Medway Council Education Department

These pages are for you, as a Newly Qualified Teacher, to help you record your Professional Development during the induction year and beyond.

Continuing Professional Development is essential for all teachers and it is crucial that this process begins as soon as possible in your first year of teaching. Setting targets for the induction year, recording progress and celebrating achievements will be a vital part of your development as set out in DfEE Circular 0458/2003 The Induction Support Programme for Newly Qualified Teachers (available at www.teachernet.gov.uk/nqtinductionguidance).

Contents

 Invitation to NQT Welcome Meeting Page

1. INTRODUCTION 1-1 1.1 Induction of Newly Qualified Teachers 1-1 1.2 Overview of the Induction Process 1-4 TDA Guidance  Professional Teaching Standards Insert here  Supporting the induction process: TDA guidance for the newly qualified teacher Insert here

2. YOUR ROLE AS A NEWLY QUALIFIED TEACHER 2-1 2.1 On Appointment to your School 2-1 2.2 The Context of your School 2-2 2.3 Structure for Learning 2-2 2.4 Learning Policies 2-3 2.5 Special Needs Provision 2-3 2.6 Names and Contacts 2-4

3. YOUR CAREER ENTRY AND DEVELOPMENT PROFILE 3-1 3.1 Transition Points 3-1 3.2 Setting Your Targets 3-2 3.3 Writing Success Criteria 3-3 3.4 Keeping Evidence of Professional Development 3-4 Appendix 1 – Targets and Action Plan for the Induction Period 3-5 TDA Support Materials Supporting induction for newly qualified teachers:  Overview Insert here  Support and monitoring Insert here  Assessment Insert here  Quality Assurance Insert here Contents (cont) Page

4. YOUR PROFESSIONAL DEVELOPMENT 4-1 4.1 Your School Induction Programme 4-1 4.2 Medway Programme of Support 4-2 4.3 Induction for Newly Qualified Teachers 4-2 4.4 Realising Everyone’s Potential 4-2 4.5 The Induction Programme 4-3 4.6 Summary of Professional Dialogue 4-4 4.7 Evaluating Lessons 4-5 4.8 Detailed Questions to Aid Lesson Evaluation 4-6 4.9 Record of Professional Meetings 4-7 4.10 Evidence of Professional Development 4-8 4.11 Record of Professional Development 4-9 4.12 Extra Curricular Interests and Involvement 4-10

5. ASSESSMENT OF NEWLY QUALIFIED TEACHERS 5-1 5.1 Assessment Process 5-1 5.2 NQT – Unsatisfactory Progress 5-2 5.3 Appeal Procedure 5-4 Newly Qualified Teacher – Welcome Meeting 2010 Primary Schools**

Audience Newly Qualified Teachers (primary only) Benefits Participants will:  learn how to access Induction materials on Medway Council’s website  be provided with details of the Medway induction programme  meet and network with other NQTs Content  a welcome to Medway by the Director of Children and Adults – Learning and Caring, and representatives of the Advisory Team  setting up networks  professional associations  planning to use your reduced timetable Tutor Alan Stone – Local Authority Adviser with responsibility for Induction Date Thursday 16 September 2010 Time 4.00 – 5.30 pm Venue St Mary’s Island CEP School (Island Way West, St Mary’s Island, Chatham, ME4 6PX) Cost NO CHARGE. The session will include light refreshments.

** For Secondary NQTs separate welcome meetings are organised within your school consortia; all are scheduled to be twilight sessions starting at 4pm on the following dates:-

 Tuesday 7 September at The Howard School (for The Howard, Rainham Mark Grammar and Rainham School for Girls).  Wednesday 8 September at Strood Academy (for Strood Academy and The Hundred of Hoo School).  Thursday 9 September at Chatham Grammar School for Boys (for CGSB, Fort Pitt, St John Fisher Catholic Comprehensive and the new Bishop of Rochester Academy).  Tuesday 14 September at New Brompton College (for NBC, The Robert Napier School and Chatham Grammar for School for Girls).  Wednesday 15 September at The Thomas Aveling School (for Thomas Aveling, Greenacre, Rochester Grammar School, Walderslade Girls and Sir Joseph Williamson’s Mathematical School). ------Newly Qualified Teacher – Welcome Meeting 2010 Primary Schools**

Date Thursday 16 September 2010

School

Delegate(s) name

e-mail

Please complete and return by Monday 13 September 2010 to: Caroll Williams, Children and Adults - learning and caring, Advisers Section, Gun Wharf (Level 4), Dock Road, Chatham, Kent, ME4 4TR. Tel: 01634 338545 Fax: 01634 331171 e-mail: [email protected] 1. INTRODUCTION

1.1 Induction of Newly Qualified Teachers

Welcome to Medway and the next stage in your career. Medway values new teachers and their special contribution to learning through the fresh approaches and perspectives a first appointment brings. Medway encourages the development of reflective professionals and will support and monitor the induction process.

