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Inductionmaking it work for youOur guide for probationer teachers in Scotland
Have you seen ATL’s interactive website especially for new teachers?
We’ve taken our years of experience of working with people like you to create a one-stop-shop with all the help you need – advice on lessonplanning, behaviour management, mentoring issues and more.You canread the blogs of other new teachers, or set up your own and shareyour successes with friends online.
It doesn’t stop there either. You will also be able to download over £150 worth of ATL’s well-researched and incredibly useful publications for free – topics range from learning safely on the internet to takingstudents off site.
So, log onto www.new2teaching.org.uk today.It could be the start of a beautiful friendship…
Meet the website of your dreams…
Foreword by Dr Mary BoustedGeneral Secretary, ATLWelcome to ATL the education union. I am delighted that you have joined us asa newly-qualified member.You can be confident that you have become part of astrong union which supports over 160,000 members in the UK.We will give youface-to-face support; comprehensive career advice; first-class legal assistance;extremely effective training; and an opportunity to be involved in your union.
I believe today’s NQTs are the best ever. We have high-quality people going in ready to do a good job, which is excellent for the teaching profession.New teachers are also far more prepared for entering the classroom than ever before.
Of course, we know that entering the classroom is also a huge challenge.As an NQT, not only are you dealing with the pressures of your induction year and the natural concerns about performance that all NQTs have, but you are alsotrying to establish a presence in the school, and be seen to be effective and incontrol of your class. Not to mention having a lot of lesson planning on your plate.
But ATL is here to help.We understand the challenges you face and are committedto supporting you from the beginning of your career right the way through.This publication is designed to help you make your induction year work for you.We also have a range of other excellent publications to support you in your dailywork, as well as a lot of useful information and features available on our website,www.new2teaching.org.uk. And, of course, ATL is always working hard at nationallevel to defend our members’ interests and influence policy before it is set in stone.
I hope you find this publication useful, and may I take this opportunity to wish youevery success with your induction year and for the rewarding and exciting careerahead of you.
ContentsIntroducing inductionThe statutory basis of induction 6
The standards 6
The induction system 7
Does induction apply to you? 7
What about everyone else? 7
Is your post suitable for induction? 8
Induction: a first lookWhat you should know right from the start 9
Throughout induction 10
The support you should expect 10
An induction to suit you 11
A fair assessment 11
It’s your inductionWhat you should and shouldn’t do 12
The demands of becoming a teacher 13
Your responsibilities 14
Raising your concerns 14
Developing professionally 15
Looking after yourself 16
Information sources 16
The role of your schoolYour timetable 18
Your programme of monitoring and support 19
The headteacher’s role 19
The supporterThe role of your supporter 20
If you have concerns about your supporter 21
Observation and assessmentObservation timings 22
The importance of feedback 23
Observations by teachers other than your supporter 23
Professional reviews of progress 24
Your action plan 25
Professional development activities 25
Observing experienced teachers 26
Assessment arrangements 26
Formal assessment meetings 27
Your initial teacher education profile Your ITEP: what you must do 29
If there’s a problem with your inductionWhat if I am absent due to illness during my induction year? 30
What if I have to take statutory maternity leave during the induction period? 30
What if I am told that my teaching is unsatisfactory? 30
What happens next? 31
What happens if I still do not make satisfactory progress? 31
What happens if, at my final assessment, I am not considered satisfactory? 32
What if I am unhappy with the quality of the induction provided by my school? 33
ATL is here to help 34
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Introducing inductionInduction is a complex process but this guide is designed to take you rightthrough, from understanding induction and how it can work for you towhat to expect from your local authority and your school.We also discusswhat might happen should your induction not go as smoothly as hoped and explain how ATL can help in this most crucial start to your career as a teacher.
The statutory basis of inductionThe Teacher Induction Scheme (TIS) arose out of
the McCrone Report and forms part of the 2001
teachers’ agreement A teaching profession for the
21st century. Probationer teachers on the scheme
have the same terms and conditions as teachers
except in relation to: initial placement on pay scale,
maximum class contact time, working year, maternity
leave and termination of the training agreement.
Details can be found in Part 2 Section 9 of the ScottishNegotiating Committee for Teachers handbook ofconditions of service, although they will be coveredwithin this publication.
The standardsThe guidance Standards for Full Registration sets outwhat is expected of probationer teachers during theirinduction year in order to gain full registration withthe General Teaching Council Scotland.All students intheir final year of a BEd or in their PGDE year willhave received a copy of the document Achieving theStandards for Full Registration: guidance for ProbationerTeachers and Schools from GTC Scotland, whichincludes a copy of the standards.
The standard is organised under the three themes ofprofessional development: professional knowledgeand understanding; professional skills and abilities; andprofessional values and personal commitment. It provides:
• a clear and concise description of the professionalqualities and capabilities probationer teachers areexpected to develop during the course of induction
• a professional standard against which reliable andconsistent decisions can be made on the fitness ofprobationer teachers for full registration with the GTC Scotland
• a baseline professional standard which will apply to allteachers throughout their career.
The induction systemThe induction system was introduced to ensure that all NQTs have a systematic and consistent induction with thorough assessment, and to establish that everyNQT should receive a programme of monitoring and support during their first year of teaching.
