makig cotact util decisios have bee made. If a ewly qualified teacher is give otice from the appropriate body that they have failed their iductio or require a extesio ad they wish to appeal, cotact the NASUWT immediately. 49

50 Meetigs log Record the dates, times ad purpose of meetigs relatig to your iductio. Date Time Who with Purpose 50

51 Observatios log Date Time Group/ Class Observer Observer s judgemet Your view 51

52 Notes 52

53 Top tips Plaig Plaig is a critical professioal resposibility for all teachers. All teachers eed to pla for the learig eeds of pupils by idetifyig the key skills, kowledge ad uderstadig that their pupils eed to develop. However, spedig excessive amouts of time writig log, detailed plas does ot lead to better learig outcomes for pupils ad ca have a detrimetal effect o teachers workload. It is importat to recogise that there is o atioally prescribed approach to plaig. I terms of ispectio requiremets, Ofsted s Framework for School Ispectio (available from makes clear that ispectors will look to assess pupils achievemet ad the extet to which they ejoy their learig. Ispectors do ot ispect plaig ad Ofsted makes o stipulatio about the way i which plaig should be udertake or recorded. Additioally, the Departmet for Educatio (DfE) recetly edorsed the fidigs of the Idepedet Workig Group o plaig. New teachers ca see the report o the DfE s website at publicatios/reducig-teacher-workload-plaig-ad-resources-groupreport. While the fidigs of the Group do ot address all of the NASUWT s cocers about plaig practice i may schools, they represet actio that schools ca, ad should, take to establish fit-for-purpose plaig systems. To esure that the fidigs are implemeted, the NASUWT has updated its actio short of strike actio istructio o markig. Members workig to this actio istructio will be i a positio to alleviate the burdesome ad ieffectual markig policies withi schools. New teachers ca view the updated actio istructio olie at To esure that your plaig is effective ad does ot place udue ad uecessary workload burdes o you, you should: use your school s existig plaig arragemets for your log, medium ad short-term plaig, as you do ot eed to use specifically desiged plaig templates simply because you are a ewly qualified teacher; where possible, avoid startig your plaig from scratch by makig use of existig plas, which you ca adapt to meet the eeds of the class or group you teach; recogise that your plas are primarily for your ow purposes ad for supportig dialogue ad discussio with other professioals; Top tips ad Cotacts 53

54 Top tips Plaig esure that the time you sped plaig is focused o plaig activities that will have a direct impact o teachig ad learig; wherever possible, look to pla i collaboratio with other colleagues so that you ca share professioal expertise ad reduce uecessary duplicatio of effort betwee you; make effective use of ICT i order to share plas ad adapt existig material. Most schools have policies o lesso plaig. If you feel that the plaig requiremets i your school are excessive, you should seek advice from your iductio tutor/metor ad from the NASUWT. 54

55 Top tips Your teachig practice Why observatios are importat Observatios of ewly qualified teachers teachig practice durig the iductio period, if utilised correctly by your employer, ca be a effective aid to ewly qualified teachers developmet ad progress towards meetig the Teachers Stadards. The Departmet for Educatio (DfE) states that ew teachers should be observed at regular itervals ad that such observatios will help with the effective assessmet of ew teachers teachig practice. Before the observatio The objectives of each observatio should be agreed betwee the ew teacher ad the iductio tutor/metor prior to the observatio takig place. Each observatio should highlight your stregths ad areas for further developmet withi the Teachers Stadards. If your first observatio is ot followig this path, you should arrage a discussio with your iductio tutor/metor. Most problems ca be iroed out iformally. However, if a problem persists, you may wat to discuss the matter with your headteacher. You should also keep otes of ay discussios. The NCTL states that observatios of ew teachers ca be udertake by the iductio tutor or aother suitable perso holdig Qualified Teacher Status (QTS). If the perso udertakig the observatio is to differ from what would ormally be expected, this should be discussed betwee the ew teacher ad iductio tutor prior to the observatio, ad the priciples of why a differet perso is udertakig the observatio should be agreed upo. If ew teachers have cocers about the rage of people observig their practice ad these cocers caot be resolved i the school, they should cotact the NASUWT as soo as possible. After the observatio Although there is o specificatio regardig how ofte observatios should take place, the NASUWT suggests that, i geeral, oe observatio a half term would be adequate but oly withi the iductio period. If, however, ew teachers believe they are beig over-observed, they should talk to their iductio tutor/metor i the first istace. 55

