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IStip Training for NQTs

IStip Training for NQTs. 2013-2014. What does the induction year mean for you?. ‘ Within a statutory process, and against an agreed set of standards, it is the opportunity to establish, or develop an attitude of constructive reflection and autonomous self development .’.

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IStip Training for NQTs

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  1. IStip Training for NQTs 2013-2014

  2. What does the induction year mean for you? ‘Within a statutory process, and against an agreed set of standards, it is the opportunity to establish, or develop an attitude of constructive reflection and autonomous self development.’

  3. Statutory Guidance/Regulations • Only one chance to complete induction • Extensions only in extenuating circumstances • Shortened period • Your timetable should be whole classes/regularly taught & assessed • Mix of monitoring/support

  4. Your Role in the Process (statutory guidance 5.2) • RESPONSIBILITIES • use of 10% • active engagement • self evaluation; reflection • responsibilities for the process • confirm QTS • RIGHTS • 10% remission • an induction tutor • protection from unfair demands • a contract • information about unions • named contact at IStip

  5. Tutor/Mentor Role in the Process • Provide/co-ordinate guidance & effective personalised programme of support • Time • Training • Observe you • Review progress • Assess you • Take prompt action if you are in difficulty

  6. The Standards ( a quick recap) • 3 parts to them: • Intro • Pt I Teaching • Pt II Personal & professional conduct • 8 teaching Standards • Same as Standards for ITT; apply beyond induction • Context/Role specific

  7. Pt I: Teaching • Standards have to be met: • in your school (context) • in your role (job) • consistently • over time • with progression • Standards can never really be signed off as having been completed/met

  8. Part II: Personal & Professional Conduct • A series of statements defining the behaviour and attitudes which set the required standards for conduct You are responsible for considering: • implications and implementation of Part Two • your personal & professional conduct in this role and context • your contributions beyond teaching and discussing this with your Tutor/Mentor

  9. Capturing Evidence • What is it? • What is it for? • How much is enough? • How to obtain evidence and secure it? • WHO HOLDS IT & HOW?

  10. The pattern/process of the induction period • Each term/period of induction repeats • Each half term/period of induction repeats • Main components of the process: • 6 lesson observations (minimum) • 6 review meetings (one per half term/period) • Regular mentor meetings • 3 assessment meetings/forms • Lesson observations by you • Professional development targets • Use of the 10%

  11. The Action/Development Plan You are responsible for: • discussing priorities for development in the role/context is which you are operating • setting targets and recording them on ADP The ADP is a living/working document The ADP is regularly reviewed The ADP will replicate areas/objectives on your Assessment Form

  12. Getting the most from your regular meetings • What this is; what it isn’t • Best practice for induction year • Dos and donts

  13. Lesson Observations (and SEs) of you • plan • focus – related to induction/standards • the complete package • feedback

  14. Lesson Observations by you • focus – related to induction • rationale • process • linking to standards

  15. Identifying & Evaluating Progress: formal review meetings, twice per induction term/period • holistic review • practical issues • agenda • paperwork • security • difference between 2nd progress review and assessment • used in assessment

  16. Assessment • Takes place after the second review • The IT makes judgements as to how and how far you are making progress • Marries these judgements with (specific) evidence in drafting the Assessment Form

  17. Your Part of the Assessment Form The comment box should be seen as part of your self evaluation process. It is a opportunity for you to reflect on your achievement and progress, as well as areas where improvements still need to be made. The comment should: • make a statement about the progress you feel you are making; • give some evidence to endorse your belief; • give some examples of the impact your progress has had on the children you are teaching; • explain how the support you have received has helped you make progress; • indicate what further support would be welcome in the next period; • in the final assessment form, reflect on the whole induction period, and look forward to the next 2-3 years of teaching.

  18. IStip’s Role • Main Quality Assurance role in process • Ensure processes are carried out according to statutory guidance (we may visit you!) • Offer advice/support/training • Receive and validate the school’s judgement on an NQT • Provide NCTL with details of starters/leavers/extensions

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