Improving Induction

Research Based Best Practice for Schools

Maxine Bailey, Sara Bubb, Ruth Heilbronn, Cath Jones, Michael Totterdell

• Publisher: Routledge
• Year: 2003
• eBook ISBN: 9781134471768
• Topic: Education
• Subtopic: Education General

Induction - the first year of a teacher's career - is a crucial, and potentially difficult, period. This book is the work of a well-known and highly respected team of experts on the subject and is based on a comprehensive nationwide research project into the implementation and effectiveness of the latest statutory regulations covering induction in England. It includes not only findings from this research, but also numerous ideas from, and examples of, best practice.

Including case studies from primary and secondary schools, in the state and private sectors, this book raises awareness of the complexities entailed in inducting new teachers, addresses the issues, dilemmas and problems of induction and celebrates the achievements of the national induction policy. Its insights provide an invaluable guide to the effective implementation of induction in schools.

Chapter 1

Introduction

The structure of the book

This book contains two inter-related elements: the findings from our research and ideas and examples of good practice. We look first at the induction regulations to consider what is supposed to happen and then discuss why we need a statutory induction period. We then look at how schools manage induction and consider how it is organised in distinctive settings. Later we consider what effective induction tutors do and then how to get the most from Appropriate Bodies. The Career Entry Profile and the process of setting objectives are explored and we look at how NQTs use their 10 per cent reduction in timetable. Towards the end of the book we give ideas for how to observe and assess NQTs against the induction standards. The book concludes with a chapter linking induction to further professional development.

The regulations for statutory induction

The regulations for the statutory induction period were originally laid out in Circular 5/99 (DfEE 1999) but there have been several updates: 90/2000 (DfEE 2000a), 582/2001; (DfES 2001f). The most up-to-date version is on the DfES website (URL:www.dfes.gov.uk).

The policy regulations state that all people who are awarded QTS after 7 May 1999 have to complete a statutory induction period of a school year, to teach in maintained schools in England. The policy was introduced to provide:

1. all newly qualified teachers with a bridge from initial teacher education to effective professional practice,
2. a foundation for the long-term continuing professional development of new teachers,
3. well-targeted support, which in turn helps newly qualified teachers tomake a real and sustained contribution to school improvement and to raising classroom standards.

(DfEE 2000a: para.1)

The policy has two main principles:

1. a national entitlement for NQTs to support and professional development,
2. assessment of NQTs against defined national standards.

Thus, it can be seen as a ‘carrot and stick’ or pressure and support style of policy. On the one hand, NQTs must be assessed by their school at the end of each of the three terms that make up the induction period. On the other hand, the government intend induction to be ‘a bridge from initial teacher training to effective professional practice’ (DfEE 2000a: para.1). It is intended to give NQTs reduced timetable and a framework of monitoring, support and assessment. NQTs who are doing well perceive the assessment meetings and reports as a carrot. They are, however, a stick for those who are having problems. No longer should a successful first year of teaching be a matter of luck and favours. It is an entitlement that has been planned and funded, and which head teachers are required by law to provide. NQTs should have the following package of opportunities and requirements:

1 a 10 per cent lighter teaching timetable than other teachers in the school,

2 a job description that does not make unreasonable demands,

3 meetings with a school ‘induction tutor’, including half termly reviews of progress,

4 an individualised programme of support, monitoring and assessment,

5 objectives, informed by strengths and areas for development identified in the career entry profile, to help them meet the induction standards,

6 at least one observation of their teaching each half term with oral and written feedback,

7 an assessment meeting and report at the end of each term,

8 procedures to air grievances at school and local education authority level.

The timeline in Figure 1.1 indicates the key stages in the induction period as set out in the induction circular.

Who must complete the statutory induction period?

People who were awarded Qualified Teacher Status (QTS) after 7 May 1999 have to complete an induction period of a school year (or equivalent) if they are to work in maintained primary or secondary schools, or in non-maintained special schools in England. Those who qualified before May 1999 do not have to go through statutory induction, even if they do not take up their first post until after September 1999.

