Before you start

• Check that you have passed your skills tests, check the General Teaching Council for England has awarded you qualified teacher status (QTS), and provide evidence of this before starting the induction period
• Visit the school
• Read any documentation you’ve been given, and ask for more information if necessary
• Contact your induction tutor, and give them a copy of the outcomes from transition point one of your career entry and development profile (CEDP)
• Looking at the outcomes, consider your progress so far and what you’d like to achieve in the future
• Use CEDP transition point two to start thinking about your first teaching post, your induction and your longer-term professional development

At the start of induction

• Use CEDP transition point two to identify your development priorities, and start working on an action plan.

By the end of your first half term

• Meet your headteacher/principal and/or induction tutor for your first professional progress review; review and, if necessary, revise your objectives, and keep a record of the discussion
• Draw up an action plan

By the end of your first term

• Participate in a range of planned, focused professional development activities relating to your objectives; these could include observing experienced teachers, talking to teachers in your phase or subject area, or to a special educational needs coordinator (SENCO), getting involved in focused activities outside the school, or joining working groups
• Meet your headteacher/principal and/or induction tutor for a second professional progress review. Review and, if necessary, revise your objectives, and keep a record of the discussion; review your action plan
• Meet your headteacher/principal and/or induction tutor for your first formal assessment meeting. The meeting will focus on how well you’re meeting the QTS standards, and your progress towards meeting the core standards

By the end of your second term

• Meet your induction tutor at least once each half term to discuss your support programme and objectives; revise your objectives if necessary, and keep a record of the discussion
• Participate in more planned and focused professional development activities
• Meet your headteacher/principal and/or induction tutor for your second formal assessment meeting; this will focus on your progress towards meeting the core standards

By the end of your third term

• Meet your induction tutor at least once each half term to discuss your support programme and objectives; revise your objectives if necessary, and keep a record of the discussion
• Participate in further planned and focused professional development activities
• Working with your induction tutor, use CEDP transition point three to look back at your induction period, reflect on your progress, and start work on objectives and a professional development plan for your second year of teaching.