The Teacher Induction Scheme (TIS) is intended to provide for a well structured andwell supported first year in the teaching profession for probationer teachers. It shouldprovide the opportunity for those provisionally registered who are eligible to completetheir probationary service and achieve full registration in one academic year. Clearly apositive induction experience is crucial in being able to pursue your teaching career.As your professional association, ATL is here to advise and support you every step ofthe way: see page 34 for the many ways ATL can help.
Does induction apply to you?This guide is designed primarily for those eligible probationers who are participating in the Teacher InductionScheme. Every eligible student graduating with a teaching qualification from one of Scotland's universities isguaranteed a one-year training placement, with a salary.The scheme is not compulsory but it allows probationer teachers to be considered for full registration within one school year (190 teaching days). It also offers a number of additional benefits:
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• a maximum class commitment of 0.7 full time equivalent (FTE)
• dedicated time set aside for professional development
• access to an experienced teacher as a nominated probationer supporter
• a consistently high quality probation experience.
Probationary teachers not completing their probationary service on the Teacher Induction Scheme, or who decide to opt out of the scheme for whatever reason, may complete their probation via the Alternative Route which can take up to four terms (270 days) to complete.This involves:
• teaching supply days or completing temporary service in Scottish state schools
• teaching in the Scottish independent sector
• choosing to complete the probationary period outside Scotland
• gathering service in exceptional circumstances.
ATL would recommend that you read the GTC Scotland’s document Achieving the Standards for Full Registration before embarking on the alternative route. Further information can also be found atwww.gtcs.org.uk/Probation/TheAlternativeRoute/thealternativeroute.asp.
What about everyone else?
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Achieving the Standards for Full Registration: guidance for Probationer Teachers and Schools (GTC Scotland,May 2007) describes the key features of an effectiveinduction experience:
• provides a stable environment for the probationerteacher such that the employment restricts classcontact time to 0.7 FTE, with 0.3 FTE being set asidefor professional development and support.This means70% of your time is class contact time and 30%professional support
• enables the probationer teacher to meet the Standardsfor Full Registration in the category in which s/he is qualified
• is located in a school which has established, fullyregistered teachers who will provide support and guidance
• is located in a school which has staff with a definedresponsibility for supporting probationer teachers
• provides an appropriate probationer supportprogramme taking account of local andnational advice
• is located in a school which hasestablished processes for supportingself-evaluation with probationer teachersand effective monitoring and evaluationmechanisms.
If you feel that your post is unsuitable forinduction and that there is no sign of thisbeing recognised, you can seek advicefrom ATL (see page 34)
ATL’s advice is that if you are eligible and you may wish to teach in a maintained school or anon-maintained special school at any time, you should seek to complete the induction periodwhenever and wherever this is available to you. This means that if you later wish to teach in a maintained school or in a non-maintained special school you could do so as an experiencedteacher without the necessity of completing induction.
Is your post suitable for induction?
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• school aims, ethos and mission statement
• school routines and administration arrangements
• school policies and procedures
• resources and facilities
• school induction programme
• staff list
• health and safety information
• extra-curricular activities
• parental contact details
• information about where to locate information related to legislation or codes
• copy of your job description.
Induction: a first lookGood induction helps you to feel at home, to fit in, to make sure you knowall the routines and procedures and to understand the values, objectivesand purposes of the organisation you join.
What you should know right from the startYou will have been preparing for your probationer teacher year at varying stages throughout either your final year of your BEd or your PGDE. Upon arriving at your allocated school, the school is expected to supply you with aprobation pack including:
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The support you should expectYour induction programme should be designed tosupport you to become an effective and successfulteacher.You should expect to have:
• support from a designated supporter
• observations of your teaching and follow-up discussions
• professional reviews of your progress
• opportunities to observe other experienced teachers
• other targeted professional development activities.
All of these have been shown to help NQTs make a smooth transition into teaching, and they should all be available to you in your school. Other sections of this guide explain in detail what should be provided.
One thing is certain: support from experienced and sympathetic colleagues is an essential part of successful induction.
Professional development action plan: The PDAP is used to identify initial development needsfrom August to December. It will then be reviewed to identify and agree strengths andweaknesses for development for the period January to June and will aid completion of boththe initial and final profiles.
Throughout inductionThe guidance Achieving the Standards for Full Registration says that induction shouldhelp probationer teachers to take increasing responsibility for their own professionaldevelopment as the induction support programme progresses. Induction should:
• provide a programme of monitoring, guidance and support which is tailored to individual needs and will help you meet the requirements for the satisfactorycompletion of induction
• involve the headteacher or supporter and you in discussions using the professionaldevelopment action plan (PDAP - see below), which result in short-, medium-andlong-term objectives relating to identified individual needs, the specific schoolcontext and the requirements for the satisfactory completion of induction
• weekly meetings with your supporter, leading to completion of your interim and final profiles for GTC Scotland
• develop your skills of self-evaluation and provide a sound foundation for your PDAP.
As part of the induction support programme, your headteacher has a duty to makearrangements such that you have a maximum class contact time of 0.7 FTE (15.75hours per week) (see page 18 for more details).
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An induction to suit youInduction is most effective when tailored to the needs of the individual NQT and the specific teachingcontext.After all, teachers begin from different startingpoints and meet different demands and opportunities in their first teaching post.
