the induction profile and guidance notes - myewc.wales · the induction profile will form the basis...

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The Induction Profile and Guidance Notes

Teacher reference number: Name:

School: LA:

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Guidance Notes Purpose of the Induction Profile

The Induction Profile provides a written summary of the progress and achievement of the newly qualified teacher (NQT) in meeting the requirements to successfully complete the statutory induction period.

The Induction Profile will form the basis of the professional dialogue between the NQT the school based mentor and the external mentor.

Content of the Induction Profile

The Induction Profile consists of four sections Section 1: Personal details Section 2: Induction Priorities Section 2A: Planning Section 2B: Progress reviews First progress review Second progress review Third progress review and school’s summative assessment Section 3: Evidence of meeting the Practising Teacher Standards (PTS) Section 4: Record of the induction period

Completing the Induction Profile NQTs on permanent or long term temporary contracts

Completing the Induction Profile is a collaborative process involving the school based mentor and the NQT, it may also involve evidence from the external mentor.

The NQT has the responsibility for completing Sections 1, 3 and 4. The school based mentor has the responsibility for completing Section 2 for NQTs on permanent or temporary contracts.

The school-based mentor will work with the NQT to ensure the Induction Profile is completed to a satisfactory standard. The external mentor will provide advice and support on the completion of Section 3.

The four sections will form the complete Induction Profile by the end of the induction period. It is suggested that copies of each section should be kept by the school-based mentor, the NQT and the external mentor.

NQTs completing induction through short term supply (STS)

Completing the Induction Profile is a collaborative process involving the external mentor and the NQT, it may also involve evidence from the schools where the NQT has been teaching.

The NQT has the responsibility for completing Sections 1, 3 and 4. The external mentor has the responsibility for completing Section 2 for NQTs.

The external mentor will work with the NQT to ensure the Induction Profile is completed to a satisfactory standard.

The four sections will form the complete Induction Profile by the end of the induction period. It is suggested that copies of each section should be kept by the external mentor and the NQT The guidance notes with each section provide information on how to complete each section and when and by whom each section is to be completed and where the sections need to be sent.


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Section 1: Personal details

Guidance Notes

The NQT is responsible for the completion of Section 1

To be completed by the NQT within 3 weeks or 30 sessions, whichever is the soonest, of starting their Induction period

Completing Section 1 Name of NQT

Teacher reference number

Date induction period commenced This is the date registered with the GTCW as the start of induction

Details of employment at the start of the induction period Complete either A or B

A. For NQTs employed on a full or part-time temporary or permanent contract

Name of school

Name of school-based mentor

Local authority

Are you employed on a part-time or full-time contract? If part-time please enter full-time equivalent (e.g. 0.6).

Are you on a permanent or temporary contract? A temporary contract is a contract of more than 6 weeks

If temporary when is this contract due to end? If the date is not known then put ‘not known’

B. For NQTs working as short-term supply teachers

Local authority in which you are currently undertaking short term supply

If more than one authority list all authorities and rank by number of sessions completed in each authority

Submitting Section I For NQTs employed on a full or part-time temporary or permanent contract The school-based mentor should submit an electronic copy of the completed Section 1 within three weeks or 30 sessions of the start of the induction period. For NQTs working as short-term supply teachers The NQT should submit an electronic copy of the completed Section 1 within three weeks or 30 sessions of being allocated to the appropriate body

Instructions on how to submit Section 1 can be found on the GTCW website http://www.gtcw.org.uk

http://www.gtcw.org.uk/


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Section 2: Induction priorities

Section 2A: Planning

Guidance Notes This planning sheet records the initial development priorities for the NQT identified at

the start of the induction period. The NQT should refer to their Career Entry Profile.

It also identifies any actions, support and professional development required to address the specific needs with relevant timescales and resources.

For NQTs employed on a full or part-time temporary or permanent contract

Section 2A will normally be completed by the school-based mentor and the NQT. For NQTs working as short-term supply teachers

Section 2A should be completed by the External Mentor and the NQT Completing Section 2A Development priorities How needs will be met, for example:

actions

professional learning activities

support

Timescale, review date and resources

Include any developmental areas identified in the Career Entry Profile, if applicable.

Identify new developmental priorities that are clearly linked to the PTS to ensure that standards are fully met.