56 Top tips Your teachig practice I these circumstaces, ew teachers should always keep the NASUWT iformed ad updated so the Uio ca advise ad support. Observatio of teachig practice The NASUWT is clear that over-observatios of ew teachers are couterproductive ad will ot aid the developmetal process that iductio is iteded to be. Additioally, if observatios of teachig practice are to be beeficial to the developmet of ew teachers, the objectives of observatios should be agreed i advace ad every observatio should be followed by a discussio ad feedback to aalyse the lessos observed. The esuig discussio ad writte ad local feedback should be positive ad costructive ad should poit out what ew teachers are doig well, as well as areas which eed to be developed. A brief writte record should be made after every observatio. This should cover the agreed developmet objectives ad idicate where further developmet is eeded ad where objectives should be revised i light of the observatio. If the school does ot have a formal process for recordig discussio post-observatio, ew teachers should make sure they keep their ow records. The NASUWT s Iductio Plaer is a essetial resource to assist with such record keepig. 56

57 Top tips Assessmet Ogoig assessmet of pupils work is a itegral feature of effective teachig practice. Effective ad appropriate assessmet practices ivolve teachers beig give the scope to make appropriate use of their professioal judgemet to shape approaches to curriculum cotet ad assessmet to meet learig eeds. However, may school-level arragemets for formative assessmet or assessmet for learig are uecessarily bureaucratic ad time-cosumig. Assessmet udertake o this basis is of limited use to parets or pupils i idetifyig ad workig towards future learig goals, adds to teachers ad headteachers workload burdes ad distracts them from focusig o activities directly related to supportig pupils achievemet ad progress. The Govermet believes that schools are best placed to kow what works for them ad their idividual circumstaces ad does ot ited to prescribe or eforce ay particular approach to formative assessmet or to pupil trackig. However, the removal of Natioal Curriculum levels has created may assessmet challeges i schools. The NASUWT remais cocered by the uwieldy, burdesome ad educatioally questioable approaches to assessmet without levels. The Idepedet Teacher Workload Review Group report o data maagemet ad the report o the Commissio o Assessmet Without Levels made importat recommedatios about good assessmet practice that the NASUWT has icorporated ito its actio short of strike actio istructios. The Uio has also published a report, Assessmet Without Levels: Takig Stock, o the priciples that should guide the developmet of fit-for-purpose assessmet policies. All these materials ca be accessed o the NASUWT website at The NASUWT believes there are a umber of importat priciples that should be reflected i all forms of school-based assessmet. Try to make your assessmet practice as effective as possible by: familiarisig yourself with the expectatios i your school about assessmet, through discussio with your iductio tutor/metor ad by cosultig the school s assessmet policy; recogisig that it is ot possible or desirable to record every aspect of progress for every pupil for whom you are resposible; as far as possible, focusig your assessmet activities o targeted areas of pupils learig rather tha tryig to assess all aspects of progress ad achievemet at the same time; 57

58 Top tips Assessmet makig use of the work that is already i pupils exercise books, or otes of pupils spoke cotributios i class, without use of specific assessmet activities or portfolios of pupils work; ad egagig i professioal dialogue with colleagues about approaches to plaig ad ways that your plaig ca be made more effective ad streamlied. It may be the case, however, that the assessmet policy i your school is ieffective ad creates excessive burdes for you ad your colleagues. I these circumstaces, members should refer to the NASUWT s updated actio short of strike actio istructios ad guidace that specifically focus o markig ad assessmet, ad i particular the istructio to refuse to comply with markig ad assessmet policies that geerate excessive workload. Please refer to page 53 i regards to the cotext i which the NASUWT s actio istructio o markig has recetly bee updated. I some cases, schools claim that iappropriate markig, feedback ad assessmet practices are required by Ofsted ispectors. I its publicatio, Ofsted ispectios clarificatio for schools, Ofsted makes clear that it has o preferred approach i these areas ad that it does ot expect schools to use ay particular assessmet model. Ofsted also cofirms that it does ot expect to see ay specific frequecy, type or volume of markig or feedback or ay writte record of oral feedback provided by pupils to teachers. A copy of Ofsted ispectios clarificatio for schools ca be dowloaded at For more iformatio, go to 58