This is where the PDAP comes in. It is meant to act as a bridge from your initial teacher education (ITE) and tocontribute to this individualised programme by identifyingfor your school your individual strengths and priorities forfurther professional development.
A fair assessment As well as a programme of support, the guidanceAchieving the Standards for Full Registration requires eachNQT to be assessed against and to meet:
• the standards for initial teacher education, ie thestandards against which you were assessed as a trainee teacher, and
• the Standards for Full Registration.
Both sets of standards are published by the GeneralTeaching Council Scotland and you should have receivedthem when you completed your initial training.They arealso available on www.gtcs.org.uk/probation/probation.asp.
The intention is that all NQTs are assessed in theinduction year against the same set of professionalexpectations and that the standards represent explicitand shared understandings. Despite this, teachingcontexts do vary enormously.This is why, throughout this guide, we shall emphasise:
• what high-quality support should look like and why you should take action if you do not receive it
• the importance of a fair and equitable assessment,based on open, shared, unbiased, convincing evidence.
Quality assurance in terms of induction is theresponsibility of the Appropriate Body (see below).
Appropriate Body: The General Teaching Council Scotland is the body which decides whether ornot probationer teachers have met the Standards for Full Registration.This will be based upon theheadteacher’s recommendations following completion of the interim and final profiles. Probationersmust see and sign off all profiles that are submitted to the GTC Scotland by the headteacher.This is to indicate they have seen the profile, not that they agree with its contents.
A probationer has the right to make detailed comment in a separate communication to the GTC Scotland.
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What you should and shouldn’t doIt is important to remember when it comes to induction that you comefirst.You have just one chance to show that you can teach successfully so itis important that you help to create the right conditions for your success.So what else besides teaching causes problems for a newly-qualified teacher?
Well, not surprisingly, there are the usual culprits:
• personal relationships
• money worries
• poor accommodation
• difficult or tiring travelling arrangements
• loneliness
• getting to know a new group of people
• health problems.
It makes sense for you to take as much care as you canto avoid any situation which could create stress whenyou start teaching. If any personal problems begin tocause you concern and to distract you from yourteaching, try to resolve them as soon as possible.
Remember that you can always contact ATL for adviceand support – see ‘ATL is here to help’ on page 34 fordetails of the many points of contact and helplinesavailable to you.
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The demands of becoming a teacherIt is important to remember that the special challenges of teaching remain challengesfor many teachers – not just for you.
Teaching makes great demands on you personally. Motivating children, gaining theirrespect and cooperation, and being constantly ‘on show’ all need particular personalresilience.You may also become anxious because you are totally responsible for a classfor the first time. Sometimes the anxiety can become so great that you feel you cannotmake decisions even about small matters.
Remember that teaching:
• is a physically and emotionally demanding profession
• involves constantly standing, walking, squatting andkneeling, being alert, listening and paying attention
• can involve comforting distressed children and calmingangry ones; encouraging insecure children andchallenging complacent ones; dealing with distressedand discouraged parents and with demanding andinsecure parents
• is intellectually demanding when you have to plan forchildren with a wide range of abilities and look afreshat a subject from the children’s viewpoint.
Be reassured that NQTs commonly report difficulties inclassroom management.This can obviously be stressfuland demoralising but you must share your problems withyour colleagues.Teachers are busy and school days nevergo to plan but there will usually be someone availablewith the time to help new teachers.
Why not find out if you can share preparation, or askyour colleagues for practical suggestions? ATL alsoproduces a guide, Managing classroom behaviour, whichprovides practical advice on creating the conditions forgood behaviour and finding proactive rather than reactivestrategies. It is available free of charge to members(orderline: 0845 4500 009; e-mail: [email protected])or can be downloaded from www.new2teaching.org.uk,where you will also find lots of other useful advice onbehaviour management.
Above all, ask for help when you need it – don’t justsuffer in silence!
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Your responsibilitiesIn order to achieve the Standards for Full Registration you are expected to:
• check that your timetable meets the stipulatedrequirements
• be open, enthusiastic about and receptive to continuingprofessional development and the probation process
• seek advice and guidance from your supporter andother appropriate colleagues
• become familiar with the school’s policies and theschool development plan
• use the regular meetings with the supporter and the agreed action plans to support your learning and development
• review and reflect on teaching and learning and adjust plans and expectations in the light of your pupils’ achievements
• self-evaluate and monitor your professional learningand development with your supporter and other staffas appropriate
• maintain a record of professional development targetsand future actions
• identify and record appropriate critical incidents andevidence to use as a focus of discussion with their supporter
• complete the appropriate sections of your interim andfinal profiles.
Raising your concernsYour weekly supporter meetings should be where any concerns are raised. Alternativelyyou can raise them with the local authority probation or induction coordinator.ATL would always advise you to seek our guidance first over any concerns in yourprobation year to ensure that you have the personal support you need.
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Developing professionallyYou are expected to develop professionally within your probation year and Achieving the Standards for FullRegistration: guidance for probationer teachers and schools (GTC Scotland, May 2007) provides a framework forprofessional development and discussion from your local authority/employer induction session through to the final progress review meeting.