Regulations for Statutory Induction prescribe clear roles and responsibilities for:

. Newly Qualified Teachers . Headteachers . Induction Tutors . Local Authorities (the Appropriate Body)

DCSF Guidance on Statutory Induction is available at:

www.teachernet.gov.uk/nqtinductionguidance

The statutory induction year will give a focus to:

. Professional dialogue with experienced induction tutors . Opportunities for classroom observation . Feedback on classroom practice . Continuing Professional Development . Reflection, review and professional targets . Formal performance judgements . A structured individual programme of support from schools . Progress towards the Core Standards that build upon the award of Qualified Teacher Status (QTS)

Induction tutors will need time and training to effectively support new colleagues during their induction and beyond. Medway will advise and monitor all aspects of induction through:

. Evaluation of central training for NQTs and induction tutors . Contact between advisers, schools and NQTs . Occasional surveys of school-based induction arrangements

As a Newly Qualified Teacher you will be the experienced teachers, leaders and managers of schools in the future. A professional, developmental period of mentored guidance and support will enable you to assume this responsibility more effectively.

1-1 Medway is committed to supporting teachers and schools in making induction effective for everyone. The LA has a duty to monitor the progress being made by each newly qualified teacher and the arrangements made by schools to support them. It is essential that schools register their newly qualified teachers with us. For registration of NQTs:

. Log on to the Medway Council website www.medway.gov.uk . From the home page select “Learning”, then select “Information for Schools”, then select “Leadership and management” . You will then need to select “Newly Qualified Teachers (NQTs) and Statutory Induction” . On this page you will find a link to the form “New Medway NQT Form 2010/11”

This form shows all the information we need to have. It is essential that you satisfy your headteacher that you have been awarded QTS before making arrangements to start induction. NQTs who have been awarded QTS should have a certificate, or letter of confirmation. You must also be registered with the General Teaching Council before you can teach in a maintained school. Headteachers need to see confirmation that you meet these requirements.

An essential element of induction is a termly assessment that must be completed by the school, discussed with the newly qualified teacher, and returned to the LA. Failure to complete and return these forms on time may delay:

. Follow-up by the advisory service where assessments reveal difficulties . The return of information to the GTCE and the issue of Induction Certificates

The LA provides support materials for NQTs on the Medway Council’s website. We have set up an Induction section that will include updates, suggested pages for your Induction Folder, the assessment forms, details of LA training for NQTs, pages for the Induction Tutor folder, etc.

The Teacher Development Agency also publishes induction materials and it is recommended that you visit their website and download their helpful booklets at www.tda.gov.uk (using their ‘search’ facility, type: supporting induction).

Schools, NQTs, or Induction Tutors may wish to print out these pages and, if doing so, should provide an appropriate ring-binder. All NQTs coming from initial training establishments should bring with them the new Career Entry and Development Folder. This is a slim ring-binder that should have Part One completed by the training establishment. This binder will be large enough to accommodate the pages from the website but is not large enough for long-term development as a professional portfolio.

The full programme of LA training for NQTs and Induction Tutors is included in the information posted on Medway Council’s website, on both the “Newly Qualified Teachers (NQTs) and Statutory Induction” page and the “Continuing Professional Development” pages. Please ensure you book a place in advance on any training course you wish to attend. You may wish to note the following dates:-

1-2 . Thursday 16 September 2010 – Welcome Meeting for Primary NQTs at St Mary’s Island CEP School, 4.00 – 5.30 pm . Welcomes for secondary NQTs will be held for each secondary consortia during September as follows: o Tuesday 7 September at The Howard School (for The Howard, Rainham Mark Grammar and Rainham School for Girls) o Wednesday 8 September at Strood Academy (for Strood Academy and The Hundred of Hoo School) o Thursday 9 September at Chatham Grammar School for Boys (for CGSB, Fort Pitt, St John Fisher Catholic Comprehensive and the new Bishop of Rochester Academy) o Tuesday 14 September at New Brompton College (for NBC, The Robert Napier School and Chatham Grammar for School for Girls) o Wednesday 15 September at The Thomas Aveling School (for Thomas Aveling, Greenacre, Rochester Grammar School, Walderslade Girls and Sir Joseph Williamson’s Mathematical School) . Wednesday 22 September 2010 - Session 1 of the NQT Network Meetings at Rainham School for Girls Netball Centre, 1.30-4.30pm

Enquiries about induction should be addressed to Alan Stone, General Adviser ([email protected]) or Caroll Williams, Support Services Officer ([email protected]), or Tel No: 01634 338545.

If newly qualified teachers, induction tutors or headteachers have any difficulties or concerns, it really is important to inform the LA straight away. The LA named contact for newly qualified teachers is:

Ralph Edwards, Head of Human Resources (Schools) Tel No: 01634 331090 E-mail [email protected]

The General Adviser with overall responsibility for induction is Alan Stone. He can be contacted via Caroll Williams, the administration officer who maintains the induction database:

Tel No: 01634 338545 E-mail [email protected] [email protected]

1-3 1.2 Overview of the Induction Process

The timeline below indicates the key stages in the induction period.

