NQT Mentor Briefing

1. NQT Mentor Briefing Claire Murray Tuesday 26th September 2017

2. NQT Contacts NQT address rbwm.nqts@achievingforchildren.org.uk Claire Murray murrc057@rbwm.org.uk (RBWM NQT Consultant) - 01628 – 796628 Elaine Norstrom norse001@rbwm.org.uk (Administration Officer) - 01628 796926 Karen Piper- 07825 733 260 (Finance Officer) -pipek001@rbwm.org.uk Clive Haines clive.haines@achievingforchildren.org.uk (Schools Leadership Development Manager)

3. All information can be found at: http://rbwm-education.rbwm.org.uk/Content/?documents

4. Aims of Briefing Session • Explore the roles of the induction tutor • Requirements for NQT year • Become familiar with the teaching standards • Identify support and training offered by RBWM

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. Appointment of an induction tutor 2.35 The headteacher/principal must identify a person to act as the NQT’s induction tutor, to provide day-to-day monitoring and support, and coordination of assessment. The induction tutor must hold QTS and have the necessary skills and knowledge to work successfully in this role and should be able to provide effective coaching and mentoring. This is a very important element of the induction process and the induction tutor must be given sufficient time to carry out the role effectively and to meet the needs of the NQT. The induction tutor will need to be able to make rigorous and fair judgements about the NQT’s progress in relation to the relevant standards. They will need to be able to recognise when early action is needed in the case of an NQT who is experiencing difficulties. It may, in some circumstances, be appropriate for the headteacher to be the induction tutor. Statutory guidance on Induction for newly qualified teachers (England) 2016

7. 81. As well as meeting pupils, inspectors should usually conduct meetings with: • parents (these may be informal at the start and end of the day) • staff (including conducting a specific meeting with NQTs and trainees to discuss, for example, the effectiveness of induction and mentoring arrangements) • other stakeholders. • School inspection handbook from September 2015

8. Welcome over 60 NQTs • Recruitment difficulties • Guardian March 2015 - 4/10 leave with in a year - 76% consider leaving in first year • Guardian July 2017 • Almost a quarter of teachers have left profession since 2011 • 31% have left within 5 years

9. Great Profession • Research shows teachers: -Laugh out loud on average every 9 minutes -Smile every 3 minutes and - enjoy two way banter with pupils every 7 minutes! -Been identified as the least bored profession

10. What makes an outstanding mentor? • Skills and attributes • How realistic is this?

11. The Role of the Mentor • Provide guidance and support including coaching for the NQT’s professional development • Ensure teaching is observed at least 6 times a year, feedback provided • Undertake 3 formal assessment meetings and regular progress reviews • Inform NQT during the assessment meeting the judgements to be recorded and invite NQTs to add their comments • Ensure NQTs are aware of how, within and outside the institution, they can raise any concerns • Take prompt, appropriate action if an NQT appears to be having difficulties • Ensure NQT receives 10% PPA and 10% NQT time

12. 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. • 10% PPA and 10% NQT time • 3 Assessment points December, March and July • 3 Assessment points December, March, July

13. The First Half Term • Meet NQT in first week. Review their strengths and areas for development from ITT (CEDP) • Provide key whole school policies, for example child protection, management of behaviour, health and safety, marking and feedback policies (See checklist) • Ensure 10% PPA and NQT time is set up • Set up individualised induction programme

14. Individual Induction Programme(see tracker) • Formal lesson observations - first before half term - at least 6 observations • Agree dates and which lessons to be observed - by mentor or another suitable person - time for follow up discussions and regular review of progress - targets set against Teaching Standards

15. The Standards • They have already proved that they have the qualities to be a caring, professional and committed teacher • Need to consolidate in NQT year • Consolidation of ITT 8 standards • Build on QTS

16. Induction Programme Continued • Time for NQT to observe - other teachers in own setting - in another setting where effective practice is identified -video lessons - ‘parrot on the shoulder’ - time to discuss findings • At least 3 formal review meetings and complete 3 formal assessments with NQTs

17. Assessment Dates • These are to be sent electronically only - with signatures scanned in or from Headteachers mailbox • Send to rbwm.nqts@achievingforchildren.org.uk First assessment - 1st December 2017 Second assessment - 16th March 2018 Final assessment - 6th July 2018

18. Writing Assessment Reports(See proforma) • 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

19. 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

20. Requirements of NQT year • There is no set time for starting or completing an induction period • NQTs can serve induction on a part time basis (See part time sheet) • No more than 30 days absence • Fast tracking • Only one chance

21. Overseas and Irish NQTs • Applications for Qualified Teacher Status for Nationals of European Economic Area Member States • Applications for QTS: teachers qualified in Australia, New Zealand, Canada and the United States of America • Applications for QTS for teachers qualified in Northern Ireland

22. 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 • Evidence to support termly assessments (see evidence proforma and tracker)

23. 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

24. NQT Certificates • The NCTL no longer issue printed certificates • NQTs are required to access the NCTL system in order to save or print a PDF version of their certificate • The process is documented in the handout • It is important that NQTs supply the correct email address to the NCTL and notify the NCTL if they change their email address

25. Training • Training Programme Primary • Funding • RBWM training follow on from School Direct • Elaine Norstrom - - norse001@rbwm.org.uk • NQT Conference • Primary and Secondary Monday 26th February 2018

26. 4 Steps to becoming an Outstanding TeacherDavid Weston - Chief Executive of Teacher Development TrustChair of Teachers’ Professional Development Expert Group Get the behaviour right Become friends with the data Question everything, make time to read Group work

27. Questions???

28. Work life balance