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Dear James, NQT induction consultation

Discussion in 'New teachers' started by elizabeth1972, Jun 26, 2011.

  1. It's that time of year when those of us who are just finishing our NQT year are reflecting on the whole experience, and those who are just about to begin are asking what it will be like and how they need to prepare.
    I've seen you mention the NQT induction consultation a couple of times, and I'd be interested to know if this year's NQTs will be contacted directly to have their say? I'd really like to contribute to shaping the future of induction. Is there any news yet on what will be involved?
  2. welshwizard

    welshwizard Established commenter Forum guide

    Any consultation that is open to comments will be on the DFE or TDA website. There is a TDA annual survey of teachers leaving ITT.
  3. Hi
    As yet we have no details of the DfE consultation on induction. It is most likely to be on the DfE website (there is a section on consultations).
    I will post a link on here if and when the consultation goes 'live'.
  4. That would be great James - there are a few things I think that are supposed to 'statutory' with regards to NQT induction that schools seem to choose not to do. We had someone from the GTC visit us at the end pf our GTP last year and explain about the role of GTP and what induction would mean for us and what we could expect. They explained the requirements of schools and LAs and when some of us asked what we could do if schools did not meet these requirements (because all of us knew at least one person who had NQT eroded and not replaced or where there was very little CPD offered, no structured programmes put in place, no regular mentor meets or worse a combination of these), the response was well it is 'statutory' they have to do it. Clearly from some of the stories here, 'statutory' means bog all to schools (and the government want to get more ITT controlled by schools - not a good move imho).
    In my own experience I have had NQT time but is has just been extra PPA time apart from a morning spent in reception and Year 2 to shadow the teachers.
    I have enjoyed my NQT year, but having witnessed one student fall apart this year at my school, I thank god I had several years experience as a TA in a variety of establishments and time spent as a cover supervisor to draw on as well as an excellent GTP year. I also think I need to seriously look at my practice for the coming year and go back to basics :)
  5. I completely agree with everything Bobby Carrot says. It all seems to depend so much on the school and mentor.
    If my headteacher sits across the desk from me and ticks the box to say I've had x, y and z, and I'm only a month away from completing my induction, I'm hardly like to complain, am I?
    Despite some very low points, I have overall enjoyed my NQT year, but I really do get the impression from my school that it's all been a bit of a pain, and that we just need to tick the boxes to keep everyone at the LEA / GTC / whoever, happy.
    I really think that there needs to be some form of external accountability, which goes beyond LEAs rubber stamping forms. NQTs also need to meet with whoever provides the external accountability without their mentor or head teacher being in the room lying through their teeth.

  6. welshwizard

    welshwizard Established commenter Forum guide

    The other part of the equation for a successful induction is the NQT. If a teacher feels they are not get what they should be due by law then there is a system of complaint and redress. That is what a complaints system and union membership is for.
    You get out of it what you put into it cpd is not a passive activity.There is really no point in NQTs complaining after the fact -the time to take action is when the problem occur.In the majority of instances induction is hoop jumping and it usually reflect the status of cpd and performance management in an individual school.
    Good practice is to develop an induction portfolio which captures induction activities and support- too few use this!
    There is no external national accountability as responsibility has been dropped onto an Appropriate Body and Ofsted do not touch induction.
  7. I agree, Welsh Wizard. I have been very proactive in my CPD - everything that has been arranged has been arranged by me. I've contacted specialist teachers in other schools and worked with them, observed them and had them join me teach in my classroom. I've also asked to observe teachers in my own school, but have only managed to do so once, because of obstacles that have been put in the way. I've asked for far more, which has been moved backwards, put off and postponed, until here we are at the end of the year and it has all fallen off the end. Some very specific things I asked for in September, which were agreed to, have now been dismissed due to lack of time. I've been on some courses, yes, but most of those I have requested I have been unable to go on due to funding, or other people already being out of school on those days, or some other logistical problem. I actually funded two courses myself so that I could attend them, and forefeited PPA time so that supply could be sorted out.
    I've also contacted the NQT person at the LEA to voice my concerns. I was warned to be very careful, and basically told to put up and shut up. I also tried to speak to our school improvement partner, but again was told that my school are marvellous, my mentor is wonderful and the headteacher is fantastic.
    So yes, the NQT year is a two way thing; the NQT should be an active participant in their own CPD and NQTs should ask for help and support from those outside of school, but unfortunately this still does not address some of the issues in some settings.


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