Formal Assessment Term 1 Setting of objectives for induction based on the CEDP, school context , and the Professional by week 4 Teaching Standards Observation of NQT and follow up discussion

Meeting to review progress and objectives

December Assessment meeting 1 with Term Induction Tutor 2 and/or Observation of NQT and follow up discussion Headteacher. Main focus: consistency in meeting Meeting to review progress and objectives StandardsReport for sent QTS by Term headteache 3 r to Appropriat Observation of NQT and follow up discussion Individualised Support e Body Programme for NQTs including, for Meeting to review progress and objectives example: observation of March experienced teachers; Assessment discussion with school meeting 2 with Term 4 SENCO; where Induction Tutor appropriate, training and/or advice from outside Headteacher. Observation of NQT and follow up discussion the school; taking Main focus: part in external progress towards training events; Core Standards Meeting to review progress and objectives participating in Report sent workgroups. by headteache Term r to 5 Appropriat Observation of NQT and follow up discussion e Body Meeting to review progress and objectives

July Assessment Term 6 meeting 3 with Induction Tutor and/or Observation of NQT and follow up discussion Headteacher. Main focus: whether NQT has Meeting to review progress and consider met the Core objectives for second year of teaching StandardsHeadteacher sends recommendation to the Appropriate Body which then makes a final decision and informs NQT, DCSF, GTC and NQTs employer

1-4 2. YOUR ROLE AS A NEWLY QUALIFIED TEACHER

The aim of this section is to help you collect all the documentation which will enable you to quickly familiarise yourself with your new school, and to have a smooth start to your teaching career in Medway.

2.1 On Appointment to your School

On appointment or early in the first term you should be provided with the following documents and information. Ask your headteacher or induction tutor to ensure you have everything you need.

. The aims of the school . School prospectus . Staff handbook . School policy documents . School development plan . Ofsted report and post-Ofsted action plan . Subject policies, handbooks and schemes of work . Planning guidelines and formats . Assessment and marking requirements . Information about classes to be taught . Your timetable . Arrangement for photocopying and printing . Procedures for stock distribution . Holiday dates . Fire drill procedures . School uniform policy . How to complete the attendance and any other register . School calendar and meetings schedule . Duty arrangements . Lunch time and wet break/lunch time arrangements . Arrangements for the first day, eg. assembly, induction of new children

2-1 2.2 The Context of your School

What links are there with:

. Parents? . Schools in other phases? . Schools in the same phase? . Further and higher education institutions? . The wider community? . Industry?

2.3 Structure for Learning

Schools structure classes in a variety of different ways in order to maximise opportunities for pupils to achieve success.

In your school, are the pupils taught by:

. Mixed ability grouping? . Mixed age classes (primary and special)? . Setting or banding for specific subjects? . Mixed arrangements for pupil grouping?

2-2 2.4 Learning Policies

Your school has policies for whole school issues, subjects and cross-curricular themes and these should be available for your reference.

The following policies will be of particular importance in your first term:

. The subject(s) you will be teaching . Assessment . Information and communication technology (ICT) . Health and Safety . Behaviour and discipline . Child Protection . Homework

2.5 Special Needs Provision

. Who is the Special Educational Needs Co-ordinator (SENCO) in your school? . How is the code of practice for identifying and supporting pupils with special educational needs implemented in your school? . How are Individual Educational Plans (IEPs) written, used and reviewed? . Are pupils with special needs withdrawn for periods of intensive support? . What is the role of the learning support assistants (LSAs) in supporting pupils with special educational needs? . How is the work of learning support assistants (LSAs) managed by class teachers and the SENCO? . What is the role of the educational psychologist in supporting schools?

2-3 2.6 Names and Contacts

Complete this sheet as a useful record for future reference.

School name: ______

Address: ______

Telephone number: ______

Fax number: ______

Email address: ______

Headteacher: ______

Deputy headteacher(s): ______

______

Your induction tutor: ______

______

Your head of department/key stage co-ordinator: ______

School administrative staff: ______

______

Caretaker: ______

Chair of Governors: ______

Professional association representatives: ______

______

As a Newly Qualified Teacher you are advised to take up membership of a professional association. Details of the various organisations will be available in your school.

Your job description should define your role in school. Insert a copy here.

2-4 3. YOUR CAREER ENTRY AND DEVELOPMENT PROFILE

3.1 Transition Points

Transition Point 1 should have been completed by the ITT Personal Tutor and the NQT. This should provide a summary of your initial training and include a note of particular strengths and areas needing further development.

Transition Point 2 should be completed by the Induction Tutor and the NQT by the end of the first term of the induction year (the October break). Your induction tutor will discuss with you the completion of this section. This is where you set your own targets for the induction period with reference to development points recorded previously, and in the light of experience over the early weeks of induction. This should provide a record of agreed priorities and objectives for further professional development.

It is important to make a plan for induction that shows how the time arising from reduced workload requirements will be used. You should discuss and agree this programme with your induction tutor. Insert a copy here. Your induction tutor will need a copy.

Transition Point 3 should be completed towards the end of the induction year. As NQTs move into their second year of teaching they become subject to the school’s annual cycle of performance review for all teachers. Discussions between the NQT and Induction Tutor at this point should contribute to objectives for performance management in the second year.

3-1 3.2 Setting Your Targets

You will already have developed particular strengths while in other areas you will feel you need more help and support in order to become more capable and confident. This is true of all teachers. Some aspects of teaching are very difficult to develop until you have full responsibility for the pupils you teach and are playing a full part in the life of a school. In addition, many Newly Qualified Teachers find that once they have taken up their first teaching post, they suddenly feel less confident and capable even in those areas identified as strengths in their Career Entry and Development Profile.

The Core Teaching Standards identify the qualities a teacher needs. You will find it helpful to use these standards to review your progress over the year.

3.2.1 Agreeing targets

When setting your targets with your induction tutor it is important to remember the following points:

. Your targets should be negotiated between yourself and your induction tutor. . It is important that you take note of your induction tutor’s views as well as stating your own needs.

