Feedback on your progress towards objectives will help your development. This formative assessment is an established part of induction programmes in most schools; observation of teaching, objective setting, and formal and informal feedback on progress are typical features of your first year of teaching.
The statutory induction arrangements ensure this is an entitlement for every newly qualified teacher (NQT) by setting out a programme of formative assessment activities that include observations and meetings to review progress at least every half-term.
You have specific responsibilities during induction. In particular, you are expected to play an active role in all aspects of your induction programme.
Before you take up your post
Familiarise yourself with the core standards so you know what is expected of you.
Start to think about what you hope to achieve. You will have discussed your strengths, and areas for development, with your initial teacher training provider. Draw on these discussions, the core standards and any information about your new post.
When you start your new job
Discuss your aspirations with your headteacher/principal and/or induction tutor. Use the career entry and development profile (CEDP) in the context of your new post to begin to set objectives.
During induction
Participate fully in your induction programme to ensure it is as appropriate and effective as possible. You have an important perspective on your development needs, and should know your strengths and achievements. This means that you should:
- plan a programme of monitoring, support and assessment with your induction tutor
- participate in planned development activities
- review your progress towards the core standards, and participate in setting, reviewing and revising objectives to help you to meet them
- gather evidence towards your own assessment
- take increasing responsibility for your own professional development
- raise any concerns about your induction programme as soon as possible
The career entry and development profile
The CEDP is designed to help trainee and newly qualified teachers think about development at three transition points:
- transition point one – towards the end of initial teacher training (ITT)
- transition point two – at the start of induction
- transition point three – at the end of induction
The profile process supports the reflection on teaching and development that was established during ITT. As a trainee teacher, you were actively engaged with transition point one; as an NQT, you will use the profile process with your tutor to plan your induction.