59 Top tips Behaviour maagemet Takig cotrol i your classroom All teachers ew to the professio worry about the misbehaviour of some childre ad youg people i schools. Teachers may worry that some of the pupils they teach may be out of cotrol ad that they will ot have the meas to brig them back ito lie. There are some simple rules that will help maitai disciplie ad order i the classroom, most of the time. 1. Set boudaries All childre ad youg people like order ad good disciplie; they kow where they stad ad they uderstad what is required of them. From the outset, you eed to tell them your expectatios of them ad also what they ca expect from you. Sped some time i the first meetig with them settig out your persoal behaviour policy. Develop a simple five-poit Code of Coduct that has bee egotiated with them. They will be much more likely to follow somethig they have had a had i developig rather tha oe that has bee imposed o them. This works for all ages up to ad icludig Year 11 studets. 2. Use positive laguage Tell pupils what you do wat them to do, ot what you do ot wat them to do! The message is, This is the way we behave i my classroom, ot This is what you must ot do. Log lists of what pupils should ot be doig are egative ad ecourage youg people to break rules. The message they get is that teachers are more cocered with poor behaviour tha with appropriate behaviour. The use of the word thaks! followig a istructio is much more powerful tha please. 3. Ecourage pupils whe they make mistakes We all make mistakes it is how we lear. Youg people are embarrassed if they get the aswer wrog; they thik they have to be perfect all the time. Fear of failig at learig is the major motivator for misbehaviour (Rudolf Dreikurs). Allow your pupils to lear together ad fid aswers to problems together. Two people gettig a aswer wrog, or ideed right, is better tha oe perso aloe gettig it wrog or right. 59

60 Top tips Behaviour maagemet 4. Be persistetly cosistet Tell your class(es) what your rewards ad sactios will be. Keep your sactios doable ad commesurate with rules that have bee flouted. Childre ad youg people recogise fairess ad prefer to be treated as the idividuals they are rather tha as just part of a difficult group. Reward appropriate behaviour regularly a smile, a stamp o their work, a word of ecouragemet, leadig, possibly, to postcards home, will recogise pupils efforts to be good learers ad will help them to kow how well they are doig. 5. Lear to be assertive Both your body laguage ad your verbal laguage eeds to show that you are assertive, either weak or aggressive. Sarcastic teachers do ot get the best learers; kid-but-firm teachers do. There is a big differece betwee egagig i bater with pupils you kow well ad puttig pupils dow. The latter is ever acceptable. Use a firm, clear toe of voice, rather tha a raised voice, as this ca become shoutig or, at worst, screechig. 6. Set routies Whe pupils kow ad uderstad what will happe i a variety of differet circumstaces, they are safe to lear ad free to get o with the process of learig. Good teachers create routies that allow for persistet cosistecy but ot routies that become staid lessos ca be excitig but still have that uderwritte set of boudaries. 7. Dealig with ager It is impossible to deal with a very agry perso adult or child whe they are i a temper. The best thig to do is to remai calm ad let the perso kow that you are goig to help them, whe they are ready, to resolve the problem. Try to keep cotrol of your ow emotios o matter what the other perso may be feelig. If possible, thak the rest of the group for gettig o with their work so that they do ot become embroiled i a difficult situatio but see that you have the situatio cotaied. 8. Use humour Remember your sese of humour ad recogise that of your pupils. It is hard to be agry or aggressive with someoe who makes you laugh. 60

61 Top tips Behaviour maagemet 9. Your classroom is like your home Whe you welcome people ito your home, you automatically make them feel welcome ad help them to uderstad the rules of your family. Do the same i your classroom. Keep it tidy but allow for the messiess of learig. Kow the differece betwee a excitig buzz of learig takig place ad irritatig chatter. Do ot make rules for rules sake. 10. Be happy There is othig more rewardig tha teachig some of our most troubled ad troublesome childre, especially oce we have broke through the reserve of their actig-out behaviour. Time ad the motivatio that you will be able to get through to them if you keep perseverig is the solutio. 61