You will be expected to:
• care about your own professional growth anddevelopment
• have objectives and plans for the professional skills you need now and in the future to do your job well
• have expectations that the organisation you work for will facilitate and enhance your professionaldevelopment, and demonstrate a positive attitude to your professional future in teaching.
You should also:
• make yourself familiar with the Standards for FullRegistration at the start of your induction period soyou know what is expected of you
• participate fully in planning your programme ofmonitoring, support, assessment and developmentactivities, and in revising your objectives
• be prepared to evaluate your own strengths andweaknesses so that you can set your priorities for your professional development using your initialprofessional development action plan (IPDAP) withyour supporter.
This means that it is important for you to make time forreflecting on your own work, and identify aspects of thestandards where you have not yet had opportunities todevelop, for example, by offering suitable objectives foryour professional development.
However, it is also accepted that you may need supportto understand whether you are achieving the standards,and your supporter should be able to tell you at your weekly supporter meetings whether your self-evaluation is accurate or wide of the mark.
If you are unsure about whether you are reaching thestandards, and if you are not clear about what objectiveshave been set for you to reach the standards, you canseek advice from your ATL representative (see page 34).
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Looking after yourselfNurturing the body, mind and soul is vital in getting the most out of yourinduction. If you look after your health and well-being, you are more likelyto be an effective, happy teacher.
• Don’t give up on sport and exercise. In some schools,staff organise sports activities – some even have fitness clubs. It can be a good way to get to know your colleagues.
• Make time for outside interests and seeing your friends.
• If your schedule seems too much, maybe give somethought to massage, meditation, yoga, relaxationexercises or aromatherapy: anything that might help to defuse your anxiety.
• Make time in your schedule for eating sensibly andgetting plenty of sleep – not always easy when youstart a career.
• Use all the support networks in teaching that you can,including the special networks for NQTs that manyLAs operate (see also page 34 for how ATL cansupport you).
• Don’t let teaching absorb all of your time. Set limits so that you can look after yourself.
• Don’t expect to be the one to help every child.There will be other colleagues there for them too!
• Don’t set unrealistic expectations for the holidays.Despite the temptation to catch up on the houseworkor your paperwork, you need to be able to relax too.
• Treat yourself! Arrange breaks to visit friends and family in advance, and don’t alter your plans becauseyou think you are too busy.
• Keep thinking about why you wanted to be a teacher!
Information sources Your local authority will have produced resource materials for its probationer teachers which may cover topics such as:
• probationer handbook
• continuing professional development guidelines
• integrating the feedback
• probationer log book.
Remember also that ATL’s website,www.new2teaching.org.uk, has beenspecially designed to cover the key issuesand areas of concern that new teachershave, from lesson planning, behaviourmanagement and report writing to dealing with stress.
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The role of your school The professional culture of a school plays a very significant part in yourinduction. If things don’t seem to be going smoothly, it may not be you but other factors in the school. Some of the characteristics of a strongprofessional culture are:
• an atmosphere of trust
• good communications
• everyone involved in decision making
• supportive management
• recognition of good work
• an emphasis on enhancing everyone’s confidence
• a concern to make the working environment more attractive
• encouraging professional development
• collaborative activities
• supportive colleagues.
In this kind of organisation, you will find that yourcolleagues are open with each other about the difficultiesthey are having and know that it is acceptable to ask forsupport and help from others. It may be particularlyuseful to seek out last year’s NQTs, who often havemore experience of the problems you are encountering.
However, if you find that you don’t have enough supportat your school or you are finding your particularenvironment challenging to work in, your ATLrepresentative can offer you personal and confidentialadvice. If your school doesn’t have a representative,contact one of the many helplines ATL offers (see page34).
It could be that some schools that have taken on NQTswould not usually be regarded as suitable environmentsfor induction. In this circumstance, the local authoritywould have to be involved, as it is its duty to ensure thateach school is capable of meeting its responsibilities formonitoring, support and guidance, and for undertaking a rigorous and equitable assessment of standards.
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Your timetableIn order to achieve the Standards for Full Registration probationer teachers are expected tohave a class contact time of 0.7FTE (15.75 hours) with the remaining 0.3FTE (6.75 hours) beingset aside for continuing professional development (CPD).You are, therefore, not expected to takeon a full teaching load and the 0.3FTE CPD time should not be used to cover absent colleagues.
If your school has not planned for a 0.3FTE reduction in your timetable or if you feel the way it has been allocatedacross a term or the year will mean the balance of your workload – and what is expected of your professionaldevelopment – is unreasonable, you can seek advice from ATL (see page 34)
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Your programme of monitoring and supportYour headteacher should ensure that professionaldevelopment activity begins as early as possible afterthe start of the induction period.
Your programme of monitoring and support should havethe following key components:
• the identification of an appropriately experiencedteacher to act as a supporter (see page 20)
• observation – this works both ways, with your teaching being observed and you observing your more experienced colleagues’ teaching (see page 22)
• weekly review meetings with your supporter
• the provision of a range of carefully selected andtargeted professional development activities, whichshould be linked to the priorities identified in the PDAP.
The weekly meetings with your supporter are a keyelement in you successfully completing your probation year.They will be focused on the standards required to achievefull registration.The standards help to set out an explicitand shared understanding of what is required of you.
