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Statutory Induction Arrangements for Newly Qualified Teachers. Topics Covered. The statutory induction arrangements The statutory induction process The role and responsibility of school staff The induction profiles and guidance Information regarding the LA / Appropriate Body.

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topics covered
Topics Covered
  • The statutory induction arrangements
  • The statutory induction process
  • The role and responsibility of school staff
  • The induction profiles and guidance
  • Information regarding the LA / Appropriate Body
revised induction arrangements rationale
Revised Induction ArrangementsRationale
  • Consistency in structure and support
  • Flexibility within different patterns of employment
  • High quality of experience for NQTs (including the opportunity to participate in the Master in Educational Practice)
  • Fair and equitable process
  • Rigorous and consistent assessment
the practice review and development process
The Practice Review and Development process
  • For NQTs the PRD process provides the overarching context for their long term professional development
  • The PRD process aims to raise standards of teaching and improve learner outcomes across Wales by linking together the practitioners’ professional standards, performance management and professional development in one coherent system
the statutory induction arrangements
The Statutory Induction Arrangements
  • The arrangements for statutory induction for ALL NQTs in Wales is a collaborative process between the NQT, the school based mentor (SBM), the external mentor (EM) and the Appropriate Body (AB) usually represented by the LA NQT Co-ordinator
the induction period
The Induction Period
  • All NQTs must complete an induction period of
    • Three complete terms for NQTs on a full time contract
    • 380 school sessions for NQTs employed on a part time or temporary contract
    • 380 school sessions for NQTs undertaking short term supply
where can induction take place
Where can induction take place
  • Maintained schools in Wales
  • Non maintained special schools in Wales
  • Independent schools in Wales where
    • The curriculum for any primary learner meets NC requirements
    • The curriculum for learners at KS3 or 4 includes all core and foundation subjects
    • An agreement has been reached prior to the start of the induction period between he school and the LA that they will act as the AB
    • FE institutions where the institution is able to provide an NQT with an appropriate post to enable them to undertake their induction
slide8

In Wales it is a legal requirement that all NQTs must hold QTS and be registered with the GTCW in order to be employed as a teacher

  • An induction period cannot start until the NQT holds QTS and is registered with the GTCW
eligibility for the masters in educational practice
Eligibility for the Masters in Educational Practice
  • The criteria for entry to the MEP in January 2014 are that the NQT
    • Has a recognised degree at pass level or above
    • Has QTS and is employed as an NQT in their first year of teaching in a maintained school in Wales in a role that can count toward induction
    • Be registered with GTCW
    • Be employed until at least the end of Spring term 2014 in one or more maintained schools in Wales equivalent to at least 0.4 contract
    • Has an agreement from the HT
roles and responsibilities
Roles and Responsibilities
  • The headteacher must
    • Complete the Induction and MEP Notification Form and submit to GTCW within 10 working days of the start of the NQT’s employment
    • The form can be accessed on www.gtcw.org.uk
    • Assign a SBM to support the NQT on a day to day basis throughout the induction period
    • Ensure that the NQT receives additional 10% non contact time in addition to the 10% timetabled PPA
the sbm should
The SBM should.......
  • discuss the PTS with the NQT in the context of their Career Entry Profile (CEP)
  • set the NQT’s priorities considering national, local and school priorities alongside the NQT’s development priorities from their CEP and the PTS. The priorities should be recorded in Section 2A of the Induction Profile
  • send Sections 1 and 2A to the appropriate body/LA within 15 working days of the start the NQT’s employment
  • provide advice on how to gather evidence against the PTS and completing Section 3 of the Induction Profile
  • agree the timetable for observation for the first term for NQTs employed full time, or for NQTs employed part time by the time the NQT has completed 140 sessions
  • agree a schedule for regular reviews of progress and support
  • ensuring that NQTs regularly check and update their online record held at www.gtcw.org.uk
the nqt should
The NQT should........
  • decide if they wish to participate in the Masters in Educational Practice (MEP) if they are eligible
  • discuss the PTS with the SBM in the context of their Career Entry Profile (CEP)
  • agree their developmental priorities considering national, local and school priorities alongside the priorities from their CEP and the PTS
  • consider how to gather evidence against the PTS and begin completing Section 3 of the Induction Profile
  • agree the timetable for observation for the first term for NQTs employed full time, or for NQTs employed part time by the time the NQT has completed 140 sessions
  • agree a schedule for regular reviews of progress and support
  • log into their record at www.gtcw.org.ukregularly and update it with any changes
the gtcw will
The GTCW will......
  • register the date that the NQT starts their induction period – amend to the following
  • record the NQTs induction details and track the NQT through Induction and the MEP
  • notify the NQT, the Headteacher and the AB of the name of the external mentor
  • Assess the NQTs eligibility to participate in the MEP
supervision and support during the induction period
Supervision and support during the induction period

The supervision and support will be carried out through a partnership between the school(s) where the NQT is working, the external mentor and the appropriate body. The supervision and support for the NQT should have a developmental focus and provide the overarching context for their long term professional development.

the nqt
The NQT

The NQT has the entitlement to effective and high quality support during their

induction period. The NQT works with the SBM to identify developmental priorities,

reviewing their progress and deciding upon appropriate professional development

during the induction period. The NQT is responsible for identifying and recording

evidence of how they meet the PTS through their professional practice.

