Role and responsibilities
The induction tutor has day-to-day responsibility for the monitoring, support and assessment of an NQT. Who takes on this role will vary from school to school. For example, in many secondary schools, the induction tutor may be the NQT’s head of department; in many primary schools, it may be the deputy headteacher or a phase co-ordinator.
Most importantly, the role must be taken by an appropriately experienced colleague who has regular contact with the NQT. The induction tutor needs to be aware of the requirements of induction and have the skills to fulfil the role. In particular, induction tutors should be able to provide guidance and support, and make rigorous and fair judgments about performance.
The statutory induction arrangements set out a programme of formative assessment activities that include observations and meetings to review progress at least every half term.
Specific tasks
As well as any tasks delegated by the headteacher, responsibilities include:
- ensuring the NQT understands the roles of those involved in induction, including their own entitlements and the responsibility to take an active role in their development
- organising and implementing, in consultation with the NQT, a programme of monitoring, support and assessment (see Guidance, paragraph 108) that takes forward the action plan identified in transition point two of the CEDP. This should recognise the needs and strengths identified, the induction standards and the specific context of the school
- coordinating or carrying out observations of the NQT’s teaching and organising follow-up discussions with the NQT
- reviewing, with the NQT, their progress against objectives and the induction standards
- making sure that the NQT is fully informed about assessment in the induction period, and
- ensuring that dated records are kept of monitoring and support, plus formative and summative assessment activities undertaken, and their outcomes.
As well as providing formative assessment, the induction tutor will often be involved in the formal, summative assessment at the end of induction. The support and assessment functions may be split between two or more teachers if this suits the structure of the school. However, if a school takes this approach, one person must have day-to-day responsibility for co-ordinating the induction programme. It is important for responsibilities to be clearly specified at the outset.
Similarly, in a large school, a senior member of staff may oversee the induction arrangements for all NQTs across the school. This role – sometimes referred to as induction co-ordinator – is in addition to the induction tutors, who have direct responsibility for individual NQTs. For more information see The role of induction tutor.
Career entry and development profile
The CEDP is designed to help trainees and NQTs think about their development at three transition points: at the end of ITT, at the start of induction and at the end of induction. The profile process supports the reflection on teaching and development established during initial teaching training.
The induction tutor will work on transition points 2 and 3 with NQTs. They will also refer to the responses of each NQT (as a trainee) at transition point 1, in order to find out more about prior experience and the strengths, needs and aspirations identified at the end of ITT.
