Induction for newly qualified teachers in England

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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.
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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

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Your induction period, contd

• There are two main aspects
• an individual programme of professional
  development and monitoring
• assessment against national Induction Standards

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What can you expect?

• 90 timetable
• an induction tutor
• an individualised induction programme

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What can you expect? contd

• observation of your teaching with follow up
  review meetings
• a programme of professional development
  opportunities
• termly assessment meetings

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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

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Your role and responsibilities

• before you take up your post
• when you start your new job
• during your induction period

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Other roles and responsibilities

• Headteacher
• Induction tutor
• Appropriate Body

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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

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Other roles and responsibilities, contd

• DfES
• responsibility for policy
• circular DfES 0458/2003

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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

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The Induction Standards, contd

• Continuing to meet the QTS Standards
• Meeting the Induction Standards

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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.

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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.

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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.

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The Induction Standards, contd

• Teaching (contd)
• Liaise effectively with parents or carers on
  pupils progress and achievements.

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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.

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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.

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Can I complete Induction.

• on a part-time basis?
• as a supply teacher?
• in an independent school?
• is there a time limit?
• outside England?

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Sources of support

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

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• Career Entry and Development Profile (CEDP)

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What is the CEDP?

• Your Professional Development

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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

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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

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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.

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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.

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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.

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How to use the CEDP

• Transition Points
• Processes
• Format

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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

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How to use the CEDP

• Transition Point Two At the start of induction
• Discuss your priorities with your induction tutor

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How to use the CEDP

• Transition Point Two At the start of induction
• Discuss your priorities with your induction tutor
• Plan your induction programme

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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

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How to use the CEDP

• Transition Point Three Towards the end of
  induction
• Reflect on how far you have come

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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

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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

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How to use the CEDP

• Focus your reflection

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How to use the CEDP

• Focus your reflection
• Guide professional discussion

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How to use the CEDP

• Focus your reflection
• Guide professional discussion
• Gathering evidence

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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.

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How to use the CEDP

• Flexible format
• Use the TTA format or your own
• Electronic or paper-based
• Process not paperwork

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Material relating to the CEDP

• Online guidance
• Downloadable sample formats
• Structured folder

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Material relating to the CEDP

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

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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

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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

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Summary

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