3.2.2 Short, medium and long term targets

Initially, the most helpful targets will be short term and can be achieved and reviewed after a few weeks. Some of these targets will probably focus on finding out about the school structure and getting to know your pupils and their educational needs. During your induction year you will have feedback from observations of your teaching. This will enable you to set more challenging medium and longer term targets.

Examples of targets and action plans are included as Appendices to this section.

3-2 3.3 Writing Success Criteria

The success criteria should state how you will know you have achieved the target. It is helpful to think about what an observer would expect to see as evidence that you had achieved your target. The examples in Appendix 1 should help you here.

3.3.1 Building on your strengths

Make sure that at least one of your targets is focused on an area of strength. In this way you will extend and develop your expertise in the areas in which you are relatively confident and have particular interests or talent.

In summary remember to make your targets SMART:

Specific so an actual aspect of your work is targeted Measurable so you can measure if the target is reached Achievable don’t set targets that are outside of your capabilities Realistic make sure the target is realistically achievable during your induction year Timely include a fixed time period to reach your targets

3.3.2 Support to help you meet your targets

Your induction tutor will discuss with you the support the school can provide to enable you to work towards your targets. Over the year this support should include:

. Structured time to reflect on your practice with an induction tutor . Guidance from your induction tutor and other colleagues on whole school issues . Observation of your teaching and feedback focused on your targets . Staff meetings, workshops and school based in service training . Opportunities to attend courses for newly qualified teachers and other courses . Continued help to improve planning and teaching . Opportunities to observe experienced teachers, in your own school and elsewhere . Specific guidance at key points in the year . Opportunities to discuss with senior staff in school your progress towards targets as well as any difficulties you may be experiencing

3.3.3 Reviewing and setting new targets

The targets identified in your Career Entry and Development Profile will be a useful guide, but you will identify other areas for development as the year progresses. You will regularly review your targets as part of your induction year. You will celebrate your successes and identify areas for development.

3-3 3.4 Keeping Evidence of Professional Development

Although your induction tutor will support you, it is important that you take responsibility yourself for maintaining evidence of your development. This evidence may include:

. Your own lesson evaluations . Your termly review sheets . Notes of discussions with your induction tutor and others . Written feedback from your induction tutor . Written feedback from other professionals who observe your work e.g. colleagues, LA Consultants and Advisers . Examples of pupils work . Examples of improved planning, assessment and record keeping . Reviews of the outcomes and effectiveness of different elements of the school-based programme . Reviews and reflections on your learning from courses, including those specifically for NQTs

All of these can be filed in your portfolio.

3-4 Appendix 1 - Targets and Action Plan for the Induction Period

Primary example Appendix 1a

Targets Actions to be taken Success criteria Resources Target date for Review date and by whom achievement

1. Classroom Develop understanding Improved relationships. 0.5 day for NQT and management and of school policy Improved standard of mentor policy. Time as pupils behaviour (Induction Tutor). To pupil behaviour. needed for cover. observe good practice, Increase in time spent to develop and maintain on task/decrease in time class rules (NQT). spent asserting control.

2. Improve Develop working Increased confidence. 0.5 day for NQT. 0.5 understanding and understanding of school Incorporating day for Induction Tutor. techniques of policy (Induction Tutor). assessment into assessment Observe good practice classroom practice to (NQT). inform planning.

3. Familiarise with ICT Support from ICT co- Working knowledge of 2 x 0.5 days for NQT and hardware/software. ordinator. Investigate hardware/software IT co-ordinator to work Improve software. applicable to age group. together. management Planning shows appropriate learning objectives.

4. Relationships with To observe colleagues More effective use of Time as needed for parents and other dealing with parents. support staff. Reference parent observation. 0.5 professionals Support from induction made to other day for induction tutor tutor and deputy professionals at early for discussions. headteacher. stage, showing understanding of system. Able to employ a wide range of strategies when dealing

3-5 with parents.

Signature of induction tutor ______Name ______Date ______

Signature of NQT ______Name ______Date ______

3-6 Appendix 1 – Targets and Action Plan for the Induction Period

Secondary example Appendix 1b

Targets Actions to be taken Success criteria Resources Target date for Review date and by whom achievement

1. Improve Provide NQT with a wide Good standard of pupil Dept workshop time management of pupil range of classroom behaviour in lessons (0.25 day) behaviour: exploring strategies by (a) sharing observed by induction Course cost (0.25 day) strategies experiences and tutor / HOD / HOY / Lesson observation (1 solutions (HOD); headteacher. day) (b) attend appropriate Team teaching (0.25 course; and (c) observe day) effective practice from a range of staff.

2. Time management: Meeting(s) with To be able to meet Fortnightly meetings the skill of prioritising induction tutor/ senior deadlines for reports, with induction tutor. effectively staff to discuss profiling, marking and strategies/techniques of assessment procedures. time management.

3. Effective use of To provide an induction 1. Lesson plans refer to Meeting time with Learning Support programme on the LSA work in the SENCO (0.25 day) and Assistants (LSAs) effective use of LSAs in classroom. monitoring meetings. supporting pupil 2. Enhanced awareness learning (induction tutor of those pupils on / SENCO). Stage 1-5 Code of Practice for Special Educational Needs. 3. Increased understanding of IEPs.

4. To extend my To participate in the Pupil profiling show Review of targets with knowledge of the Year 7 workshops every appropriate targets and HOY/ Induction Tutor pastoral role half term. In-house effective monitoring. (0.5 day) induction from year

3-7 Targets Actions to be taken Success criteria Resources Target date for Review date and by whom achievement

heads – role of tutor – raising achievement.

