Support
You should have an induction tutor throughout your induction period. They will work with you to plan a range of development opportunities and will be a significant influence on the quality of your programme.
Reduced timetable
In maintained schools, The School Teachers’ Pay and Conditions Document states that the headteacher/principal must ensure a reduced timetable for teachers taking part in induction. 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. Newly qualified teachers in independent schools and further education colleges must also have a comparable reduced timetable. This release time should be protected by the school and allocated at regular intervals. In many induction programmes this is weekly or fortnightly. It is in addition to any planning, preparation and assessment time normally allocated by the school.
Named contact beyond the school
If you have concerns about the content or administration of your induction programme, you should initially follow the school’s procedures. If your concerns go beyond the school, or are not addressed, you will also have someone to talk to outside your school or college. This will normally be someone within the local authority or the Independent Schools Council teacher induction panel (ISCtip).
You should be given contact details for this person at the beginning of induction. Do not put off raising any concerns; the earlier you do so, the earlier steps can be taken to improve the situation.
External support
If you, or your induction tutor, feel, at any point, that you 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 ensure the relevant support is in place. Unsatisfactory progress at one stage of your induction programme does not mean you will fail to complete induction successfully, so it is important that everyone works to help you overcome any difficulties.
Individualised programme
Each newly qualified teacher should have an individual programme of monitoring, support and assessment. The programme that you plan with your induction tutor should reflect:
- your strengths and the development priorities that you and your initial teacher training (ITT) provider identified towards the end of your ITT programme (as part of the career entry and development profile (CEDP) process)
- the core standards
- the specific demands of your post
Your headteacher/principal and induction tutor should see your CEDP when you join the school. You and your tutor will use it to inform discussion on development priorities and set objectives for induction. Objectives need to be challenging but realistic, with a precise focus. You will then identify the support you require to meet these objectives. This includes identifying who will be responsible for what, and when activities will take place. It is important that you, and your colleagues, understand the purpose of your programme and what it will involve.
Development opportunities
You should work with your induction tutor to plan a range of development opportunities, which could include:
- working alongside others and becoming involved in planning within your department or school
- observing more experienced colleagues
- visits to schools and settings beyond your workplace
- participating in more formal training events and courses
- meeting your induction tutor to consider your progress and development.
As your confidence grows you will want to challenge and test yourself, and your school should give you opportunities to do so. Both you and your school must ensure you are not disadvantaged by undertaking a particularly difficult role, or taking on additional responsibilities without adequate support.
Assessment
Observation
During your induction period, you 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 your induction tutor and/or others as appropriate and the first observation should take place during the first four weeks. Following observations, you and your induction tutor should review your progress against your objectives, and revise the objectives and action plan if necessary.
Formal assessment
Your tutor (or headteacher/principal) will conduct three formal assessments over your induction period, usually at the end of term. After each of the first two assessment meetings, the headteacher/principal will report to either the local authority or, where appropriate, ISCtip on your progress towards meeting the core standards. At the end of induction, your headteacher/principal will recommend whether you have successfully met the core standards.
