Sections in this guide (click title to view)
- 1. Introduction
- 2. Your responsibilities as an Induction Tutor
- 3. Being an effective Induction Tutor
- 4. Providing effective induction support
- 5. What NQTs look for in an Induction Tutor
- 6. Preparing for an NQT starting induction
- 7. What to do during the first month of induction
- 8. Meeting with your NQT
- 9. How the induction process works
- 10. Support for you and schools in Lambeth
So, you've been asked to support one or more NQTs through their induction - welcome to the world of NQT support!**
Definitions - to clarify information in these pages
- 'Induction Tutor' means the person with day-to-day responsibility for the induction of an NQT; you may be called a 'mentor' or 'supporter' at school.
- 'Induction Co-Ordinator' means the person with overall responsibility for NQT induction in a school; these are more usually found in secondary schools
- An NQT's induction is made up of 3 'periods; each of which is made up of two 'terms' - Terms 1 and 2 in Induction Period 1 (IP1), Terms 3 and 4 in Induction Period 2 (IP2) and Terms 5 and 6 in Induction Period 3 (IP3).
2. Your responsibilities as an Induction Tutor
Your role as an Induction Tutor is to support, guide, monitor and assess the newly qualified teacher (NQT) throughout their induction.
In order to do this effectively, you have the following responsibilities:
- To provide your NQT with general information about the school either at an initial visit, or during the first few days of their induction period.
- To review and analyse your NQT's Career Entry and Development Profile (CEDP).
- To ensure your NQT knows and understands the roles and responsibilities of all those involved in their induction, and is fully informed about the purpose and process of induction.
- To co-ordinate a personalised induction programme for your NQT.
- To draw up an action plan with focused development objectives for your NQT.
- To draw on the expertise of other staff to contribute to the induction programme.
- To meet regularly with your NQT to provide support and guidance.
- Undertake regular focused lesson observations and provide timely and constructive verbal and written feedback.
- Carry out reviews of progress during induction against your NQT's objectives and the Teachers' Standards.
- Ensure sufficient dated records are kept of all reviews, monitoring, support and assessment.
- Undertake three formal assessment meetings during induction, co-ordinating input from other colleagues as appropriate.
- Ensure assessment reports are completed and sent to the council, and that the final report is sent within ten working days of completion of induction.
- In consultation with the headteacher, make arrangements for additional support for your NQT if necessary.
- Inform us as soon as possible if there are any concerns about your NQT’s ability to successfully complete Induction.
3. Being an effective Induction Tutor
Induction Tutors need to have a wide range of skills, knowledge and experience - effective Induction Tutors have been defined as being:
- confident in their understanding of the characteristics of high quality learning and teaching in the classroom
- aware of how different learners learn and able to recognise the different learning styles of particular NQTs
- confident about their own teaching
- open-minded and receptive to new ideas and approaches
- experienced in evaluating different sources of evidence, including through classroom observation
- good communicators who are genuinely committed to supporting the professional development of others
- able to acknowledge their own training needs and take steps to address them
- able to use a range of support strategies, including coaching and mentoring, providing constructive feedback and engaging in positive dialogue with the NQT.
4. Providing effective induction support
Evaluation of effective induction practice has also found that in their day-to-day work with NQTs, successful Induction Tutors:
- respect new teachers as professionals
- take time to explain the processes and stages of induction
- encourage and enable NQTs to take responsibility for their own development
- celebrate achievements and are supportive of others development
- are open and honest about areas for improvement
- support NQTs in making the identified improvements
- are aware of the various strategies that can be used to provide additional support if an NQT is experiencing difficulties
- are approachable and good listeners
- support the process by efficient time management and record keeping.
5. What NQTs look for in an Induction Tutor
Feedback from Lambeth NQTs has found that the things most NQTs appreciate are:
- regular meetings and protected time with their Induction Tutor
- supportive and constructive observations with timely feedback
- practical advice and tips
- an induction tutor who listens and is someone to talk to when things go well or not so well - someone who takes an interest in them and their work - sometimes having lunch together
- being honest and to the point
- when help is promised, it is always supplied
- someone who will help mediate, when necessary
- opportunities for collaborative planning.
6. Preparing for an NQT starting induction
In order to prepare for the role of Induction Tutor, it is worthwhile considering the following:
- Familiarise yourself with the statutory induction requirements and Teachers' Standards.
- Gain as much information as you can about your NQT.
- Arrange for the NQT to be booked on any relevant training.