Establishing what development opportunities you mayneed to reach the standards should be done early inplanning your individual induction programme to ensure that:
• you are fully supported in meeting the Standards for Full Registration
• the assessment is fair and well-founded.
Very soon after taking up your appointment, your schoolshould make sure that you are aware of the assessmentrequirements, the procedures that will be followed andthe expectations of your role.
If, at any time, you feel that you are notclear about the assessment standards,requirements, procedures and criteria for success, you should raise this with your supporter and particularly before your first observation.
The headteacher’s roleHeadteachers are responsible, in conjunction with the Appropriate Body (the LA), for the supervision and training of NQTs during their induction period, and for ensuring that the NQT has an appropriate induction programme.
The headteacher will complete, in conjunction with the supporter, the interim and final profiles for the probationerand recommend probationers for full registration with the General Teaching Council for Scotland.
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Your supporterA clear responsibility is placed upon schools to provide probationer teachers witha supporter.The role of the supporter has specific and distinct duties which areset out in the guidance for probationer teachers and schools: Achieving Standardsfor Full Registration.
The supporter is expected to:
• get to know the probationer professionally andpersonally
• create an open, supportive and challenging climate for discussion
• coordinate and manage the probationer’s professionaldevelopment programme
• monitor and evaluate progress through observation of teaching, providing feedback, organising regularmeetings focusing on the probationer’s self-evaluationof their progress and identifying development needsand action plans
• ensure that opportunities are provided to address theprofessional development needs of the probationer
• provide pastoral support, where appropriate
• oversee the development, implementation and reviewof the probationer teacher’s action plans and portfolio
• monitor and evaluate the quality and effectiveness of the school support programme for the probationer teacher
• encourage the probationer teacher to reflect upontheir teaching and evaluate pupils’ learning
• complete in conjunction with the headteacher, theinterim and final profiles for the probationer
• liaise with the local authority induction coordinator andcontinuing professional development coordinator.
This is obviously an important role, and the quality andpersonality of your supporter will be a big factor in your induction. Equally important are the supporter’sevaluative skills which he or she will need in making a fairassessment of you. Schools should take this into accountwhen identifying supporters, and when preparing andtraining them.
Many teachers make superb supporters and take onthese additional assessment responsibilities consideratelyand conscientiously, having been fully involved in planninginduction as part of the way the school supports its staff.However, some schools may be:
• less well organised
• less aware of their responsibilities
• unclear about the training, preparation and expertise required
• less conscientious in ensuring that NQTs receive thehigh-quality support demanded from the school by GTC Scotland.
If you have any concerns at all about the quality of your induction programme or the support from your supporter, you can contact ATL for advice (see page 34).
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The vast majority of supporters take theirresponsibilities seriously and offer excellent supportand advice. However, if you have any concerns at allabout the support you are receiving, it is important toraise them as soon as possible.
You should never hesitate to seek advice if you feel that:
• the responsibilities of your supporter and othercolleagues are not clear
• you are not confident of their experience, especially insupporting you and assessing you against the standards
• you are not getting constructive feedback on yourlessons and in your professional reviews against the standards.
In the first instance you should raise the issue throughthe school’s internal procedures for raising professionalconcerns.You can also talk things over with your ATLrepresentative, or one of ATL’s member advisers (seepage 34 for contact details).
Although it can be very difficult to broach your concerns, remember that you have a right to clear, consistent, harmonious and fair arrangements for your induction. It is in everybody’sinterests that you make a critical assessment of what you are being offered.
If you have concerns about your supporter
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Observation and assessmentObservation of your teaching is the basis for formative (giving feedback onyour progress) and summative (formal) assessments.The guidance onachieving the Standards for Full Registration states that your supporter is likely to undertake most of the observations of your teaching.
Observation timingsProbationer teachers on the Teacher Induction Schemewill be expected to have five observed teachingsessions between August and December and fourbetween January and June. Each of these respectiveblocks of teaching observation will include oneobservation by an independent observer.
All arrangements for observation should be agreed with you in advance.You shouldalways know what the particular focus ofany observation is going to be, and be ableto see that it is related to completing the requirements for the Standards for Full Registration.
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The importance of feedbackFeedback from the observed session should be discussed at the next meeting withyour supporter. It is expected that the discussions would include:
• from the observer's perspective, a detailed explanation of how the lesson progressedand met the set objectives, including the opportunity for you to explain why youworked in a certain way or feel your perception of the session is more appropriate
• the identification of development needs arising and/or the recognition that a newarea of development should be focused on.Your supporter will be a good source of advice.
You are required to keep a record of the observed session feedback on the observedteaching feedback form. It will form an integral part of your interim and final profiles.Inadequate or unhelpful feedback is a more difficult issue, but you should always seekfurther help from ATL on how you might remedy this, because your success during theyear is linked to the support you receive to improve your teaching.
Observations by teachers other than your supporterWhile your supporter is likely to undertake most ofthe observations of your teaching, it is possible thatyou will be observed by other teachers with particularspecialisms or responsibilities such as special educationalneeds (SEN) or pastoral care.You may also be observedby advanced skills teachers from other schools ortutors from higher education institutions.
Whoever observes you, the principles remain the same:
• it should be part of a programme agreed in advance
• you should understand clearly why you are being observed
• there should be a follow-up discussion to analyse thelesson that was observed
• a brief, written record should be made, relating to yourobjectives for development and indicating where actionshould be taken.