62 Top tips Supply teachig May ewly qualified teachers udertake supply teachig, i some cases whilst lookig for a post suitable i which to complete iductio. It is importat that ewly qualified teachers are aware of the five-year time limit that they presetly have to complete iductio oce they start udertakig supply work. As a supply teacher, you may face specific challeges i your role, such as a frequet chage of workplace ad the differig procedures schools have i place. It is importat to remember that the terms ad coditios that supply teachers are subject to are likely to be affected by who employs the supply teacher. Some supply agecies are ru by offshore umbrella compaies who exploit loopholes i order to maximise profits by suppressig ad eglectig staff wages ad welfare, prioritisig profit over educatio. Choosig a reputable supply agecy ca mitigate the risks of beig exploited. Supply teachers workig directly for a local authority are employed uder the School Teachers Pay ad Coditios Documet atioal pay ad coditios framework for teachers. Schools employig supply teachers directly have the ability to set idividual terms ad coditios for the supply teachers they employ. If you are employed by a agecy, you are etitled to equal access to collective facilities ad ameities such as a staff room, childcare facilities, parkig ad use of catee/kitche facilities ad to receive iformatio o ay vacacies that arise. Oce you have bee workig for 12 weeks with the same employer (e.g. school, local authority or academy sposor), you should receive the same etitlemet to basic pay, terms ad coditios as the teachers directly employed at the school. Further iformatio is available o the NASUWT website at Supply teachers are ot etitled to joi the occupatioal scheme for materity, paterity, adoptio ad pesio rights ad the related pay etitlemets. However, they remai etitled to receive the statutory leave ad pay etitlemets for materity, paterity ad adoptio. Teachers will also be automatically erolled i a qualifyig workplace pesio scheme such as the Natioal Employmet Savigs Trust (NEST), although they are etitled to opt out. Further details are available at 62

63 Top tips Supply teachig Tips for supply teachers: Before takig up supply work: establish the rate of pay you will receive for a full day or half day; check whe you get paid (weekly, fortightly or mothly) ad how you will be paid; clarify the sick-pay, materity, paterity, adoptio ad pesio scheme etitlemets (these will largely deped o how you are employed as a supply teacher); esure that appropriate deductios will be made by the employer for atioal isurace ad tax. Supply teachers remai eligible to joi ay salary sacrifice schemes that the employer operates. Whe you start your supply work, request: a tour or a map of the school to help you fid classrooms, the staff room ad toilets; relevat policies such as the school s discipliary, grievace, pupil behaviour ad health ad safety policies; a timetable with timig of sessios, breaks ad luch periods; the emergecy cotacts ad telephoe umbers/procedures; details of registratio procedures, fire drills ad security arragemets; a amed perso to whom you ca go for advice ad support; iformatio o who has maagemet resposibility for you; details of traiig days or meetigs ad, if you are expected to atted, check you will be paid; iformatio about the pupils you are goig to teach (e.g. do ay have medical coditios or special educatioal eeds) ad ay relevat school plas, policies ad procedures. Remember: However short the placemet, ask the school for a referece or testimoial to put i your portfolio ad to support you i obtaiig aother job. As a supply teacher you have rights: i particular, you should ot be expected to teach or supervise lessos for which you do ot have relevat qualificatios or experiece. If a supply teacher feels that they have ot bee treated fairly the they are advised to cotact the NASUWT. The NASUWT offers specific support to supply teachers. This icludes semiars for supply teacher members. 63

64 Top tips Supply teachig Supply Advisor The NASUWT s Supply Advisor website allows supply teachers to rate the quality of supply agecies i the UK. A ew, idepedet website for teachers to fid ad review supply agecies. With SupplyAdvisor, you ca: l fid agecies i your area; l rate agecies ad write reviews; l read reviews from other supply teachers. SupplyAdvisor puttig you i cotrol Powered by NASUWT The Teachers Uio For further advice o supply teachig ad to dowload a free copy of the NASUWT Kow Your Rights leaflet for supply teachers, go to: 64

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