Only teachers with QTS are entitled to induction. Those who have teaching qualifications outside the European Union have to gain QTS in England through the Overseas Trained Teacher Scheme.

Teachers do not, by law, have to complete an induction year if they work in the independent sector, though they would need to if they moved to the state sector. However, they can complete their induction period in an independent school if it teaches to the National Curriculum. The Independent Schools’ Council recommends that their members provide induction.

Supply teachers can only start their induction period if they are employed for a full term to teach the same class. NQTs can only work as short-term supply teachers for a year and a term after their first appointment, before taking a settled job in which to do their induction. This should benefit teachers because they will get the support and further training that they need.

Where can NQTs complete their induction period?

All state schools in England must provide an induction period. For others it is optional, so that the following can provide induction if they wish:

a non-maintained special schools,

b independent schools, if they teach the National Curriculum,

c sixth form colleges – no more than 10 per cent of NQTs’ teaching should be devoted to teaching classes of pupils predominantly aged nineteen and over, and they should spend the equivalent of at least ten school days teaching children of compulsory school age to demonstrate that they meet all the Induction Standards.

Schools that cannot provide induction include:

a pupil referral units,

b schools requiring special measures unless one of Her Majesty’s Inspectors certifies in writing that the school is suitable for providing induction,

c independent schools that do not teach the National Curriculum,

d tertiary colleges, other than sixth form colleges.

Figure 1.1 Overview of the induction process (TTA 1999a: 6)

At the time of writing Jersey, Guernsey, the Isle of Man and Gibraltar follow England’s induction regulations. However, teachers are not allowed to complete their induction year abroad, even if they are working in British schools. This is because there is no Appropriate Body for these schools.

These regulations only apply to England, Guernsey, Jersey, Gibraltar and the Isle of Man. Scotland has a two-year probation period, which is to be cut to one year in August 2002 and Northern Ireland has an induction stage in their teacher education programme. Induction in each country is recognised in England and vice versa. Wales does not yet have statutory induction arrangements but plans to introduce them in September 2003.

How are NQTs assessed?

The requirements for the satisfactory completion of the induction year are two-fold:

1 By the end of the induction period NQTs should have consistently continued to meet the Standards for the award of Qualified Teacher Status.

2 They should also have met all the Induction Standards (DfEE 2000a).

There are ten Induction Standards. In order to meet them, the NQT should demonstrate that he or she does the following.

Planning, teaching and class management

a Sets clear targets for improvement of pupils’ achievement, monitors pupils’ progress towards those targets and uses appropriate teaching strategies in the light of this, including, where appropriate, in relation to literacy, numeracy and other school targets;

b plans effectively to ensure that pupils have the opportunity to meet their potential, notwithstanding differences of race and gender, and taking into account the needs of pupils who are underachieving, very able, not yet fluent in English, making use of relevant information and specialist help where available;

c secures a good standard of pupil behaviour in the classroom through establishing appropriate rules and high expectations of discipline which pupils respect, acting to pre-empt and deal with inappropriate behaviour in the context of the behaviour policy of the school;

d plans effectively, where applicable, to meet the...

Table of contents

• Cover Page
• Half Title page
• Title Page
• Copyright Page
• Contents
• Figures
• Tables
• Boxes
• List of Contributors
• Acknowledgements
• Abbreviations
• Chapter 1 Introduction
• Chapter 2 Why we have a statutory induction period
• Chapter 3 How schools manage induction
• Chapter 4 Induction in distinctive settings
• Chapter 5 The induction tutor role
• Chapter 6 How Appropriate Bodies work
• Chapter 7 The Career Entry Profile and setting objectives
• Chapter 8 The reduced timetable and how it is used
• Chapter 9 Observing NQTs
• Chapter 10 Assessment against the induction standards
• Chapter 11 Induction and continuing professional development
• Bibliography
• Index