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Induct Form Nightmare- help!

Discussion in 'New teachers' started by nothingshortofimpossible, Apr 21, 2012.

  1. <font size="2">I am an NQT in a very unique SEN Residential Setting. My Induction tutor (Deputy Head) and The Assistant Deputy Head (who had formally been my Induction Tutor but was removed from the role after some personal abuse from him to me resulted in the role being given to the Deputy Head) had a meeting and filled in my form without consulting me. When the previous disciplianry occured I was promised that the ADH would no longer have any part in my Induction process! When the form was sent to me for comment I was asked to write how I had felt the term had gone. I wrote 6 lines, 5 'positive' and one 'negative' and all hell broke loose. The Deputy Head, having read that I felt unsupported when moving classes with new pupils and having to set up my classroom single handily, then refused to send the form and we had an argument. I have just moved into a new classroom with 3 new students (I have 5 students in my class, all ASD and Challanging Behaviour) and my 2 T.A's were used elsewhere so on Moving Day I had to do everything myself. I had already given up a full week of the Easter Holidays or I would have never been ready and when I said I needed help nothing came and I just struggled! </font><font size="2">I have only one target on the form and now very damaged relationships with the SMT. The Head said it had to go anyway! </font><font size="2">What shall I do?</font>



     
  2. <font size="2">I am an NQT in a very unique SEN Residential Setting. My Induction tutor (Deputy Head) and The Assistant Deputy Head (who had formally been my Induction Tutor but was removed from the role after some personal abuse from him to me resulted in the role being given to the Deputy Head) had a meeting and filled in my form without consulting me. When the previous disciplianry occured I was promised that the ADH would no longer have any part in my Induction process! When the form was sent to me for comment I was asked to write how I had felt the term had gone. I wrote 6 lines, 5 'positive' and one 'negative' and all hell broke loose. The Deputy Head, having read that I felt unsupported when moving classes with new pupils and having to set up my classroom single handily, then refused to send the form and we had an argument. I have just moved into a new classroom with 3 new students (I have 5 students in my class, all ASD and Challanging Behaviour) and my 2 T.A's were used elsewhere so on Moving Day I had to do everything myself. I had already given up a full week of the Easter Holidays or I would have never been ready and when I said I needed help nothing came and I just struggled! </font><font size="2">I have only one target on the form and now very damaged relationships with the SMT. The Head said it had to go anyway! </font><font size="2">What shall I do?</font>



     
  3. jubilee

    jubilee Star commenter

    Comments by the NQT are optional.
    If you were being described as on target for meeting the standards at the end of Induction, you should have taken the diplomatic route of only writing positive comments or opting to write nothing.
    If you were being graded as not on target, you could have couched any negatives in careful language that would not antagonise those whose support you wish to nurture for the rest of your Induction.
    Comments about feeling unsupported will now be logged against the school at the LA.
     
  4. I understand that those comments will be logged by the LA the school is actually in won't work with them and they have to work with the neighbouring LA now. This isn't the first problem, as I mentioned earlier there was formally problems between the ADH and I that required the Director of Education to get involved.
    I have previously voiced my concerns about support at key times, such as moving into a new building and working with new students and took the diplomatic stance on Form 1 of not writing it, but now by form 2 it has not changed! When the DH read it and refused to send it I offered to re-word the offending comment and this is what prompted the arguement that occured.
    I really cannot do anymore than I am doing! And I am on target to meet the standards, typically graded good/ good with outstanding and as I said previously working in a unqiue setting, in a specialist enviroment and out of the age phase in which I trained.
     
  5. The school cannot refuse to send in the forms, they are a requirement and the LA will insist that they are sent in. A tip, which I picked up from my predecessor on this forum, is thatwhen dealing with difficult or tricy situations you should attack problems not people (I'm not saying here that this was an attack on an individual - but people have clearly perceived it as such).
    In which case, a comment such as - 'during the transition from one class to another, it would be helpful to consider the most effective and efficient way of supporting a quick move so that pupils faced minimal disruption' may well have made the point but without being too pointed.
    It may well be that a meeting is needed to 'clear the air' and for people to outline the various problems they face, but again, advice when doing this is to also try to provide solutions to the problems so that you are seen to be working positively and not just expecting someone else to come up with answers.
    The LA will chase the school over the paperwork and it is a legal requirement for it to be submitted so they cannot simnply refuse to hand it over.
    The Sage
     

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