5. Initiating Liase with HOD in order Pupil attendance at the Planning time with HOD involvement in an to plan extra curricular chosen extra curricular (0.25 day) extra curricular activity. activity. activity.

6. To further develop Deputy headteacher Wide range of teaching Course cost and time to skills within subject (staff development) to methods/materials feedback to department field (KS3/4) book course (LA) – implemented in the members (2 days) Induction for NQTs of classroom/ observed by English KS3/4 induction tutor/ senior staff.

7. To improve my To provide further Pupil files show accurate Discussion/moderation knowledge of opportunities within the assessment against set (0.5 day) assessing GCSE department to share criteria. coursework against experiences of agreed criteria assessing coursework through moderation work and curriculum development time

Signature of induction tutor ______Name ______Date ______

Signature of NQT ______Name ______Date ______

3-8 4. YOUR PROFESSIONAL DEVELOPMENT

You should keep a record of your first year of teaching, your induction and your professional development.

4.1 Your School Induction Programme

The induction programme should be designed to help you develop your strengths and target areas for further development, using the Career Entry and Development Profile as a starting point.

An effective induction programme will include both the general programme, which it is likely that all newly qualified teachers will require, and an individual element that will be specific to each NQT in your school. These will probably have some shared needs and the opportunity to work together on common issues. It is, however, important that individual needs are met through individualised induction programmes. You will find the Core Teaching Standards useful when developing your induction programme.

Your school will develop an induction programme with you. It should cover general issues as well as catering for your individual needs. You should have your own input into designing the induction programme to suit your individual needs.

The induction programme should provide opportunities for all, or some of:

. Structured time to reflect on practice with an induction tutor . Continue help to improve planning and teaching . Guidance from an induction tutor and other colleagues on whole school issues . Observation of teaching and feedback focused on induction targets . School based in service training . Opportunities to observe experienced teachers in the schools, and elsewhere . Specific guidance at key points in the year on such issues as parent consultations, report writing and assessment arrangements . Opportunities to attend courses for newly qualified teachers and any other appropriate courses or conferences . Opportunities to discuss with senior staff in school, both progress and any difficulties which may be experienced . An individualised induction programme which helps the NQT to develop the areas highlighted in their Career Entry and Development Profile and enables them to set targets and write action plans

4-1 4.2 Medway Programme of Support

The induction programme has been designed in order to:

. recognise the trend for newly qualified teachers to join schools and begin their induction period in each term of the year, not just in September; . to provide increased opportunities for teachers in their induction year to meet together for support and training on agreed issues, and others that may arise.

The programme supports teachers in their induction year and school induction tutors who have responsibility for the school based elements of induction, and for assessment.

4.3 Induction for Newly Qualified Teachers

This part of the programme provides a “core element” that is repeated at different times and a series of “network” meetings that will address other issues. Training on Classroom and Behaviour Management and Supporting Pupils with Special Educational Needs will therefore be offered at different points in the year. Although these elements will be repeated, they will also be developmental so that it may be appropriate for teachers to attend any, or all of these days. Network meetings will support and promote the exchange of ideas between new teachers and the experienced teachers, advisers and consultants who will lead them.

Overleaf you will find the dates of the Medway training programme for NQTs; further details of the training can be found on Medway Council’s website, at both the “Newly Qualified Teachers (NQTs) and Statutory Induction” page and the “Continuing Professional Development” pages. Further training opportunities become available during the year so you should keep an eye on the website.

4.4 Realising Everyone’s Potential

Medway is committed to:

. Improving levels of achievement of all groups in the local community . Expanding and developing educational and lifestyle opportunities . The principles of Lifelong Learning and to the council being a learning organisation

4-2 4.5 The Induction Programme

Date Title Time Price Venue A U T U M N Thursday 16 Welcome Meeting (P) 4.00 – Free St Mary’s Island CEP School September 5.30

Wednesday 22 Network Meeting 1 1.30 – £82 Rainham Girls Netball Centre September 4.30

Wednesday 29 Effective Classroom and 9.00 – £155 Rainham Girls Netball Centre September Behaviour Management 4.00 (P)

Tuesday 19 October Network Meeting 2 9.00 – £82 Rainham Girls Netball Centre 12.00

Tuesday 16 November Supporting Pupils with 9.00 – £155 Rainham Girls Netball Centre Special Educational 4.00 Needs

Wednesday 24 Network Meeting 3 1.30 – £82 Rainham Girls Netball Centre November 4.30 S P R I N G Wednesday 19 Effective Classroom and 9.00 – £155 Rainham Girls Netball Centre January Behaviour Management 4.00 (P)

Tuesday 1 February Network Meeting 4 1.30 – £82 Rainham Girls Netball Centre 4.30

Thursday 10 February Supporting Pupils with 9.00 – £155 Rainham Girls Netball Centre Special Educational 4.00 Needs

Wednesday 16 March Network Meeting 5 1.30 – £82 Rainham Girls Netball Centre 4.30 S U M M E R Tuesday 17 May Network Meeting 6 9.00 – £82 Rainham Girls Netball Centre 12.00

Tuesday 21 June Becoming a Subject 9.00 – Rainham Girls Netball Centre Leader – part 1 (P) 12.30 £155 Tuesday 28 June Becoming a Subject 12.45 – Rainham Girls Netball Centre Leader – part 2 (P) 4.30

Wednesday 6 July Network Meeting 7 1.30 – £82 Rainham Girls Netball Centre 4.30

Key (P) = Primary only

Training Venues . Rainham School for Girls (Netball Centre), Derwent Way, Rainham, ME8 0BX . St Mary’s Island CEP School, Island Way West, St Mary’s Island, Chatham, ME4 6PX

4-3 . Rowan Williams Building, CCCUC at Medway, Rowan Williams Court, 30 Pembroke Court, Chatham Maritime, Kent, ME4 4UF

4-4 4.6 Summary of Professional Dialogue

You will find it useful to keep a brief record of your professional dialogues with colleagues.