- Plan regular meetings with the NQT in your diary.
- Schedule dates for assessment meetings (professional reviews and formal assessment meetings) for the whole year.
- Organise copies of the forms you will use for lesson observation, feedback, action planning, meetings, and so on.
- Establish a system to file records, notes and evidence accessibly.
- Establish a system which allows you to track the NQT's progress and development against the Teachers' Standards.
- Decide what, if any, professional development you need to fulfil this role - the 2-day Lambeth induction tutor training course runs in Terms 1 and 2 (1 day in September and one in November).
7. What to do during the first month of induction
The following checklist identifies the key activities you need to do in the first month of the induction of your NQT.
- Welcomed NQT and helped with any final arrangements for the first day.
- Made yourself available for any queries and, at the end of the day, checked that they have survived!
First two weeks
- Checked eligibility of NQT to start induction (QTS) and that the school have registered them with Lambeth.
- Given NQT copies of school policies.
- Ensured NQT knows school routines.
- Arranged the first mentoring meeting and confirmed a regular meetings schedule.
- Arranged a meeting between NQT and SENCO.
- Arranged meeting with EAL coordinator within school.
- Confirmed Lambeth induction team contact details (Dave Coram and Richard Blackmore) with NQT.
- Discussed and confirmed dates and times of any NQT training sessions, for example, Welcome Event in September.
By the end of the fourth week
- Observed NQT teaching.
- Provided verbal and written feedback on teaching.
- Drawn up an action plan with set objectives for the term ahead.
- Devised an induction programme including the planned use of induction-based release time, observation of experienced teachers and relevant CPD courses.
8. Meeting with your NQT
It is essential that you meet regularly with your NQT throughout their induction, and that you arrange a protected and assigned time and venue - either during the school day or after school.
How often should meetings take place?
Ideally, meetings should take place once a week during Induction Period One (IP1); after this, NQTs may only need fortnightly support.
However, some NQTs, especially those who are not making satisfactory progress towards successfully completing Induction after the first term, should continue with weekly support.
At no stage during induction should you discontinue regular meetings, but you may change their frequency, depending on progress.
9. How the induction process works
As well as a monitoring and support role, you have the responsibility of assessing the progress and achievement of your NQT.
Headteachers are required to make summative assessments of the NQT's teaching and progress based on formal meetings between you and/or the Headteacher and induction co-ordinator (if applicable) and the NQT.
Headteachers are also required to report the outcomes of these meetings to us, and to make a recommendation to us at the end of the NQT's induction, about whether the NQT has successfully completed Induction.
10. Support for you and schools in Lambeth
The Lambeth Induction Team undertake a range of activities to support the induction of NQTs, both to fulfil the appropriate body responsibility for quality assurance of NQT induction and to enable schools to meet their statutory requirements in this aspect of provision.
These activities include:
- keeping headteachers, induction tutors and NQTs informed about induction arrangements, any changes to these arrangements and providing relevant documentation to guide and inform the process
- providing each NQT and Induction Tutor with an induction handbook
- providing help and advice, by telephone and e-mail, on all induction matters and a central point of contact and information
- providing a welcome session for NQTs at the start of the academic year
- processing, reviewing and monitoring formal assessment reports
- providing guidance on the length of the induction period for part-time NQTs
- providing professional development opportunities and training for NQTs and Induction Tutors
- liaison with other Lambeth Council services, to ensure that schools are given high quality advice and support where necessary
- providing additional support, where necessary, so that schools feel confident in fulfilling their responsibilities to their NQTs
- providing additional support where an NQT is at risk of not successfully completing Induction
At the end of induction, it is Lambeth Council (as Appropriate Body) who decides whether or not an NQT has met the requirements for successful completion of induction - therefore, it is essential for us to know that schools are supporting, monitoring and assessing NQTs in ways that reflect statutory requirements and local guidance.
As part of our quality assurance procedures, and in addition to NQTs seen where there are concerns about their progress, we will monitor a sample of NQTs during their induction.
We will visit a representative sample of schools, to look at provision for NQTs in greater depth - the purpose of these visits is to identify good practice across the borough and to help schools develop any aspects of NQT induction that may not be working as well as they might. Visits also provide an opportunity for schools to provide feedback on Lambeth activities, which could inform future practice.
Schools will be notified of the format and arrangements for these visits in advance.
A review of NQT Assessment Records will also contribute towards our quality assurance role - general feedback to schools will normally be communicated via the NQT newsletter.