Sections in this guide (click title to view)
- 1. Introduction
- 2. Your NQT role and responsibility before starting induction
- 3. Your responsibility during induction
- 4. The first observation of teaching
- 5. Meeting with your Induction Tutor
- 6. How the induction assessment process works
- 7. What to do if you have problems during your induction
So, you've been appointed to one of our schools and are just starting out on your induction or, maybe, you've already done some induction elsewhere - either way, welcome to Lambeth!
Definitions - to clarify information in this guide
- Your induction is made up of 3 'periods; each of which is made up of 2 'terms' - Terms 1 and 2 in Induction Period One (IP1), Terms 3 and 4 in Induction Period Two (IP2) and Terms 5 and 6 in Induction Period Three (IP3).
- 'Induction Tutor' means the person with day-to-day responsibility for the induction of an NQT; you may call yours a 'mentor' or 'supporter.
- 'Induction Co-Ordinator' means the person with overall responsibility for NQT induction in a school; these are more usually found in secondary schools.
2. Your NQT role and responsibility before starting induction
Your role during induction is to:
- participate fully in your induction programme
- to work co-operatively and proactively with the school in all aspects of your support and assessment.
In order to do this, you have a number of responsibilities.
Before you take up your post, you should have:
- made yourself familiar, or reacquainted yourself with the Teachers' Standards
- read any documentation provided by the school
- started to think about what you hope to achieve during induction.
The first few weeks in your new post will be very challenging and demanding.
You will be seeking to establish yourself successfully with both pupils in the classroom and with new colleagues in the school - to achieve this you will need to become familiar with school routines and procedures.
It is important that you gather and read all the relevant information about the school and your job.
3. Your responsibility during induction
When you start your first post, you should be:
- reading any additional information the school may give you
- asking if you need further help or information
- working with your Induction Tutor on your objectives and action plan.
During your induction, you should:
- participate in planned activities and reflect on them
- review your practice and evaluate your progress towards successfully completing Induction
- contribute towards gathering evidence towards your own assessment
- keep records of your induction programme
- begin to develop a professional development portfolio
- take increasing responsibility for your own professional development
- act upon advice and feedback, and be open to coaching and mentoring
- if necessary, raise any concerns you have about the content and delivery of your induction programme as soon as possible.
4. The first observation of teaching
We recommend that this should take place within the first four weeks of induction starting; this will allow for its findings to feed into initial action plans.
5. Meeting with your Induction Tutor
These meetings should take place once a week during Induction Period One (IP1) - after this, you may only need fortnightly support.
At no stage of induction should regular meetings be discontinued, but the frequency may change, depending on your progress.
These meetings provide you with the opportunity to talk about your successes, as well as areas of development or concern.
You should be proactive in your use of this time, and use this opportunity to discuss any difficulties you may be experiencing or raise any concerns you may have about the programme of monitoring, support and assessment being provided.
In addition, the focus could be:
- a recent CPD event
- any aspect of the Teachers' Standards, for example, assessment and monitoring
- any forthcoming school event - parents' evening, school visit or off-site activity, for example
- an area of professional development
- particular children and their achievement
- an area of the Teachers' Standards where you may not have much experience
- self-review and reflection - for example, a discussion about a significant incident
- a Professional Review Meeting, halfway through each period of induction
6. How the induction assessment process works
The overall judgement as to whether you have successfully completed induction is formed over the three periods of induction that you go through.
As well as a monitoring and support role, your Induction Tutor (jointly with your Induction Co-Ordinator, if you have one) has the responsibility of assessing your progress and achievement.
Your Headteacher is required to make summative assessments of your teaching and progress, based on meetings between you and your Induction Tutor, Induction Co-Ordinator or Headteacher towards the end of each period of induction.
Headteachers are also required to report the outcomes of these meetings to Lambeth and to make a recommendation to Lambeth, at the end of your induction about whether you have successfully completed induction.
7. What to do if you have problems during your induction
If you have any concerns about the content or administration of your induction programme, you should first discuss this with your Induction Tutor, Induction Co-Ordinator or Headteacher - be honest with them!
If your concerns go beyond the school, are not addressed by your school, or if you have any query about your induction, please contact Dave Coram at firstname.lastname@example.org.