Some examples may include exchanges with:

. Subject leaders . SENCO . Induction tutor . Governors . Adviser . Headteacher . Higher education tutors . Deputy headteacher

Date Topic Discussed With whom? Action Points

4-5 4.7 Evaluating Lessons

Although it is a time consuming exercise and not something that can be done in detail for every single lesson, evaluation is a necessary and worthwhile part of a teacher’s professional development. Your school will have its own policy on evaluation and your lesson evaluations should be linked to this.

4.7.1 Why evaluate?

Only by evaluating and reflecting on one’s own practice can teaching and learning improve. We all learn from our mistakes as well as from things which go well.

4.7.2 How to evaluate?

At the end of the lesson it is worth making brief notes of things which go well, and things which did not work out as you had hoped. Did the class respond well? Did they understand the tasks? Did they seem bored? Were the tasks suitably differentiated? Was the pace suitable?

Make notes to suggest how you might do things differently, or notes of strategies of techniques which were particularly successful.

4.7.3 Deep evaluation

At the end of the week, choose two lessons. One should be a lesson which you feel went particularly well, and one with which you were less satisfied.

Look closely at your aims and objectives for each lesson. Look at your resources and the structure of the lesson. Ask yourself the following questions:

. Did I fulfil all the aims and objectives of the lesson? If not, which were not fulfilled? . Did I make the learning objectives clear to the pupils? . Were the learning outcomes achieved? . Was the pace maintained? . Were the materials and tasks suitable and suitably differentiated? . Did the pupils settle down well to the tasks and remain on task throughout the lesson? . Did I handle a particular pupil well/badly? . What aspects of the lesson went well? Why? . What aspects of the lesson needed improvement? Why?

Following this evaluation you will be in a position to identify possible targets. All teachers use a similar form of evaluation to improve practice and produce a high quality learning outcome.

4-6 4.8 Detailed Questions to Aid Lesson Evaluation

. Did every pupil in the class have some of my attention during the lesson? . Did any pupil dominate the class? Did he/she get a disproportionate amount of my time? Why did this happen? What can I do to reduce this problem in the future? . Were there pupils in the class whose tasks were not differentiated sufficiently? How do I know? What can I do about it? . Did I meet the needs of the most and least able pupils? . Did every pupil learn or achieve something worthwhile during the lesson? . Was the homework I set: - appropriate and properly resourced? - a logical progression from the lesson? - of the right length? - differentiated? - clearly explained to the pupils? . Were there incidents of poor behaviour during the lesson? Was this because: - the tasks were not varied enough/too hard/too easy for them? - I had not made my expectations of high standards clear enough? - I need to improve my approach to behaviour management? . What can I do in future to alleviate any problems? . What am I particularly pleased with in this lesson?

The “official” evaluation of your progress is made towards the end of each term by your induction tutor and headteacher. The induction tutor will complete the assessment forms but it is important that you add comments about your progress and the quality of your school-based induction.

Your induction tutors and headteacher will have the main responsibility for deciding to recommend that you have satisfactorily completed the induction period.

4-7 4.9 Record of Professional Meetings

Make some copies of this sheet to keep records of meetings with your induction tutor and other colleagues.

Meeting with: ______

Date set: ______

Time: ______

Agenda: ______

______

Notes: ______

______

Targets agreed: ______

______

Date for next meeting and review: ______

Any courses you attend should be recorded using your school format and inserted here.

4-8 4.10 Evidence of Professional Development

Insert here:

. Your own lesson evaluations . Written feedback from observers or visitors to your classroom . A record of your professional development opportunities during the year (see overleaf) . A list of any extra curricular activities you have undertake (see overleaf) . Details of any further responsibilities you have taken during the year

4-9 4.11 Record of Professional Development

This record should include any courses attended, school based training sessions, working parties/task groups/visits to other school, details of school based development work etc.

Date Description of Activity Location/Provider Reflections/Evaluations Action Points

4-10 4.12 Extra Curricular Interests and Involvement

Running clubs, organising school visits, on your own or supporting colleagues.

Activity When? Where? Pupils Involved

4-11 5. ASSESSMENT OF NEWLY QUALIFIED TEACHERS

5.1 Assessment Process

The regulations require headteachers and induction tutors to complete an assessment of newly qualified teachers at three points in the year. The submission deadlines and forms are included on Medway Council’s website at the “Newly Qualified Teachers (NQTs) and Statutory Induction” page. The form for the first and second assessment period is designed to track progress against Core Teaching Standards. This same form should be used for an INTERIM assessment if the NQT leaves mid-term. The forms are available electronically but need to be returned as hard copies with signatures of the NQT, the Induction Tutor and the Headteacher.

