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Induction Programme for NQT’s

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Philips High School
Induction Programme for NQT’s

Rationale

The first twelve months in teaching are not only very demanding but also of considerable significance in the professional development of the new teacher. The induction process should ensure that appropriate guidelines, support and training is available to secure a proper foundation upon which a successful teaching career can be built.

Purposes

  • To provide a programme appropriate to the needs of the individual NQT.
  • To provide appropriate counselling and support through the role of an identified mentor or mentors.
  • To provide examples of good practise.
  • To help NQT’s form sound relationships with all members of the school community- pupils, colleagues, non-teaching staff, parents and governors.

After appointment, the NQT will be invited into school to meet with the Professional Mentor and the appropriate Director of Subject /Subject Mentor to begin the process of induction. The number of visits made will be agreed between the NQT and the mentors but they will be invited to specific events on the school and social calendar including, where appropriate, staff meetings, departmental meetings and INSET days.

NQT’s will be provided with a simplified version of the staff handbook. The full version is available on the school intranet.

Term 1

The first day of the Autumn Term is traditionally an INSET day for all staff during which includes a Staff Meeting, Departmental Meetings and Pastoral Meetings. This day provides an opportunity to meet or reacquaint themselves with the staff with whom they will be working most closely and to check lesson planning and preparations for the new school year.

Directors of Subject at Philips High School are experienced teachers and most are qualified MMU Subject mentors who are used to dealing with trainee teachers. Regular meetings between new staff and Subject mentors may not be timetabled but informal meetings/discussions will occur on a regular basis.

Directors and/or Subject mentors will be responsible for the subject specific development of new teachers.

Meetings with the Professional Mentor will occur on a regular basis agreed between new staff and the Professional Mentor.

During this time, the Professional Mentor will ensure that the NQT is kept up to date with the school calendar and prepared in advance for Parents Evenings, Open Evenings, school procedure and any other daily/weekly/monthly items of administration that will be new to the NQT e.g. PPR’s and report writing. The Professional Mentor will also introduce new staff to the Bury Induction Programme and provide them with a handbook when it is available. A meeting for all NQT’s in the authority is usually held in September with further meetings each term.

The Support Programme consists of a number of lesson observations carried out by The Professional Mentor, Head Teacher and the Director of Subject. In addition to these observations the Director or Subject Mentor may wish to observe other lessons on a less formal basis, but feedback will always be given and the NQT will always be informed of the observation and its purpose.

As NQT’s at Philips will also be Form Tutors, meetings will be arranged with the Head of Year who will support them closely with their tutor group during the first months.

Departmental, Pastoral Meetings, INSET/PDS and staff meetings are scheduled on the school calendar and NQT’s will be expected to attend.

Where possible NQT’s will also be supported to a peer mentor who will usually be a recently qualified teacher and regular informal meetings between the two will be encouraged.

NQT’s will also be given the opportunity to observe good practise, to meet senior staff, the SENCO and support staff and any other opportunities or interests they wish to pursue, although this may happen later in the year so as the NQT would not be overwhelmed during the first term.

To conclude the first term, a review of progress is completed by the NQT and Professional Mentor during the last week of term. The focus of the review is a self-evaluation against specified objective criteria and targets are set for the next review and sent to the Authority together with lesson observations for their records.

Term 2

NQT’s will attend the scheduled authority meetings and pursue and opportunities or interests they were unable to be offered or fulfilled during the first term, e.g. observation of good practise across the curriculum or appropriate INSET.

Further formal observations will be carried out by the Professional Mentor and/or the Director of Subject or Subject Mentor. The focus of these observations being progress towards the targets set in the first review.

A second assessment review takes place at the end of the second term and follows the same format as the first review.

Term 3

Continued meetings of NQT’s with Subject and Professional Mentors, Pastoral Tutors and Peer Tutors.

Completion of the LEA Induction Programme and final review.

Training in statutory procedures/guidelines e.g. assessment

Identification of further targets for CPD.

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