Developmental priorities should be considered in the light of school, local and national priorities

Actions Actions to be taken by the NQT to meet the developmental priorities.

Professional learning activities All PL activities including shadowing, coaching, research, courses of study, in-school PL activity, specific training

Support Outline the support that will be provided including from the school based mentor, subject/phase mentor, LA/regional support services.

Submitting Section 2A

For NQTs employed on a full or part-time temporary or permanent contract The school-based mentor should submit an electronic copy of the completed Section 2A within three weeks of the start of the induction period. For NQTs working as short-term supply teachers The external mentor should submit an electronic copy of Section 2A within 5 working days of the first meeting between the external mentor and the NQT. Instructions on how to submit Section 2A can be found on the GTCW website http://www.gtcw.org.uk



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Section 2: Induction priorities

Section 2B Progress Reviews : First Progress Review

Guidance Notes There are three formal reviews in the induction period.

First Progress Review The first review should take place

o at the end of the first complete term (for NQTs employed on full time, permanent or temporary contracts)

o after completing 140 sessions (for NQTs employed on part time permanent or temporary contracts or on short term supply)

This is a record of the main points arising from the first formal review of progress during induction.

NQTs on a permanent or long term temporary contract

The review will normally be completed by the school-based mentor with the NQT and may also involve the external mentor.

NQTs undertaking induction through short term supply

The review will normally be completed by the external mentor with the NQT and may also involve the schools where the NQT has been teaching.

A new record will be completed for each review, each review building upon the previous one.

Completing Section 2B Review of progress towards meeting the priorities identified at the start of the induction period and recorded in Section 2A

Progress in addressing the priorities

Development Priority Review of progress

Review each of the development priorities identified in Section 2A

Comments should be evaluative and evidence based

Give details of PTS standards met in each of the developmental priorities

Note the progress towards achieving the priority or if the priority has been achieved.

If the priority is to be revised outline the reason for the revision Detail of any new priorities and revised priorities

Development priorities How needs will be met including

actions


support


ensure the new/revised priorities are aligned with the PTS

ensure the priorities are SMART

Actions Actions to be taken by the NQT to meet the

developmental priorities.

Professional learning activities All PL activities including shadowing, coaching,

research, courses of study, in-school PL activity, specific training

Support Outline the support that will be provided including

from the school based mentor, subject/phase mentor, LA/regional support services.


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Progress in identifying and recording evidence of meeting the Practising Teacher Standards (PTS) (refer to Section 3):

Comments on progress should be evaluative and consider:-

Is the NQT able to show good progress in meeting a range of PTS?

Is the school based mentor satisfied that sufficient evidence that meets the required standard is in place in Section 3 to support the judgement on progress?

Where the NQT is not making satisfactory progress in identifying and evidencing the concerns, should be clearly identified outlining what the concern(s) are, what evidence underpins the concern(s), what supportive action(s) have been put in place to address the concern(s) and the outcomes of the support

Good features of comments in Section 3

Comments are reflective and include reflection on practice and pupil learning

Evidence provided includes information on what has been done, a self-evaluation of developing practice and the impact of practice on pupil outcomes.

The location of evidence is clearly signposted

Overall Progress:

Review and evaluate overall progress and achievements

Identify effective practice and areas for further development

Comments on classroom observations undertaken can be included Concern with progress

Clearly identify any concerns with the standard of practice, what are the concerns, what evidence underpins the concern, what supportive actions have been put in place to address the concerns and the outcomes of the support, include interim review dates

Inform the LA/AB of the concerns Details of any further support or development needs:

Outline any general development needs not covered in the development priorities

Provide details of the actions, PL activities and support that will be put in place for the identified development needs

NQT comments

NQTs should include their reflective comments on the content of the review.


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Submitting Section 2B For NQTs employed on a full or part-time temporary or permanent contract

The school-based mentor should submit an electronic copy of the completed progress review, together with the most recent record of evidence in meeting the Practising Teacher Standards (PTS) (Section 3) completed by the NQT and Section 4 completed to date.

