Induction

Quality induction requires a commitment in terms of time and planning and should be given high priority by all members of staff.  A culture and system of mentoring enhances the induction and continuing professional development of all staff. 

All new colleagues: supply teachers, trainee teachers, NQTs and experienced teachers require support through quality programmes in order that they are inducted into the policies and practices of Lytchett Minster School. 

Good practice 

Good practice in induction should give opportunities for new teachers to have: 

·         A warm, social and professional welcome.

·         An accessible mentor.

·         A structured and flexible induction programme.

·         Their individual needs met.

·         Liaison and dialogue with key staff.

·         Their fresh approach and unique skills valued.

·         Their development monitored and their professional development encouraged.

·         Plenty of opportunities to receive supportive listening and advice.

Aspects of induction 

·         Reference documents

-          Staff Handbook

-          Lytchett Guide

-          Map of site

-          Class lists

-          Calendar

-          Schemes of Work

-          Timetable

-          Student information, eg  SEN, tutor group

-          Planner

-          Department handbook

-          Tutor role - guidance

·         Pre-appointment visits 

-          to meet other colleagues

-          familiarisation

-          to collect initial reference documents

-          contact numbers/e.mail addresses

-          tour of departments/school

-          opportunity to meet all staff and Governors 

·         New Teacher meetings           

-     for all new colleagues

-          familiarisation with Lytchett policy and practice in key areas

·         NQT programme  -  1:1 meetings (Induction Tutor/HOF)

-          Group meetings - mutual support

-          developing practice

(Induction Tutor/SMT) 

·         House support                -  informal support day to day advice to guide new tutors 

·         Subject Mentor              - usually the Line manager, providing structured advice

 on policy, resources, practice etc.

This is an essential part of the induction process for

colleagues including those with additional

responsibilities and including existing colleagues in new

management roles. 

·         Buddy System                 -  informal support day to day with additional planned

   but informal meetings 

·         Trainee Teachers programme  -  A detailed programme of support in place

(see ITT policy) 

Reference documents

These documents are reviewed and updated annually.  They will be distributed to all new staff prior to colleagues taking up the appointment. 

Schemes of work/class information

Heads of Faculty/Department are responsible for ensuring that new colleagues receive detailed schemes of work and information regarding classes and prior attainment.  It is particularly important that HOF/D oversee transfer of examination assessment information from departing to new teachers for Year 10 to 11 and Y12 to 13 students.  Heads of House are responsible for preparing briefing notes to new colleagues regarding tutees.  Data sheets for each class are prepared by Andy Williams. 

Departmental handbooks (good practice shared July 2002) 

Effective departmental handbooks should include: 

·         Names, responsibilities, roles of subject colleagues; including technician support staff.  Details of rooms and access to team timetable is helpful in order that colleagues can identify others teaching similar groups etc.

·         Priorities for the subject (outlined in Department Development Plan)

·         Curriculum information - teaching and learning styles, approaches, differentiation, ICT, SEN, Gifted and Talented students.

·         Schemes of Work, expectations for planning, record keeping.

·         Question and answer section - simple explanations of routines and practice in the subject area to include: health and safety, beginning and end of lesson routines, tea/coffee/lunch arrangements, where to find resources, where to photocopy, what to do if unwell, consultation evening routines, display.

·         Key policies based on school policy - marking, record keeping, assessment, rewards and sanctions (especially dealing with minor disruptions etc)

·         Sample information - copies of key pro-formas, eg  subject certificates, referrals, merits, sample subject reports, ETUs.

·         Professional development opportunities - where to find course information, observation procedures.

·         List of resources available and where to find them - including library resources - book boxes etc.

Pastoral Handbooks - Good practice

A handbook outlining the role of the Sixth Form tutor is available and a guide for main school tutors is being developed in addition to the guidance published in the main staff handbook. 

Calendar

A draft calendar of events, including dates of meetings and key deadlines for - assessments and reporting to parents is distributed to new teachers.  The final version is confirmed in September. 

New teachers' meetings

These meetings are planned by Ali Symons and sessions are run by various experienced colleagues.  It is important that all new staff attend. 

Focus for meetings:             Staffing structure and roles (all staff)

                                                Calendar of events

                                                Assessment issues

                                                Behaviour Management

                                                Pastoral systems

                                                SEN

                                                Professional Development

                                                Curriculum, setting 

NQT programme

Donna Parry is responsible for coordinating all aspects of the Induction programme, which is overseen by Ali Symons.  This includes: 

·         Regular meetings with NQTs to devise individual support programmes.

·         Negotiating, monitoring and reviewing targets regularly (at least once a half-term)

·         Observing lessons terms and providing constructive feedback.

·         Liaising with HOF/HOD on a regular basis.

·         Running support sessions for the NQT group to address areas such as:  managing workload, calendar of events, report writing, assessment issues, invigilation, consultation evenings.

·         To seek help, support and professional development where necessary.

·         To identify manageable targets and devise an action plan.

·         To keep a formal written record of support and accurate records.

·         To fulfil the National Standards.

Department/House Support

Issues arise on a daily basis, many of which require simple information and guidance.  All colleagues will be only too pleased to provide help when requested.  Department and House colleagues provide considerable support to new colleagues - just ask!

Mentor and Buddy Systems

Subject Mentors

NQTs

·         Monitor the subject specific day to day aspects of teaching, provide relevant support, monitor progress and are involved in formative and summative assessment.

·         Discuss and monitor targets as specified in the CEP and Action Plan.

·         Formally observe a lesson by the end of the fourth week.  There should be a lesson plan and formal written feedback.  The NQT, Donna Parry and Ali Symons should receive a copy.

·         Keep a formal written record of support, discussions etc.

·         Write a formal report at the end of each term on subject specific progress being made in relation to national standards.

·         Alert Ali or Donna of weaknesses/concerns that need to be addressed quickly.

New teachers

Meet regularly with new teachers to provide information in a planned way as needed by the new teacher. 

Buddies

NQT's

·         the buddy is a successful teacher colleague who acts as a guide and provides positive support during the induction period.  They are not involved in the formal assessment of the NQTs progress.

·         The link with the buddy provides each NQT with the opportunity for informal relaxed and open discussion about all aspects of their work, including the sharing of particular triumphs and concerns.

New teachers

·         Meet informally on a regular basis to provide a listening ear and ensure that the new teacher feels welcome and well supported.

·         Whilst experienced teachers will often be able to interpret and use visual information such as that included in the Lytchett Guide, fairly efficiently, feedback from new teachers suggests  that a Buddy system within the faculty provides considerable support.  Adjusting to a new school can throw up many issues for the individual.  The role of the Buddy is therefore to:-

Ø      Provide informal support throughout the first year at Lytchett but particularly during the first term.

Ø      Act as a guide to provide support as various processes get underway during the year.

Ø      Encourages informal and relaxed and open discussion about aspects of teaching at Lytchett.

Ø      The Buddy may be a colleague within the subject area or can be in another subject.  However it is important that colleagues are likely to meet on a regular basis.

HOF/D Monitoring

Line managers

Where new colleagues have significant management responsibilities they will be allocated a Line Manager.  It is that Line Manager's responsibility to induct new colleagues into working practices and responsibilities.  Regular line management meetings (once per fortnight) will provide a regular opportunity for such discussions.