Support
An NQT should have an induction tutor throughout their induction period. They will work with them to plan a range of development opportunities, and will be one of the most significant influences on the quality of their programme.
Reduced timetable
In maintained schools, the School Teachers’ Pay and Conditions document states that the headteacher/principal must ensure teachers taking part in induction have a reduced timetable. This means teaching for no more than 90 per cent of the time that another mainscale teacher (who does not receive a teaching and learning responsibility (TLR) payment) would be expected to teach at the same school. NQTs in independent schools and further education colleges must also have a reduced timetable on a comparable basis.
The school should protect this release time and allocate it at appropriate intervals. For many newly qualified teachers (NQTs) this will be on a weekly or fortnightly basis.
Named contact beyond the school
If an NQT has concerns about the content or administration of their induction programme, they should initially follow the school’s procedures. If their concerns go beyond the school, or are not addressed, the NQT should get in touch with their named induction contact at the local authority/ISCtip.
Contact details for this person should be given to the NQT at the beginning of induction. NQT's are encouraged not to put off raising any concerns; the earlier they do so, the earlier steps can be taken to improve the situation.
Extra support
If an NQT or their induction tutor feels, at any point, that they may not meet the core standards by the end of induction, further support should be arranged as soon as possible. The local authority/ISCtip should be informed and should check the relevant support is in place. Unsatisfactory progress at one stage of the induction programme does not mean an NQT will fail to complete induction successfully, so it is important that everyone works to help NQTs overcome any difficulties.
Individualised programme
Every NQT should be provided with an individual programme of monitoring, support and assessment. The programme is planned between the NQT and their induction tutor and should reflect:
- the strengths and development priorities that the NQT and their initial teacher training (ITT) provider identified towards the end of the ITT programme (as part of the career entry and development profile (CEDP) process)
- the core standards
- the specific demands of the NQT’s post
An NQT must make their CEDP available to the headteacher/principal and their induction tutor when they join a school. The NQT and their tutor will use it to inform discussion on development priorities and set objectives for induction. The NQT should be familiar with setting objectives from their ITT programme, and understand that objectives should be challenging but realistic, with a precise focus.
NQT's then need to identify the support they require to meet these objectives; this includes identifying who will be responsible for what, and when activities will take place. It is important that the NQT and their colleagues understand the purpose of their programme and what it will involve.
Development opportunities
NQTs should work with their induction tutor to plan a range of development opportunities, which could include:
- working alongside others and becoming involved in planning within the department or school
- observing more experienced colleagues
- visits to schools and settings beyond their workplace
- participating in more formal training events and courses
- meeting their induction tutor to consider progress and development
As an NQT's confidence grows they will want to challenge and test themselves. Their school should give them opportunities to do so. Both the NQT and their school must ensure the NQT is not disadvantaged by undertaking a particularly difficult role or taking on additional responsibilities without adequate support.
Observation
During an induction period, an NQT can expect to be observed at least once in any six to eight week period (every half term in an institution operating a three-term year). Observation will be conducted by their induction tutor and/or others as appropriate; the initial observation should take place during the first four weeks. Following these observations, the NQT and their induction tutor should review progress against the NQT's objectives, and revise the objectives and action plan if necessary.
Progress reports
After each of the first two formal assessment meetings, the headteacher/principal should make a report to the local authority or, where appropriate, the Independent Schools Council teacher induction panel (ISCtip). This should record an NQT's progress towards meeting the core standards at the end of the induction period.