The completed Section 2B: First Progress Review, Section 3 and Section 4 should be submitted

o at the end of the first complete term for NQTs employed on full time, permanent or temporary contracts or

o after completing 140 sessions for NQTs employed on part time, permanent or temporary contracts

For NQTs working as short-term supply teachers

The external mentor should submit an electronic copy of the completed Section 2B: First Progress Review, together with the most recent record of evidence in meeting the Practising Teacher Standards (PTS) as recorded in Section 3 and Section 4 completed to date.

The completed progress review should be submitted after the NQT has completed 140 sessions.

Instructions on how to submit Section 2B can be found on the GTCW website http://www.gtcw.org.uk



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Section 2B Progress Reviews: Second Progress Review

Guidance Notes

Second Progress Review

The review should take place o at the end of the second complete term (for NQTs employed on full time,

permanent or temporary contracts) o after completing 270 sessions (for NQTs employed on part time permanent or

temporary contracts or on short term supply)

This is a record of the main points arising from the second formal review of progress during induction.




The review will normally be completed by the external mentor with the NQT and may also involve dialogue with the schools where the NQT has been employed.

Completing Section 2B, Second Progress Review

Review of progress towards meeting the priorities identified in Section 2B: First Review of Progress


Development Priority Review of progress Review each of the development priorities identified in Section 2B First progress review




If the priority is to be revised outline the reason for the revision

Detail of any priorities revised or new priorities


actions


support




Actions Actions to be taken by the NQT to meet

the developmental priorities.

Professional Learning Activities All PL activities including shadowing,

coaching, research, courses of study, in-school PL activity, specific training

Support Outline the support that will be provided including from the school based mentor, subject/phase mentor, LA/regional support services.


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Progress in identifying and recording evidence of meeting the Practising Teacher Standards (PTS) (refer to Section 3): Comments on progress should be evaluative of the progress from the first review and consider:-



Development needs in completing Section 3 Where the NQT is not making satisfactory progress the concerns should be clearly identified

outlining what are the concerns, what evidence underpins the concern, what supportive actions have been put in place to address the concerns and the outcomes of the support





Overall Progress Review and evaluate overall progress and achievements since the first review

Identify effective practice and areas for further development since the first review

Comments on classroom observations undertaken can be included since the first review Concern with progress


Inform the LA/AB of the concerns Details of any further support or development needs:



NQT comments



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Submitting Section 2B, Second Progress Review For NQTs employed on a full or part-time temporary or permanent contract

The school-based mentor should submt an electronic copy of the completed progress review, together with the most recent record of evidence in meeting the Practising Teacher Standards (PTS) (Section 3) completed by the NQT.

The completed Section 2B: Second Progress Review, Section 3 and Section 4 should be submitted

o at the end of the second complete term for NQTs employed full time, on a permanent or temporary contract or

o after completing 270 sessions for NQTs employed on part time permanent or temporary contracts


The external mentor should submit an electronic copy of the completed Section 2B: Second Progress Review, together with the most recent record of evidence in meeting the Practising Teacher Standards (PTS) as recorded in Section 3 and Section 4 completed to date.

The completed progress review should be submitted after the NQT has completed 270 sessions.

Instructions on how to submit Section 2B can be found on the GTCW website http://www.gtcw.org.uk



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Section 2B Progress Reviews: Third Progress Review and School’s Summative Assessment

Guidance Notes Third Progress Review

The third progress review should take place o at the end of the third complete term (for NQTs employed on full time,

permanent or temporary contracts) o after completing 380 sessions (for NQTs employed on part time permanent or

temporary contracts or on short term supply)

This is a record of the main points arising from the third formal review of progress during induction.




The review will normally be completed by the external mentor with the NQT and may also involve dialogue with the schools where the NQT has been employed.

Summative Assessment

The appropriate body will consider the school’s summative assessment and the recommendation from the external mentor when making a decision.

The summative assessment will be based on the evidence in the three progress reviews.

The evidence will include information from Section 3, classroom observations, progress against the developmental priorities and the overall progress.

The school based mentor should discuss the summative assessment with the NQT and the external mentor or for STS NQTs the external mentor will discuss the summative assessment with the NQT.

Completing Section 2B: Third Progress Review and School’s Summative Assessment Third Progress Review

Review of progress towards meeting the priorities identified in Section 2B: First Review of Progress


Development Priority Review of progress Review each of the development priorities identified in Section 2B Second progress review




If the priority is to be revised outline the reason for the revision


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Detail of any priorities revised or new priorities


actions


support




Actions Actions to be taken by the NQT to meet the developmental priorities.