The assessment form should be completed and returned by the end of the appropriate term.

Please ensure that the front page is completed with the recommendation clearly marked. It is possible that the assessment indicates unsatisfactory progress in the first and/or second assessment period. In this event the form should be completed in some detail. It is the end of the third assessment period that records the school’s final recommendation to the LA and there are different forms to be completed depending upon the school’s assessment.

Assessment in the first two periods requires brief details of the extent to which the NQT is meeting the Core Standards using either:

. Professional Attributes . Professional Knowledge and Understanding . Professional Skills or

. Developing Professional and Constructive Relationships . Working within the Law and Frameworks . Professional Knowledge and Understanding . Professional Skills . Developing Practice

The assessment should always be explained and discussed with the NQT, who should be encouraged to add a written comment on the assessment and/or support arrangements. This opportunity should be provided each term.

At the end of each assessment period the form should be completed with three signatures – headteacher, NQT and induction tutor.

The school and the NQT should keep a copy of the assessment form. Should the NQT change schools, or leave teaching and subsequently return, their copy of the form will provide their new school and/or LA with evidence of their progress towards the Core Standards.

5-1 Headteachers should ensure that a copy of the form is returned to the LA at the end of each assessment period. Delays, or failure to return completed forms could result in delayed support and the issue of Induction Certificates.

Assessment forms should be returned to Caroll Williams, Support Services Officer.

5.2 NQT – Unsatisfactory Progress

Assessment in the second and fourth term of induction requires the school to make one of two judgements. Either:

“the teacher’s progress indicates that he/she will be able to meet the requirements for the satisfactory completion of induction”

“the teacher’s current progress suggests that he/she may not be able to meet the requirements for the satisfactory completion of induction”.

It is possible that the school assesses progress to be unsatisfactory in either/both term 2 and/or term 4. Such an assessment should be taken as a serious warning that the teacher must make considerable improvement if he/she is going to gain an “induction pass” at the end of the third assessment period. The LA monitors assessment forms and Advisers contact schools where an “unsatisfactory progress” judgement has been made.

“The head teacher should ensure that procedures are in place in the school to give early warning of any difficulties experienced by the NQT in making progress towards the Induction Standards. Concerns should be communicated quickly to all those with responsibilities in the induction process, including the NQT and the Appropriate Body. Actions should not be delayed until a formal assessment meeting has taken place.”

DCSF – The Induction Period for Newly Qualified Teachers

Judgements will be based on the Core Teaching Standards – NQTs must meet all the standards.

In the event that the NQT is not meeting the Core Standards, the induction tutor must inform the headteacher. The headteacher must inform the LA Adviser with responsibility for NQTs.

It is important that the headteacher ensures that the NQT understands the consequences of failure to complete the induction period satisfactorily. This should be explained in a face-to-face meeting and confirmed in writing. It cannot be stressed enough that when you have reached this level of concern, minutes must be recorded for all informal and formal meetings concerning the NQT. Written evidence of monitoring and support is essential.

5-2 Should concerns arise the support provided by the school would need to be more than normally given to NQTs.

. Arrange teaching observation opportunities in order that the NQT may observe experienced teachers, this will support them developing good practice in specific teaching areas. This could be in your own school and/or other schools recommended by your school or LA Advisers. . Ensure regular feedback and consultation meetings. . Ensure the NQT is clear about areas to improve, the objectives and how to achieve them. . Ensure support is provided when the NQT is planning delivery of the curriculum and effective evaluation of lessons. . Ensure relevant INSET is focused on helping the NQT to overcome identified weaknesses and support him/her in meeting the Core Standards.

Monitoring also needs to be more than normally given to NQTs. Ensure that all feedback is not only oral but also recorded and signed by the NQT and the appropriate teacher.

. Ensure regular teaching observation and share the focus of the observation with the NQT. An agreed timetable for the tem with observation foci would fit with most schools’ monitoring policy. . Track the progress of a high, an average and a low attainer. . Ensure systematic scrutiny of pupil assessments, marking of pupils’ books, target setting, home/school contact diaries, IEPs, behaviour record book, achievement book and letters to parents.

Where a school judges that an NQT has failed to meet the Core Standards towards the end of the third assessment period the head teacher should complete the assessment form and send it to the LA not later than ten working days after the end of term.

“An NQT who believes that the induction support and assessment procedures in the school are not appropriate or adequate or does not consider that his or her concerns have been addressed, should inform the named contact in the LA at the earliest opportunity”

DCSF – The Induction Period for Newly Qualified Teachers

There is an appeal procedure for NQTs to use if the final school assessment indicates “Failure to complete the induction period satisfactorily”. It is essential that the school has all the documentation to show the level of support and monitoring provided throughout the induction period.

5-3 5.3 Appeal Procedure

The General Teaching Council for England is the Appeal Body and any decision of the Appeal Body will be final. The arrangements for appeals against decisions to extend or fail the induction period are as follows:

5.3.1 Making an appeal

If an NQT fails induction, or has the induction period extended by the Appropriate Body, that body must tell the NQT of the right to appeal, who to appeal to and the time limit for appeal.

The NQT (the appellant) must send a notice of appeal to the GTCE (the Appeal Body) within 20 days beginning with the date the appellant received notice of the Appropriate Body’s decision. The Appeal Body will have discretion to extend this time limit where not to extend the time limit would result in substantial injustice to the NQT.

