NQT Mentor Briefing

1. NQT Mentor Briefing Claire Murray Wednesday 17th September 2014

2. Introduction • Number of NQTs • All information can be found at: • http://rbwm-education.rbwm.org.uk/Content/?documents • Role of the ‘appropriate body’

3. Role of the ‘appropriate body’ • Quality Assurance role within the induction process. • Is responsible for keeping a record for each NQT it has registered for induction. • Is responsible for notifying NCTL • If NQT leaves Head/School must inform the Borough. • Quality assure termly assessments • makes final decision as to whether an NQT’s performance against the standards is satisfactory.

4. Aims of Briefing Session • Explore the roles and responsibilities of the School and induction tutor in supporting Newly Qualified Teachers • Identify the skills of being a NQT mentor. • Become familiar with the teaching standards • Identify support and training offered by RBWM for NQT’s.

5. A NQT mentor is.. • A respected colleague skilled in facilitating and brokering supportive, yet challenging development. • Selected on the basis of appropriate knowledge of the needs and working context of the NQT • Knowledgeable about the culture and day-to day running of the school.

6. What’s next after QTS? • They have already proved that they have the qualities to be a caring, professional and committed teacher • Now need to consolidate in NQT year

7. Requirements of NQT year • A qualified teacher cannot be employed as a teacher* unless they have satisfactorily completed an induction period in accordance with the Regulations. • There is no set time for starting or completing an induction period. • NQTs can serve induction on a part time basis. • No more than 30 days absence • Only one chance

8. Requirements of NQT Year • An induction tutor • Not make unreasonable demands on NQT • Not normally teaching outside class or age range employed to teach in. • Not present the NQT, on a day to day basis, with discipline problems that are unreasonably demanding for the setting. • A reduced timetable – 10% NQT/ 10% PPA • 3 Assessment points December, March and July • 3 Assessment points December, March, July

9. The First Half Term • Meet NQT in first couple of weeks. Review their strengths and areas for development from ITT. • Provide key whole school policies, for example child protection, management of behaviour, health and safety • Set up individualised induction programme

10. Induction Programme • Formal lesson observations • - at least 6 observations • - first before half term • - agree dates and which lessons • to be carried out by mentor or another suitable person within the institution • targets set against standards • - - time for follow up discussions and regular review of progress

11. Induction Programme Continued • Enable the NQT to spend time with the SENCO to learn about SEN matters. • Time for NQT to observe other teachers in own institution or in another where effective practice has been identified.

12. The Standards • Consolidation of ITT standards • Build on QTS • 8 standards • Part 2 Personal and Professional Conduct

13. Writing assessment reports • Reports should show progress against specific standards • Brief details about progress –including - strengths - areas for further development even if progress is satisfactory - evidence - targets for the term - planned support (See proforma)

14. Assessments • Reports must be shared with NQTs • There is to be no surprises • Standards may not be met in first and second assessment but you would need to have clear action plan in place to show how to help NQT meet the standards • Inform ‘appropriate body’ about any concerns • If do not pass final assessment cannot teach

15. Assessment Dates • These are to be sent electronically only with signatures scanned in to: nqts@rbwm.gov.uk First assessment - 5th December Second assessment - 13th March Final assessment - 3rd July

16. Summary • Provide guidance and support including coaching for the NQT’s professional development • Carry out regular progress reviews • Undertake 3 formal assessment meetings • Inform NQT during the assessment meeting the judgements to be recorded and invite NQTs to add their comments • Ensure teaching is observed ,feedback provided • Ensure NQTs are aware of how, within and outside the institution, they can raise any concerns • Take prompt, appropriate action if an NQT appears to be having difficulties

17. The role of the NQT • Meet with induction tutor to discuss and agree priorities and keep these under review. • Raise any concerns with induction tutor as soon as practicable • Consult the ‘appropriate body’ at an early stage if there are any difficulties in resolving issues with their mentor • Retain copies of all assessment forms • Provide evidence of their progress against the standards

18. Collecting & use of evidence • In most cases it will not be necessary to collect large amounts of supporting evidence for the 8 Standards. • More helpful to select specific pieces of evidence that arise from day to day work & planning. • Identify & build on strengths – not just focus on areas for development • Evidence to support termly assessments

19. Collecting & use of evidence • Records of observations and professional review meetings • Self assessment by the NQT • Analysis of pupils’ work & assessment records – both formal & informal • Samples of planning & lesson evaluations • Liaison with colleagues, parents • Examples of standards that need more consolidation

20. Training • Training Programme • Funding • RBWM training follow on from School Direct • Karen Piper karen.piper@rbwm.gov.uk

21. Package • £300 basic – appropriate body work • £600 full – appropriate body work, 10 courses and mentor training • NQT Induction Wednesday 24th September Town Hall, Maidenhead Desborough Suite 4pm to 5.30pm

22. Government Priorities • Behaviour • Phonics • Early Mathematics • Behaviour • SEN • NQT survey • OFSTED

23. OFSTED Revised School Handbook • Para 81 Inspectors should meet with as many newly qualified teachers (NQTs) as possible. Inspectors must assess the effectiveness of the support and professional development put in place for NQTs and other teachers who are in the early stages of their careers, particularly in dealing with pupil behaviour. This must include the quality of mentoring, and what the school has done to support the their development in areas for improvement identified by initial teacher training providers.

24. Para 159 • In reaching their judgement on leadership and management, inspectors should consider the school’s use of performance management and effectiveness of strategies for improving teaching, including the extent to which the school takes account of the ‘Teachers’ Standards’. This is demonstrated through: the coherence and effectiveness of the programme of professional development, and the opportunities provided for promotion; particular attention should be given to the extent to which professional development is based on the identified needs of staff and the induction needs of NQTs and teachers at an early stage of their career, and the involvement and impact of school leaders

25. NQT Contacts • NQT CPD Booking: • Karen Piper/Elaine Norstrom 01626 796360 nqts@rbwm.gov.uk • NQT and school support / monitoring – Claire Murray 01628 – 796628

26. A named contact at the Local Authority – Carol Pearce • (Someone who can raise concerns about your induction where the school or LA have been able to resolve them) • When you have met standards at the end of your induction - a recommendation of successful completion

27. Questions???

28. No surprises!

29. Nothing is too obvious

30. Share and Steal!!

31. Take a step back