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Induction for newly qualified teachers in England

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Title: Induction for newly qualified teachers in England


1
Induction for newly qualified teachers in England
On 1 September 2005 the Teacher Training Agency
(TTA) became the Training and Development Agency
for Schools (TDA) and took on an expanded remit.
Visit www.tda.gov.uk for further information. We
are re-branding our literature only when
necessary.
2
Your induction period
  • The Induction period is designed to
  • offer you support during your first year of
    teaching
  • provide you with a firm foundation for future
    professional and career development

3
Your induction period, contd
  • There are two main aspects
  • an individual programme of professional
    development and monitoring
  • assessment against national Induction Standards

4
What can you expect?
  • 90 timetable
  • an induction tutor
  • an individualised induction programme

5
What can you expect? contd
  • observation of your teaching with follow up
    review meetings
  • a programme of professional development
    opportunities
  • termly assessment meetings

6
What can you expect? contd
  • reports on your progress
  • additional support in cases of difficulty
  • a named contact at the LEA/ISCTIP
  • a recommendation on completion

7
Your role and responsibilities
  • before you take up your post
  • when you start your new job
  • during your induction period

8
Other roles and responsibilities
  • Headteacher
  • Induction tutor
  • Appropriate Body

9
Other roles and responsibilities, contd
  • General Teaching Council for England
  • registers qualified teachers
  • produces codes of practice and conduct
  • hears competence and conduct cases
  • advises the Secretary of State
  • hears appeals

10
Other roles and responsibilities, contd
  • DfES
  • responsibility for policy
  • circular DfES 0458/2003

11
The Induction Standards
  • To complete induction successfully you must, by
    the end of your induction period, show that you
    have continued to meet the QTS Standards and met
    the Induction Standards

12
The Induction Standards, contd
  • Continuing to meet the QTS Standards
  • Meeting the Induction Standards

13
The Induction Standards, contd
  • Professional Values and Practice
  • (a) Seek and use opportunities to work
    collaboratively with colleagues to raise
    standards by sharing effective practice in the
    school.

14
The Induction Standards, contd
  • Knowledge and Understanding
  • Show a commitment to their professional
    development by
  • identifying areas in which they need to improve
    their professional knowledge, understanding and
    practice in order to teach more effectively in
    their current post, and
  • with support, taking steps to address these
    needs.

15
The Induction Standards, contd
  • Teaching
  • Plan effectively to meet the needs of pupils in
    their classes with special educational needs,
    with or without statements, and in consultation
    with the SENCO contribute to the preparation,
    implementation, monitoring and review of
    Individual Education Plans or the equivalent.

16
The Induction Standards, contd
  • Teaching (contd)
  • Liaise effectively with parents or carers on
    pupils progress and achievements.

17
The Induction Standards, contd
  • Teaching (contd)
  • (e) Work effectively as part of a team and, as
    appropriate to the post in which they are
    completing induction, liaise with, deploy, and
    guide the work of other adults who support
    pupils learning.

18
The Induction Standards, contd
  • Teaching (contd)
  • (f) Secure a standard of behaviour that enables
    pupils to learn, and act to pre-empt and deal
    with inappropriate behaviour in the context of
    the behaviour policy of the school.

19
Can I complete Induction.
  • on a part-time basis?
  • as a supply teacher?
  • in an independent school?
  • is there a time limit?
  • outside England?

20
Sources of support
  • other teachers and colleagues in school
  • external sources e.g. LEAs, professional
    associations, teacher support network
  • TTA publications
  • TTA website

21
  • Career Entry and Development Profile (CEDP)

22
What is the CEDP?
  • Your Professional Development

23
What is the CEDP?
  • Your Professional Development
  • 3 Transition Points
  • Transition Point One Towards the end of ITT
  • Transition Point Two At the start of your
    induction
  • Transition Point Three Towards the end of
    induction

24
What is the CEDP?
  • Your Professional Development
  • 3 Transition Points
  • Transition Point One Towards the end of ITT
  • Transition Point Two At the start of your
    induction
  • Transition Point Three Towards the end of
    induction
  • Guide to the Processes

25
What is the CEDP?
  • It helps you to
  • build on your achievements and identify your
    professional development needs
  • make links between your ITT, induction and
    continuing professional development
  • prepare for meetings with your tutors and
    induction tutor and
  • set your current priorities in the wider context
    of career and professional development.

26
What is the CEDP?
  • It helps your school to
  • understand your strengths and experiences by the
    end of ITT
  • support your professional development
  • support constructive dialogue between you and
    your induction tutor and
  • make links between induction, continuing
    professional development and performance
    management.

27
What is the CEDP?
  • The CEDP is not
  • the record of your progress towards meeting the
    QTS or Induction Standards. It should not be used
    as an assessment tool
  • a reference or testimonial or
  • an isolated document.

28
How to use the CEDP
  • Transition Points
  • Processes
  • Format

29
How to use the CEDP
  • Transition Point One Towards the end of ITT
  • Reflected on how far you have come
  • Planned where you want to go next
  • Focussed your professional development
  • Signed-off with your tutor

30
How to use the CEDP
  • Transition Point Two At the start of induction
  • Discuss your priorities with your induction tutor

31
How to use the CEDP
  • Transition Point Two At the start of induction
  • Discuss your priorities with your induction tutor
  • Plan your induction programme

32
How to use the CEDP
  • Transition Point Two At the start of induction
  • Discuss your priorities with your induction tutor
  • Plan your induction programme
  • Guide you through your induction

33
How to use the CEDP
  • Transition Point Three Towards the end of
    induction
  • Reflect on how far you have come

34
How to use the CEDP
  • Transition Point Three Towards the end of
    induction
  • Reflect on how far you have come
  • Plan where you want to go next

35
How to use the CEDP
  • Transition Point Three Towards the end of
    induction
  • Reflect on how far you have come
  • Plan where you want to go next
  • Focus your professional development

36
How to use the CEDP
  • Focus your reflection

37
How to use the CEDP
  • Focus your reflection
  • Guide professional discussion

38
How to use the CEDP
  • Focus your reflection
  • Guide professional discussion
  • Gathering evidence

39
How to use the CEDP
  • Gathering evidence
  • reports on your teaching
  • observation reports
  • examples of your planning
  • records of objectives set during your ITT
    programme
  • your own audits of your progress towards the QTS
    Standards
  • course assignments or subject audits.

40
How to use the CEDP
  • Flexible format
  • Use the TTA format or your own
  • Electronic or paper-based
  • Process not paperwork

41
Material relating to the CEDP
  • Online guidance
  • Downloadable sample formats
  • Structured folder

42
Material relating to the CEDP
  • Online guidance www.tta.gov.uk/cedp
  • Descriptions of the processes
  • Prompt questions
  • Guidance for your induction tutor

43
Material relating to the CEDP
  • Downloadable sample formats www.tta.gov.uk/cedp
  • Making notes at each transition point
  • Recording reflections and discussions
  • Setting objectives and writing action plans
  • Reviewing progress
  • Moving schools

44
Material relating to the CEDP
  • Structured folder
  • Sent out to all trainees
  • Divider for each transition point
  • Build up your CEDP
  • Integrate with other professional development
    records

45
Summary
  • Your Professional Development
  • Flexible Format
  • All About the Process
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