The NQT can appeal to the Appeal Body by sending a notice of appeal which can be a letter. NQTs can present their appeal in whatever way they see fit. The notice of appeal should include all the following information:

(a) the name and address of the appellant; (b) the appellant’s DCSF reference number and date of birth; (c) the name and address of the school at which he was employed at the end of his induction period; (d) the name and address of his employer, if employed in a teaching capacity, at the date of the appeal; (e) the grounds of appeal; (f) the name, address and profession of anyone representing the NQT in this matter, and an indication of whether the Appeal Body should send appeal documents to the representative rather than to the NQT; (g) whether the teacher requests an oral hearing or not; (h) if the appeal is going to miss the deadline, the NQT may give any justifications for the delay, and the Appeal Body must consider them.

The NQT must sign the appeal for it to be valid.

The NQT should send the following additional material with the appeal:

(a) a copy of the document from the Appropriate Body (the LA) notifying the NQT of its decision; (b) a copy of any document from the Appropriate Body outlining its reasons for coming to this decision; (c) a copy of every other document on which the NQT relies for the appeal.

5-4 The appeal should be addressed to:

Nicola Bailey General Teaching Council for England Victoria Square House Victoria Square BIRMINGHAM B2 4AJ Direct line 0121 345 0087 Switchboard 0870 001 0308

Appellants can amend or withdraw their grounds of appeal or any part of their appeal material and they can also submit new material in support of the appeal. They can do these things without permission up to the date they receive notice of the appeal hearing date (or notice of the outcome of the appeal if it is decided without a hearing). After the hearing date has been arranged the appellant needs the permission of the Appeal Body to amend or withdraw his or her appeal or submit further material.

Once an appeal is withdrawn it cannot normally be reinstated. An appeal which has been withdrawn in error may be reinstated in exceptional circumstances.

The correspondence for an appeal is handled by the ‘proper officer’. Within three working days of receiving the notice of appeal, that officer will:

(a) send an acknowledgement to the appellant; (b) send copies of the notice of appeal and accompanying documents to the Appropriate Body; (c) send a copy to the headteacher who made the end of induction recommendation and any current teaching employer, if not the LA.

The proper officer will also copy any later amendments or additions or notices of withdrawal to the Appropriate Body.

The Appeal Body will be able to request additional material from the appellant if it thinks the appeal could be more fairly decided. If the appellant decides to provide such material in response to a request he should do so within 10 working days of the date of the request. The Appropriate Body will be informed that a notice has been sent, and sent copies of any material supplied by the appellant.

The Appropriate Body has 20 working days from receiving the notice of appeal to reply. If the Appropriate Body decides at any time that it does not want to uphold the disputed decision, it should inform the Appeal Body, who will allow the appeal. The reply must contain:

(a) the name and address of the Appropriate Body; (b) whether it seeks to uphold the disputed decision; (c) where it seeks to uphold the disputed decision: (i) its answer to each of the NQTs ground of appeal; (ii) whether it requests an oral hearing;

5-5 (iii) the name, address and profession of anyone representing the appropriate body and whether documents should be sent to them instead.

The Appropriate Body should also send any documents on which it wishes to rely to oppose the appeal, and, if the NQT has not supplied it, a copy of the written statement giving its reasons for the decision.

The Appropriate Body can submit further documents and amend or withdraw its reply.

The proper officer must send a copy of the reply from the Appropriate Body to the appellant within three working days.

The Appeal Body can make a decision without a hearing if the Appropriate Body has not replied in time: if it does so it may only allow the appeal. Where the Appeal Body considers an oral hearing is not necessary and neither party has requested one, the Appeal Body can also decide the appeal without a hearing. In other circumstances there must be a hearing. The Appeal Body must notify the parties of any such decision within 20 working days from the day after the expiry of the time limit for the Appropriate Body’s reply.

5.3.2 Decision by oral hearing

The Appeal Body must fix a date for a hearing within 20 working days from the expiry of the limit for the Appropriate Body’s reply by sending the appellant and the Appropriate Body notice of the time and place of the hearing. The notice of hearing must be accompanied by guidance about the procedure at the hearing, a warning about the consequence of not attending, and information about the right to submit written representations if they do not attend. The hearing will be at least 15 working days from the date of the notice.

Both the NQT and the Appropriate Body have to reply at least 10 working days before the hearing, to say if they will attend or be represented, what, if any, witnesses they wish to call, and if they are not proposing to attend or be represented at the hearing to provide any further written representations they wish to make. Any written representations submitted will be copied to the other party.

The procedure at the hearing will be decided by the Appeal Body, but will be subject to the rules of natural justice, with full and open disclosure of documents. Both sides will be able to call witnesses, though it owl be up to the parties to arrange for their witnesses to appear. Hearings will be in public although the Appeal Body has power to decide that a hearing or some part of it should be in private.

5.3.3 Costs of appeals

The appellant and the respondent will have to bear their own costs. There will be no requirement to bear the costs of the other party in the event of a decision against one party.

5-6 5.3.4 The appeals committee

Induction Appeals Hearing Committees of the GTCE will be responsible for considering appeals. The GTCE will ensure that Committee members receive appropriate training to undertake this role.

The GTCE took on the role of Appeal Body from the Secretary of State on 1 July 2001. The GTCE will keep its procedures under review to determine the most effective way to consider appeals.