Professional Learning Activities All PL activities including shadowing, coaching, research, courses of study, in-school PL activity, specific training

Support Outline the support that will be provided

including from the school based mentor, subject/phase mentor, LA/regional support services.

Progress in identifying and recording evidence of meeting the Practising Teacher Standards (PTS) (refer to Section 3): Comments on progress should be evaluative of the progress from the first review and consider:-



Development needs in completing Section 3 Where the NQT is not making satisfactory progress the concerns should be clearly identified

outlining what are the concerns, what evidence underpins the concern, what supportive actions have been put in place to address the concerns and the outcomes of the support





Overall Progress Review and evaluate overall progress and achievements since the first review

Identify effective practice and areas for further development since the first review

Comments on classroom observations undertaken can be included since the first review Concern with progress


Inform the LA/AB of the concerns

Details of any further support or development needs:




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NQT comments


Summative Assessment The school based mentor or the Headteacher must complete Part 1 or Part 2 For NQTs undertaking induction through short term supply the external mentor must complete Part 1 or Part 2

Part 1

The NQT has met the PTS in full □


Summarise the evidence including information from Section 3, classroom observations, progress against the developmental priorities and the overall progress.

School Based Mentor’s signature:

School Based Mentor’s full name and designation: Date:

Part 2

The NQT has not met the PTS in full □


Summarise the evidence including information from Section 3, classroom observations, progress against the developmental priorities and the overall progress.

It is helpful for the school based mentor to have a formal discussion with the LA/AB about the recommendation

Detail of any further action recommended and the reasons

This may include an extension to the induction period

See WG Guidance Induction for Newly Qualified Teachers Page School Based Mentor’s signature:

School Based Mentor’s full name and designation:

Date:


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Submitting Section 2B: Third Progress Review and School’s Summative Assessment For NQTs employed on a full or part-time temporary or permanent contract

The school-based mentor should submit an electronic copy of o the completed Section 2B: Third Progress Review and the school’s summative

assessment o the most recent record of evidence in meeting the Practising Teacher Standards

(PTS) (Section 3) completed by the NQT o the completed Section 4

The three sections should be submitted o at the end of the third complete term for NQTs employed on full time, permanent

or temporary contracts or

o after completing 380 sessions for NQTs employed on part time permanent or temporary contracts


The external mentor should submit an electronic copy of o the completed Section 2B: Third Progress Review and and the summative

assessment, o the most recent record of evidence in meeting the Practising Teacher Standards

(PTS) (Section 3) completed by the NQT o the completed Section 4

The three sections should be submitted o after completing 380 sessions

Instructions on how to submit Section2B can be found on the GTCW website http://www.gtcw.org.uk



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Section 3: Evidence of meeting the Practising Teacher Standards (PTS)

The NQT is responsible for the completion of Section 3

Guidance Notes Section 3 records evidence of how the NQT meets each of the PTS.

The record should be progressively completed throughout the induction period so that evidence is recorded as it occurs.

You may update your evidence at any time if, for example, you wish to refer to evidence that you consider to be stronger than that previously recorded.

Completing Section 3

Against each standard the NQT should indicate the evidence that exists that the standard has been met. Entries should be brief and may signpost to where the evidence exists.

The paragraph/bullet points for each standard should clearly evidence how a particular standard has been met and where possible the evidence of impact.

It is not sufficient simply to locate the evidence or put in the word ‘met’.

Good features of comments in Section 3 o Comments are reflective and include reflection on practice and pupil learning o Evidence provided includes information on what has been done, a self-evaluation

of developing practice and the impact of practice on pupil outcomes. o The location of evidence is clearly signposted

Submitting Section 3 For NQTs employed on a full or part-time temporary or permanent contract

The school-based mentor should submit an electronic copy of the updated Section 3 completed by the NQT with each of the three Progress Reviews .


The external mentor should submit an electronic copy of the updated Section 3 completed by the NQT with each of the three Progress Reviews




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Section 3 – Evidence of meeting the Practising Teacher Standards (PTS) Name of NQT: Teacher reference number:

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Practising Teacher Standards (PTS) Evidence including impact on practice and pupil attainment Updated

Professional values and attributes

1. Appreciate the diverse needs of children and young people. 2. Value fair, respectful, trusting, supportive and constructive

relationships with children and young people.