If you are not happy with the way you are beingobserved, seek advice from ATL.
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Professional reviews of progressThe Teacher Induction Scheme is designed so that at all points probationer teacherscan assess themselves, and be assessed, against the Standards for Full Registration.Expectations are placed on the headteacher, the supporter and the probationer toensure every opportunity is afforded for the probationer to be able to meet therequired standards.
Your objectives should be reviewed and revised in light of the standards and your needs and strengths.There should be a written record of your progresstowards your objectives, any new objectives and thesteps that will be taken to support you to achievethese objectives.
The role of the supporter should be to provideformative as well as summative assessments, since bothmake an important contribution to your development.In effect, you should know:
• the extent to which you are judged to be meeting the relevant standards
• if you are judged not to be meeting the standards,exactly where you are deficient and how you can plan to improve your skills.
The supporter meetings, therefore, should be discussionsbetween you and your supporter which should be informedby evidence, eg from observation of your teaching.
Evidence – a key word here – is not your supporter’sopinion. It is based on specific incidents in your supporterteaching set against evaluative criteria which allow you to see exactly what it was that made the differencebetween your performance and acceptable standards.
The GTC Scotland provides guidance on evidencecollecting as part of their quality assurance responsibilities.It would obviously be sensible for you to read this.You can expect your supporter to discuss it with you.
Supporter meetings are also meant to focus on the PDAP (see page 25),and to review and revise your objectives for professional development in your action plan in the light of the formative assessment.These objectives should determine what development activities are arranged as part of your individualised programme of support.
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Your action planSetting objectives is a useful way for your supporter to help you reach the standards byplanning development opportunities through which your teaching will improve.They formpart of your individualised action plan, drawn up and discussed with your supporter.
Your action plan should identify the following.
Objectives: between three and five, which are carefully phrased, focused, realistic and achievable; enable you tobuild on your identified strengths; support your needs; and are related to achieving the Standards for Full Registration.
Success criteria: clearly phrased, descriptive criteria against which you can judge whether you have achievedeach objective.
Actions: that you and others need to take to achieve the objectives, and an indication of who needs to dowhat and which actions are realistic and achievable within the resources available.
Resources: that will be needed to support the plan, including the time that will be allocated for yourdevelopment opportunities.
Target dates for achievement: which are realistic and manageable.
Review dates: when progress will next be evaluated.
Professional development activitiesA clear purpose of induction is to begin the process of ‘lifelong learning’ with the expectation ofcontinuous professional development.You are meant to have planned and targeted professionaldevelopment activities during the probation year which are based on your PDAP.
The professional development activities are intended tohelp you meet the Standards for Full Registration.They could include:
• taking part in any staff programme at your school
• making contributions with other teachers to specificschool improvement activities
• The local authority within which you’re based will alsorun CPD activities which you’ll be expected to attendas part of your 0.3 FTE CPD time as a probationer
teacher. ATL will also run events that may counttowards your CPD activities
• spending time with the school’s SEN coordinator to focus on general or specific SEN matters
• receiving appropriate advice or training fromprofessionals outside the school, and attending external training events that are relevant to youridentified needs.
There must be evidence that you have had opportunities for professional development if your school is to show that it has met the requirements for your induction period.
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Observing experienced teachersNQTs should be given opportunities to observe experienced teachers to helpdevelop good practice in specific areas of teaching, in their own or other schools.Such observation is often found by NQTs to be the most useful induction activity.It is good practice, therefore, for observation of experienced teachers to be arrangedfor you by your supporter.
The important point to remember about observation isthat you must know:
• why you are going to observe
• what it will contribute to your objectives
• that what you observe will be discussed – preferablywith both the experienced teacher(s) and your supporter.
It should be seen as a professional development activity and not just something set up for its own sake.You should be involved in identifying it as a need at oneof your weekly supporter meetings.
If you are unsure how an observation fits in with youraction plan and objectives, or if you feel that observing an experienced teacher would help you develop,raise this with your supporter.
Assessment arrangementsAs we have explained in earlier sections, assessmentagainst the standards is a continuous theme in yourprobationer year. Your supporter should work with you to plan an individual induction programme toensure that:
• you are fully supported in meeting the Standards for Full Registration
• the assessment is fair and well-founded.
It is essential for you to be aware of the assessmentrequirements, the procedures that will be followed and what is expected of you.
One of your responsibilities will be to know whatstandards are required to become a fully registeredteacher in Scotland.The Standards can be found atwww.gtcs.org.uk/Publications/StandardsandRegulations/The_Standard_for_Full_Registration.asp.Supporters will also need to be familiar with thestandards and to have skills in assessment.
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Formal assessment meetingsThe guidance Achieving the Standards for Full Registration sets out the ‘professional development journey’ duringwhich the formal assessment meetings are described in detail.You should expect to receive an induction meetingat the start of term, a progress review meeting in December and a final progress review meeting in late May orearly June.The progress review meetings will be informed by:
• progression of professional development action plan
• probationer’s self-evaluation assessments and portfolioof CPD activities
• observed teaching sessions
• supporter’s weekly meetings
The first progress review meeting in December will:
• review progress
• identify and agree strengths and areas for development
• agree interim professional development action plan for the January to June period.
