Clarity on roles and responsibilities is fundamental to positive and effective induction. The headteacher/principal, governing body and newly qualified teacher (NQT) all have particular responsibilities within NQT induction.
NQTs can find further information about their role and responsibilities on our what to expect pages of this website; and the headteachers page defines the role and responsibilities of principals and headteachers.
The role of the induction tutor
The induction tutor has day-to-day responsibility for monitoring, supporting and assessing an NQT. They should be a member of the teaching staff with the time, skills, preparation and authority to carry out the role effectively, including making rigorous and fair judgments on progress towards meeting the core standards.
Who carries out this role will vary according to the organisation and number of NQTs. Support and monitoring/assessment functions may be split between two or more teachers, depending on the structure of the school or college. If this approach is taken, one person must have day-to-day responsibility for coordinating the induction programme. It is important for responsibilities to be clearly specified at the outset.
In small schools it may be appropriate for the headteacher to be the induction tutor, in which case it is strongly recommended that another member of staff is identified as an NQT mentor and it is particularly important that the NQT has access to any support networks such as local authority or local cluster groups of NQTs.
In larger organisations, especially where there are several NQTs, someone such as faculty head, head of department or key stage/year group leader may be designated as the NQT's induction tutor. In such models, either the headteacher/principal or appropriate senior leader should coordinate the induction programmes, reviews and assessments of the NQTs, ensuring quality of provision across the school or college.
Most schools and colleges identify a mentor or ‘buddy’ for each NQT; this would be someone who works closely with the NQT and provides practical, day-to-day curriculum or subject support.
The induction tutor’s responsibilities include:
- providing, or coordinating, guidance and effective support, including coaching and mentoring
- carrying out six progress reviews during the induction period
- undertaking three formal assessment meetings during the total induction period,
- coordinating input from other colleagues as appropriate
- ensuring that at least six observations of the NQT's teaching takes place and that the NQT is provided with copies of written feedback records
- ensuring the NQT understands the roles of those involved in induction, including their entitlements and responsibility to take an active role in their own development
- working with the NQT to organise and implement a personalised programme of monitoring, support and assessment that account for their identified needs and strengths, the core standards and the specific context of the school or college
- in an further education institution or sixth form college, ensure the NQT is provided with therequired school experience and placement for teaching children of compulsory school age ensuring dated records of monitoring and support are kept, plus formative and summative assessment activities undertaken, and their outcomes.
Record keeping
It is important to keep induction records for each NQT and to maintain the confidentiality of these records.
The induction tutor is advised to keep the following, copied for the NQT:
- a copy of the personalised induction programme
- any notes made at, or following, progress or review meetings
- records of any monitoring activities and copies of the assessment forms; NQT should have the original copies of the assessment forms
- details of any professional development offered and/or undertaken any feedback comments on the induction process
- It is recommended that assessment reports are retained for a minimum of six years
External support where there is cause for concern over the NQT's progress.
If there are concerns that the NQT may not meet the core standards by the end of induction, the headteacher/principal should act early to ensure further support is arranged as soon as possible.
The appropriate body should be informed and will ensure the school is meeting statutory requirements for induction that concerns are accurately identified, evidenced linked to core standards. Unsatisfactory progress at one stage of period does not mean the NQT will fail to complete the induction successfully, so it important everyone works to help the NQT overcome any difficulties.
Action in the event of unsatisfactory progress (PDF, 112KB)