3. Have high expectations of children and young people in order to improve outcomes and well-being for all learners.

4. Value the importance of building positive relationships between home and school.

5. Value the active involvement of children and young people in their progress, development and well-being.

6. Value the active involvement of parents and carers in the progress, development and well-being of children and young people.

7. Value and celebrate the contribution children and young people make within their communities.

8. Appreciate and value the contribution that support staff and other professionals make to the learning, development and well-being of children and young people.

9. Be actively involved in professional networks and learning communities which share and test beliefs and understandings with colleagues and contribute to the wider development of the school and profession.

10. Value the improvement of practice through reflection and taking responsibility for continuing professional development.

11. Have high expectations with regard to Welsh-language development in the context of the bilingual nature of Wales.

Professional knowledge and understanding

12. Maintain an up-to-date knowledge and understanding of the professional duties and responsibilities of teachers and the statutory framework within which they work.


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Practising Teacher Standards (PTS) Evidence including impact on practice and pupil attainment Updated 13. Understand the national education policy context in Wales and

the Welsh Government’s national priorities for education, including an understanding of the principles of the Cwricwlwm Cymreig and how it should inform and shape their practice.

14. Use understanding of the expectations, organizational arrangements and pedagogical approach in the key stages or phases before and/or after the ones they teach to inform their practice and planning.

15. Understand the key factors that affect children and young people’s learning and well-being.

16. Maintain an up-to-date understanding of their subjects/curriculum areas and related pedagogy in order to inform practice.

17. Understand their role in improving literacy and numeracy skills across the curriculum.

18. Maintain knowledge and learning in ICT to support teaching, learning and in their wider professional role.

19. Understand and apply the SEN Code of Practice for Wales to meet the diverse needs of learners.

20. Understand when appropriate and how to seek information, advice and support from internal and external sources including procedures on safeguarding.

21. Have a knowledge of a range of strategies and know how to use them to promote good behaviour and create a purposeful learning environment.

22. Understand how the United Nations Convention on the Rights of the Child and the Children and Young People’s Participation Standards for Wales can be used to inform practice and improve learner outcomes.

23. Understand the expectations in the curriculum with regard to Welsh-medium provision and/or Welsh Second Language.


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Practising Teacher Standards (PTS) Evidence including impact on practice and pupil attainment Updated

Professional skills Planning and target setting

24. Set challenging teaching and learning objectives that are guided by informed expectations of individual learners based on knowledge of the expected standards of the relevant age group and the range and content of work appropriate to learners in that age group.

25. Use teaching and learning objectives to plan lessons, and sequences of lessons, which clearly show how learners’ knowledge, skills and understanding will be assessed.

26. Personalise learning in order to address individual needs including seeking the views of learners on what would help them achieve their potential.

27. Identify resources to support learning that will stimulate and motivate all learners to achieve desired outcomes.

28. Work effectively as a team member and collaborate with colleagues to plan work and establish targets.

29. Plan for support staff to be appropriately involved in supporting learning and ensure they understand the roles they are expected to fulfil.

30. Plan appropriate opportunities for children and young people to learn in settings beyond the classroom.

31. Manage and prioritise time effectively within their wider professional role.

32. Instigate and maintain effective communication with children, young people, and their parents/carers.

Monitoring and assessment 33. Use a range of monitoring and assessment strategies, including

both formative and summative assessment, to evaluate learners’ progress towards planned learning objectives, and use this information to improve their own planning and teaching.


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Practising Teacher Standards (PTS) Evidence including impact on practice and pupil attainment Updated 34. Meet the assessment requirements and arrangements for the

subjects/curriculum areas and phases within which they teach, including those relating to public examinations and qualifications.

35. Use monitoring and assessment to identify and support learners including: those with additional learning needs; more able and talented learners; learners working below age-related expectations; learners failing to achieve their potential; and learners with behavioural, emotional and social difficulties.

36. Involve learners in target setting and in reflecting upon and evaluating their performance.

37. Monitor and record learners’ progress and achievements to provide evidence of the range of their work, progress and attainment over time whilst taking account of the participation and views of the learner.