An interim profile will then be completed for GTCScotland stating whether or not you are makingsatisfactory progress in meeting the Standards for Full Registration.
The second and final progress review meeting inMay/June will
• review progress
• identify and agree strengths and development needs
• action professional learning and development plan for the following session
It will also see the completion of the final profilecompleted for GTC Scotland.
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The evidence should emerge from your everyday workand from your support programme, rather than beingcompiled just for the purposes of assessment.Theguidance emphasises that there should be no surprises.
As well as these written records, other examples ofevidence are:
• formal and informal assessment records of pupils for whom you have responsibility
• information about liaison with others, such ascolleagues and parents
• your lesson plans, records and evaluations
• your self-assessments and record of professional development.
At the completion of both the interim and final profile,probationer teachers are required to sign the profile tosay they have seen it.
If you cannot see that evidence is being systematically gathered, or where it relates to thestandards, you should raise your concerns at the progress review meeting. If you have ongoingconcerns about the quality of your probation experience which have not been addressed thencontact ATL before taking any further action.
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Your initial teacher education profile The initial teacher education profile (ITEP) is intended to play a central role in the induction arrangements.The purpose of the ITEP is to:
• help you make constructive connections between initial training, induction and the later stages of yourprofessional development
• guide the processes of reflection and collaborative discussion
• focus your reflection on your achievements and goals.
It is supposed to be used to help your school:
• use the Standards for Full Registration and theStandards for Initial Teacher Education to build on your achievements.
You can see that this fits in with the idea that,increasingly, you will take responsibility for your own professional development.
The ITE profile is a good resource for professionaldiscussion and reflection.What is important is that it isused to support your development throughout yourinduction and to ensure that you receive the appropriatesupport during that time.
Your ITE profile: what you must doYou should be given an ITE when you are a trainee teacher and it shouldsummarise the discussions you had with your ITE provider about your strengths and professional development priorities.
You must:
• make your ITE profile available to the school
• work with your supporter to set objectives for your professional development, and devise an action plan
• make an active contribution to your professional development.
If you are not asked for it, you must ensure that yoursupporter knows that you have your ITE profile readily available.
If the ITE profile action plan you bring with you frominitial teacher education includes areas in which you haveless confidence and need more experience, practice,support and development (and if this is likely to remainimportant in your induction post), you must specificallydraw attention to this the first time you meet yoursupporter and in your professional review meetings.
Your ITE profile will form the basis for your interimprofessional development action plan and you have aresponsibility to keep this up to date throughout theyear, recording CPD activities undertaken amongstother tasks in order to meet the Standards for Full Registration.
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If there’s a problem with your inductionWhat if I am absent due to illness during my induction year?Where a probationer teacher requires an extension on health grounds due to having missed more than 20 days it will be looked at on a case-by-case basis by the GTC Scotland.
What if I have to take statutory maternity leave during the induction period?ATL will be able to advise you of your rights and the correct procedures to follow.
The GTC would be advised by the local authority regarding the maternity leave and would write to the probationer teacher. The length of any extension is of course dependent upon the amount of maternity leave.You should seek advice from ATL as soon as you know you are pregnant.
There should be no last minute surprises for probationer teachers. Any concerns should be raised by the supporter at the earliest opportunity. If, following the interim progress review and subsequent submission of interim profile stating that a probationer teacher is not making the required progress, then GTC Scotland will write to inform the probationer of this.Probationer teachers are then required to complete an additional interim profile at the beginning of the spring term.You should contact ATL’s member advisers immediately as they will be able to advise you duringevery stage of the process (see page 34 for contact details).
What if I am told that my teaching is unsatisfactory?
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What happens next?As soon as it is recognised that you may fail to complete the induction periodsatisfactorily, both the headteacher and the GTC Scotland should assure themselves that:
• the assessment of you is well-founded and accurate
• areas in which you need to improve have been correctly identified
• appropriate objectives have been set to guide you to reach the standards
• a relevant support programme is in place to help you meet those objectives.
This is where consistent and sustained support from ATL can help. It is criticallyimportant that you understand the reasons why you may be at risk of not completingthe induction period and that you feel confident there is a strategy to ensure you canbe helped to improve. Don’t be afraid to ask for clarification from your headteacherand your supporter, and for specific advice on what to do.
In essence, you should do all you can to comply and you should always be able to showthat you have followed advice and taken action.Where your LA has provided examplesof effective teaching and learning that reaches the standards, you should read thiscarefully and discuss it with your supporter.
The GTC Scotland should respond to a request from your school for guidance, supportand assistance for you. If your school does not request such help on your behalf andyou feel you cannot raise this with your supporter, you should ask your ATL representative to raise this for you.
What happens if I still do not make satisfactory progress?A small number of NQTs may struggle to show that they are reaching the standards required during theirinduction year.
If this applies to you, it will become even more important to be clear about what you have to do to reach asatisfactory standard if you are still in this position at the end of the second term.You should continue to do all youcan to demonstrate that you have followed advice and taken action.
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What happens if, at my final assessment, I am not considered satisfactory?ATL does not want this to happen to anyone and will provide as much help as possible to try and avoid it. However, in such an event the details of the procedures are set out in the guidanceAchieving the Standards for Full Registration.
