Ashok Tailor
Teacher Recruitment and Workforce
Development Manager
Jacky Richardson
Teacher Recruitment and Workforce
Development Assistant
What does ‘NQT’ mean?
• Statutory induction period (3 terms / 195 days)
• Termly assessment against the teachers’
standards, informed by half termly formal
observations and progress meetings
• At end of period, school recommends outcome
• LA decides
• NCTL ratifies
The Relevant Standards
The Teachers’ Standards will be used to assess an NQT’s performance at
the end of their induction period. The decision about whether an NQT’s
performance against the relevant standards is satisfactory upon
completion of induction should take into account the NQT’s work context
and must be made on the basis of what can be reasonably expected of an
NQT by the end of their induction period within the framework set out by
the standards. Judgements should reflect the expectation that NQTs have
effectively consolidated their initial teacher training (ITT) and
demonstrated their ability to meet the relevant standards consistently
over a sustained period in their practice.
Teachers’ Standards
Part 1
• Set High Expectations which inspire, motivate and challenge pupils
• Promote good progress and outcomes by pupils
• Demonstrate good subject and curriculum knowledge
• Plan and teach well structured lessons
• Adapt teaching to respond to the strengths and needs of all pupils
• Make accurate and productive use of assessment
• Manage behaviour effectively to ensure a good and safe learning environment
• Fulfill wider professional responsibilities
Part 2
• Personal and Professional Conduct
Statutory Requirements for Induction
access to a designated induction tutor
a teaching timetable equivalent to 90% of that normally allocated to teachers in the
school. over and above the contractual entitlement to PPA time;
observation of the NQT’s work and follow up discussion.
Opportunities for the NQT to observe experienced teachers;
half-termly professional reviews of progress, pre-arranged meeting between the
NQT and their induction tutor
professional development opportunities
rigorous and fair assessment of the NQT’s professional practice including
formal assessment meetings at the end of each term.
So what do I have to do?
• Demonstrate that you have gained QTS and
passed the skills test
• Accumulate evidence towards meeting the
teachers’ standards
• Have met the teachers’ standards by the end
of the induction period
• Make a comment on your termly assessment
• Keep a portfolio of the CPD Received
What does the school do?
Register you with Ashok at the start of the year
Support, challenge, assess
Formal observations at regular intervals
Arrange regular mentor meetings
Hold half-termly progress review meetings
Keep records and submit termly assessment
forms to Ashok on deadline (see termly
newsletter for dates)
The Role of the Appropriate Body
• Register you with the NCTL and keep records of your assessment
• Identify a named contact with whom to raise concerns. If your school
Ashok Tailor, Teacher Recruitment and Workforce Development Manager
[email protected] , 01582 548078
• QA the induction support programme provided by the school
• Intervene where there are issues
• Decide in the light of the Head teacher’s recommendations whether you
have satisfactorily completed the induction period and inform all
concerned of the decision
• Carry out observations of a random sample of NQTs
• Provide guidance, support and assistance to schools on induction
What if things aren’t going to plan?
• Don’t suffer in silence
Talk to your mentor
Talk to your head
Talk to Ashok
Seek Union advice
• Procedure
– School action plan
– Monitoring visit(s) from Ashok
– LA observation
Professional Development Portfolio
for Newly Qualified Teachers
• Click on Resources Section
• Search for NQT
Section 1
Introduction and summary of statutory requirements for induction
• Statutory requirements for induction
• Roles and responsibilities
Head teachers
Governing bodies
Induction tutors
Newly qualified teachers
Induction year planner
Monitoring checklist
Management implications of the statutory induction arrangements for NQTs
NQTs who move schools during induction
This section will help you to use this portfolio effectively. It will provide you with background
information on the induction of newly qualified teachers and a guide to help you plan the year. It
will also inform you of the statutory requirements for the induction of newly qualified teachers.
Section 2
Record of past professional developments and experience
• Career Entry and Development Profile
• Transition Point One
• Your curriculum vitae (CV)
• Your work experiences
• Your other skills and interests
This section is for you to record details of your initial
teacher training and your own particular skills and
Section 3
Your roles and responsibilities in school
• Finding out about your school
• On appointment to your school (checklist)
• Names and contacts
Section 4
Your induction year
Your induction year
A Transition Point Two
B Review meetings: setting objectives and writing action plans
Formats for action planning
QTS and Teachers’ Standards: reviewing your progress
Grids showing Teachers’ Standards for Induction purposes
Prompt questions for self-review
C Assessment of your progress towards meeting Teachers’ Standards
Where progress is less than satisfactory
Development strategies:
a) Observing experienced teachers
b) Evaluating your own teaching
In this section you will find guidance and resources to help you keep a record of your
professional development and the monitoring, support and assessment your school
provides for you.
Section 5
End of year review and further Professional development
• Reviewing your first year of teaching
• Transition Point Three
• Identifying objectives for your second year of teaching
• Successful completion of your induction year
• Where next?
• Reflecting on progress
• Maintaining a professional portfolio throughout your career
• Performance Management
This section will help you to review your whole year as a newly qualified
teacher and to plan for your continuing professional development.
Section 6
Mentoring: the role of the Induction tutor
• The role of the induction tutor
• The knowledge and skills of an induction tutor
• Checklist of induction tutor tasks
• Induction tutor log/action plan
• Proforma for record of mentoring session
• Classroom observation
• Lesson observation proforma
• Professional review meetings
• Summative assessment meetings
• Procedures for supporting NQTs who are not making satisfactory progress
throughout their induction period
• Reviewing the year: reflecting on professional development
This section includes information and guidance to help the induction tutor set up and
develop the monitoring, support and assessment arrangements for the induction year.
Sections 7 & 8 : Appendices
Section 7
• Teachers’ Standards 2012
Section 8
• Interim Assessment form (for use in terms 1 and 2,
and for mid-term departures)
• Final Assessment form
• Completed example of an assessment form
The Newly Qualified Teacher assessment process in Luton
When do Assessment Records need to be submitted?
The relevant sections of the Assessment Record should be completed and
submitted at the end of each period of induction (each term).
These should be received by the due date given for the end of each term - as
below for the 2014/2015 academic year:
Assessment Deadline
11 December 2014
19 March 2015
10 July 2015
If you are undertaking induction away from the 'scaffolding' of the academic calendar,
or on a part-time basis, your due dates will be different to those above.
We strongly suggest that no formal assessment meeting is planned for the last
week of a term.
For more information:
• The Learning Platform, and
look for NQTs
• The National College for Teaching and Leadership
• DfE, for:
– Statutory Guidance on Induction for Newly Qualified
Teachers in England
• Professional Association (NUT, NASUWT, ATL etc)

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