Induction standards

All newly qualified teachers (NQTs) starting induction are assessed against the standards described here.

In order to complete the induction period satisfactorily, NQTs must demonstrate all of the following:

Professional values and practice

You meet and build on the requirements of the professional values and practice section of the standards for the award of qualified teacher status (QTS). Specifically, you work with colleagues to raise standards by sharing effective practice.

Knowledge and understanding

You meet and build on the requirements of the knowledge and understanding section of the standards for the award of QTS. Specifically, you identify areas where you need to improve in order to teach more effectively and take steps, with support, to address these needs.

Teaching

You meet the requirements of the teaching section of the standards for the award of QTS. You build on these by demonstrating responsibility and competence in your teaching and when working with adults, including parents. Specifically, you:

1. plan to meet the needs of pupils with special educational needs, with or without statements. In consultation with the special educational needs co-ordinator (SENCO) you help to prepare, implement and review individual education plans (IEPs) or the equivalent
2. liaise effectively with parents or carers on pupils' progress
3. work as part of a team and, as appropriate, liaise with, deploy and guide the work of other adults who support pupils' learning, and
4. secure a standard of behaviour that enables pupils to learn, and pre-empt and deal with inappropriate behaviour.

(Source: www.tda.gov.uk/teachers/induction/inductionstandardsandassessment/inductionstandards.aspx)

What should I expect during my Induction?

1. Build a portfolio - Evidence to support achievement, growth and development
2. plan a programme of monitoring, support and assessment for your classes
3. Evaluate my personal and professional progress over time
4. Be exposed to a variety of teaching methodologies and evaluation processes
5. Gain a understanding of the whole school community
6. Regularly engage in practical exchanges with experienced teachers
7. Identify pedagogical strengths and weaknesses
8. Maintain a record of all CPD (Continuous Professional Development) activities
9. Participate in regular meetings
10. Work closely with chosen supervisor/mentor
11. Gain a greater insight into the profession of teaching

Identifying Ineffective Induction Programmes

Induction is in its simplest form, is the process of supporting you as a teacher as you enter a new learning community. However, sometimes inductions programs can go horribly wrong and it is important to be aware of the potential pitfalls that you may come across so that you can try and do something to amend the situation.

An ineffective induction program can lead to stress, confusion and de-motivation, essentially making your life extremely stressful. If this happens, then it is so important that you address the issues in a professional manner with your Headteacher/Principal immediately.

Here are just some way that an induction may be ineffective:

1. Too Time consuming- you are spending your evenings writing up your portfolio as apposed to planning for your classes the next day. Set realistic goals with your mentor/supervisor so you can cope with both work loads simultaneously
2. Too Boring - Induction should be practical, fun and interesting, stimulating your motivation as a teacher.
3. Too Personal - Induction is about your professional growth and development and should never become too personal.
4. Too Neglectful - this may occur if your supervisor/mentor is too busy to allocate time with you. A good supervisor should meet with you at least once a week in the early stages, and always be open to spend time with you as and when required.

Finally, at the end of induction you should have a clear career development path, still be passionate about teaching and satisfied that you have worked hard at becoming a good and effective teacher.