If you have not been successful, you must seek advicefrom ATL’s member advisers immediately (see page 34for contact details).
If a recommendation for an extension is received, youwill be advised in writing by the GTC Scotland (withcopies to your headteacher and local authority) of thefurther probationary period required.Those affectedhave the right to request reconsideration of their caseby writing to the Professional Standards Committee.
Recommendations for extension should be reserved for cases where there is a real prospect that theprobationer concerned will reach the Standards for Full Registration.
If a recommendation is made by the headteacher thatregistration should be withdrawn, the case will beconsidered by the members of the ProfessionalStandards Committee. Probationers have the right to be present and/or be represented by an ATL official or a lawyer.
Recommendations for withdrawal should be madefollowing a clear professional judgement that,despite all efforts to help, the probationer concernedhas no prospect of achieving the Standards for Full Registration.
In addition, an appeal can be made against theProfessional Standards Committee's decision by writingto the Appeals Board.
AppealsIf you wish to appeal, ATL can give you support and helpin using all the rights of appeal.
ATL will advise you if it would be prudent for you to appeal against an extension or the decision that you had failed induction. Appeals will be to the General Teaching Council Scotland.
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What if I am unhappy with the quality of the induction provided by my school?The guidance emphasises that it is your responsibility, if you are notsatisfied with any aspect of your induction, to act as quickly as possible.In the first instance, you should raise your concerns with the school using the internal procedures. However, you should always first seek advicefrom ATL (see page 34). It is the headteacher’s responsibility to make surethat your concerns are addressed satisfactorily.
The GTC Scotland’s responsibilities
The GTC Scotland is responsible for the Teachers Induction Scheme and works with local authorities to ensure thatschools can give probationer teachers the opportunity to demonstrate they meet the Standards for Full Registration.If you feel your concerns are not being addressed at a school level then you can contact either the local authorityprobation manager/coordinator or the probation department at the GTC Scotland. Before you contact either body,then we would advise that you first of all contact ATL to discuss the issues concerned.
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ATL is here to helpAs your professional association,ATL wants to ensure that you have every opportunity for a productive and successful induction period,so do make use of all the advice and help that we can offer on any issuethat concerns you.
Your ATL representative at your school Your first port of call should be your ATL representative.Your rep will be able to offer you practical and personalsupport, and can be an invaluable colleague in helpingyou to understand the organisational culture of yourschool, the personalities of those responsible for yourinduction, and perhaps even the ‘background politics’which could influence the support you receive.
Other ATL support and helplinesAs an ATL member, you also have automatic access to the following:
• ATL’s member advisers: 020 7930 6441 (during office hours) or 020 7782 1612 (between 5pm-8pm, Monday to Friday during term time) – forconfidential and personal support on any issue relatedto employment; it is staffed by member advisers who are experienced in the issues facing NQTs.
• ATL Stress Helpline: for confidential counselling 24 hours a day, 365 days a year, call 08705 234 828.
• ATL Crisis Line: support for any member who hasexperienced assault or trauma, call 08705 234 838.
• ATL Legal Helpline: for confidential legal advice on any personal issue, call 08701 654 026.
ATL, the education union, uses its members’ voice toinfluence education policy, impacting positively on pay,conditions and career development across the UK.
From early years to post-16, support staff to leaders, werepresent education professionals throughout their career.
For a free copy of the Association of Teachers and Lecturers’publications catalogue, please call ATL Despatch on 0845 4500 009.
To receive the text of this book in large print, please contactATL on 020 7930 6441.
© Association of Teachers and Lecturers 2006. Second edition 2008.All rights reserved. Information in this publication may be reproduced or quoted with proper acknowledgement to ATL.
Association of Teachers and Lecturers 2008ATL members: Free
Non-members: £9.99
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Whatever your query,
www.new2teaching.org.ukfrom ATL has all the advice and support youneed to help you begin your teaching career.
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Upd
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Autumn 2012: update to your copy of Induction
The guidelines, which local authorities are expected to adhere to, are as follows:
• There should be a continued commitment to a maximum of 18 hours per week class contact time (0.8 full-time equivalent or FTE) for all those entering the induction scheme at the start of the school year in August.
• This figure of 18 hours may be increased later in the session (but not normally before Easter) for teachers whose progress is deemed satisfactory. This variation, which will offer opportunities to gain additional experience and develop skills, should come only after full discussion with the individual probationer about his or her needs. The process for approving variation would be endorsed by the relevant manager within the local authority.
• The teaching time expected of probationers whose progress has been identified as unsatisfactory or giving cause for concern should be maintained at no more than 18 hours (0.8 FTE).
• The total allocation of teaching time across the school session should not exceed that of an average allocation of 18.5 hours (0.82 FTE) per week. (For clarity, 18.5 hours is equivalent to 0.82 of the established teacher class contact time of 22.5 hours.)
• Where practicable, part of a probationer’s relief time should include one full day out of class.
The full guidance issued by the GTCS can be found at www.probationerteacherscotland.org.uk.
Please note that the General Teaching Council Scotland has issued guidelines which make changes to the time allocations for probationer teachers from 2012/13. The following replaces all references made to time allocations for probationers throughout this publication.
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