38. Provide learners with accurate and constructive feedback on their strengths, weaknesses, attainment, progress and areas for development, including action plans for improvement.

39. Provide colleagues, parents and carers with timely, accurate and constructive feedback on learners’ attainment, progress and areas for development using supporting records and other evidence.

Teaching and managing learning 40. Establish and maintain effective learning environments where all

learners feel safe, secure and confident.

41. Teach the required and expected skills, knowledge and understanding relevant to the needs of the learner making appropriate use of relevant national guidance.

42. Make effective personalised provision in their teaching including taking practical account of diversity and promoting equality and inclusion.

43. Challenge instances of prejudice, stereotyping, bullying and harassment, in line with school policies and procedures.


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Practising Teacher Standards (PTS) Evidence including impact on practice and pupil attainment Updated 44. Teach clearly structured lessons or sequences of work so that

all learners understand and meet the intended learning objectives.

45. Employ appropriate teaching strategies which develop all learners’ capacity to work collaboratively and independently.

46. Build on the varying experiences, achievements and interests of learners to help them make progress.

47. Manage teaching and learning time effectively. 48. Manage the physical learning environment, equipment,

materials, texts and other resources safely and effectively.

49. Employ appropriate teaching strategies to secure positive behaviour.

50. Employ appropriate teaching strategies to promote the well-being of children and young people.

51. Employ appropriate teaching strategies to promote good progress and outcomes for learners over a sustained period of time.

52. Use ICT effectively in teaching and learning. 53. Encourage learners to progress independently by providing

activities or other out-of-school study which consolidates and extends work carried out in school.

54. Work co-operatively and collaboratively with other teachers and colleagues, including those from external agencies, to enhance the learning and well-being of those they teach.

55. Promote learners’ understanding of the bilingual nature of Wales and develop their bilingual skills as appropriate.


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Guidance Notes In this section you should record all periods of employment that count towards the

induction period.

To count towards induction the NQT must be employed as a teacher.

Periods of employment should be expressed as whole terms or, in the case of NQTs not employed on a full-time basis, as the number of individual sessions.

A total of three whole terms or 380 sessions is required to complete the induction period. One session is equivalent to a morning or afternoon of teaching.

Each period of employment should be validated with the signature of the headteacher of the school(s) in where the sessions have been completed..

The signatures of the Headteacher(s) are necessary to enable the LA/AB to verify that the NQT has completed the period required for induction

The General Teaching Council for Wales (GTCW) should be notified of all periods of employment completed during the induction period and, therefore, this record should correspond with records kept by the GTCW.

Completing Section 4

The NQT is responsible for ensuring that each teaching session completed in the induction period is validated by the Headteacher of the school where the NQT was employed as a teacher.

Date final session completed: It is important to put the full date, including the year, of session 380 or the last day of the third complete term. This date informs the Appropriate Body of the date the NQT has completed their induction. Note the date of session 380 or the end of the third complete term, this will inform the AB of the completion date of the induction period. The details of the sessions must be noted below.

Name of school(s) and Local Authority

Period completed (date(s) and number of sessions

Validation by Headteacher (validation that the NQT has been employed as a teacher for the number of sessions listed

The full name of the school should be recorded

Ensure the LA is also noted

Include Beginning date and end date and note day/month/year for both dates

number of sessions for the period

The person validating must be the headteacher or a member of the SLT

Signature: this should be a scanned signature or the a scanned version of the whole section Name: Designation: Date:

Section 4: Record of induction period


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Period completed NQTs employed on a full time permanent or temporary contract of a full term or more The period can be recorded as full terms noting the date of the beginning and end of term or in terms of the number of sessions in the term NQTs on a part-time permanent or temporary contract of a full term or more The period should be recorded as the number of sessions the NQT has been employed NQTs employed on short term supply contracts The period should be recorded as the number of sessions the NQT has been employed

Submitting Section 4 For NQTs employed on a full or part-time temporary or permanent contract

The school-based mentor should submit an electronic copy of the updated Section 4 completed by the NQT with each of the three Progress Reviews.


The external mentor should submit an electronic copy of the updated Section 4 completed by the NQT with each of the three Progress Review




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