The NQT should:

  • participate in training and professional development activities
  • identify and maintain a record of evidence of meeting the PTS using Section 3 of the Induction Profile
  • meet with the SBM at regular intervals to review progress against the PTS, agree developmental priorities and support.
  • ensure GTCW is kept fully informed of status and is notified of each period of employment
  • maintain a record of employment verified by the Headteacher of the school(s). Section 4 of the Induction Profile
  • ensure GTCW is kept fully informed of status and is notified of each period of employment
the sbm
The SBM

The school based mentor (SBM) should:

  • ensure a secure understanding of the statutory induction arrangements
  • have a secure understanding of PTS
  • provide day to day mentoring, coaching and support that supports the NQT to develop their reflective practice
  • work in collaboration with the external mentor
  • facilitate professional development opportunities for the NQT on the core priorities of literacy, numeracy, reducing the impact of poverty on attainment, ALN, behaviour management and reflective practice
  • meet with the NQT at regular intervals to review progress against the PTS, agree developmental priorities and support. The Induction Profile Section 2B should be used to record
  • facilitate the agreed support and coaching for the NQT including observations of teaching throughout the induction period
  • liaise with the appropriate body and provide the appropriate body (the LA) with a record of progress at agreed intervals using the Induction Profile
the em
The EM

The external mentor has a key role in the induction process. They work in

collaboration with the SBM and then AB. The external mentor works with the SBM to

provide additional tailored support and mentoring directed at supporting the NQT to

meet the requirements of induction. External mentors are experienced practitioners

who have knowledge of the PTS and who have effective coaching and mentoring skills.

The external mentor (EM) should

  • provide mentoring support for the NQT
  • work in collaboration with the SBM taking into account the evidence gathered by the school based mentor when making judgments on the NQT's progress in meeting the PTS
  • undertake a minimum of 2 classroom observations in agreement with the NQT and the SBM
  • undertake a minimum of two progress reviews with the NQT and the SBM. The Induction Profile, Section 2A, 2B, Section 3 and Section 4 should form the basis for the reviews
  • provide the appropriate body (the LA) with a summary of progress at agreed regular intervals using the External Mentor Record.
  • make a recommendation to the appropriate body (the LA) that PTS have been met or not met
the ab
The AB
  • In Wales the appropriate body is the Local Authority. The AB has the overall statutory responsibility for the supervision and training of all NQTs. The AB ensures that there is effective and robust quality-assurance in place so that all NQTs receive the highest quality induction support.
  • The Appropriate body will:
  • provide a named coordinator to take overall responsibility to ensure that induction meets the statutory requirements in each school
  • establish and maintain a system to administer the induction process
  • ensure the named coordinator works in partnership with the regional Welsh Government professional programme coordinator
  • ensure the named coordinator attend the Welsh Government annual update briefing
  • facilitate access to professional development based on the core priorities of literacy, numeracy, reducing the impact of poverty on attainment, ALN, behaviour management and reflective practice . This includes for NQTs undertaking induction through short term supply
  • work with EM and SBM to quality assure school induction arrangements
  • intervene where necessary
  • provide support to schools and NQTs
  • use assessment evidence to make the final decision on the induction outcome. The assessment evidence will be recorded in the Induction Profile and the External Mentor Record
  • participate in regional and national moderation
  • liaise with the GTCW
  • inform GTCW of the final decision on the induction outcome for each NQT
slide19
GTCW

The General Teaching Council (GTCW) protects the public by

ensuring that teachers are appropriately qualified and

maintain high standards of conduct and practice. The GTCW

administer Welsh Government funding for teacher development and

therefore has an involvement in the statutory induction process for

NQTs.

The GTCW will:

  • Maintain a log the accrued sessions of registered NQTs during the induction period and track NQT through their Induction
  • inform the NQT, Headteacher and appropriate body of the name of the External Mentor.
  • Release to schools, retrospectively after each term, funding for NQTs on receipt of the Induction Claim form
  • Collect & collate important data about teachers undertaking the induction & MEP Programmes
  • Assess NQTS eligibility to participate in the MEP
making the final decision at the end of the induction period
Making the final decision at the end of the induction period
  • The final decision is made by the appropriate body (the local authority). The appropriate body’s approach will ensure that its approach to deciding whether a NQT has met the PTS is fair, consistent and rigorous.
  • The AB will base its decision on the written recommendation from the external mentor and the evidence provided by the SBM and the NQT in the Induction Profile. The NQT must have been employed on a full-time basis for three full terms or have completed 380 sessions.
  • If there is insufficient evidence to demonstrate a NQT has met the PTS, before making a decision to fail the NQT the appropriate body must consider whether an extension to the induction period would be appropriate.
the induction profile
The Induction Profile
  • The Induction Profile provides a written summary of the progress and achievement of the newly qualified teacher (NQT) in meeting the requirements to successfully complete the statutory induction period.
  • The Induction Profile will form the basis of the professional dialogue between the NQT and the school based mentor and the external mentor.
completing the induction profile
Completing the Induction Profile
  • Completing the Induction Profile is a collaborative process involving the school based mentor and the NQT, it may also involve evidence from the external mentor.
  • The NQT has the responsibility for completing Sections 1, 3 and 4. The school based mentor has the responsibility for completing Section 2 for NQTs on permanent or temporary contracts. For NQTs completing induction through short term supply contracts, the external mentor has the responsibility for completing Section 2.
  • The school based mentor will work with the NQT to ensure the Induction Profile is completed to a satisfactory standard. In the case of NQTs completing induction through short term supply this support will be provided by the external mentor.