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NQT

Mentor Handbook

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Introduction

Welcome to the team! You have been selected as you have the personal and professional attributes to be a

successful mentor of NQTs within the institution.

This is an important responsibility to have because, if we get the mentoring correct, then there is a

greater chance of the NQT passing their INDUCT year and staying within the profession. If we get it

wrong, then that could spell the end of the individual’s career!

It is a tough role to have, however, very rewarding at the same time. This reward will become evident as

the year progresses and you witness the professional and personal development of your NQT!

Good luck and please ask if you would like any assistance in your role!

Index:

Page 3: The Manor Academy NQT Mentoring Aims

Page 4: The Manor Academy NQT Mentoring Expectations and their rationale

Page 5: Weekly meetings

Page 6: Observing the NQT

Page 7: Guidance in providing feedback after lesson observations

Page 8: The formal Assessment of the NQT and QA of the NQT Mentoring process

Page 9: The NQT that is experiencing difficulties

Page 10: Example of a completed NQT Assessment form

Page 17: Autumn Term NQT Induction Programme

Page 18: NQT Lesson observation form

Page 21: NQT weekly meeting form

Page 22: NQT’s preparation form for the induct

Page 23: Induct review form:

Page 24: NQT support plan

Page 25: NQT training log

Page 26: Roles at a glance

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The Manor Academy NQT Mentoring Aims:

To provide support to the NQT in their professional development.

To monitor the development of the NQT in their professional development.

To assess the capabilities of the NQT in their professional duties.

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The Manor Academy NQT Mentoring Expectations and their rationale:

To support the NQT on a needs basis

Could well be on an ad hoc basis or more formal

Create action plans of support in conjunction with Faculty Leader and NQT Co-

ordinator

To meet with the NQT weekly

to discuss areas of success and weekly focus points

discussion points evidenced on Microsoft Word (pg 21) ready for the termly

Inducts

To observe the NQT on a FORMAL basis

1 per HALF term i.e. 6 times a year

judgements made against the teaching standards

lesson observation logged on a Microsoft Word LEA lesson observation form (pg

18)

To observe the NQT on a DEVELOPMENTAL basis

initially once every 2 weeks – but within the first week

becoming less as the year progresses (all dependant on NQT development)

lesson observation logged on a Microsoft Word LEA lesson observation form

To complete the NQT Induct form

ensure the NQT has completed their preparation induct form (pg 22)

completed before the end of every term (comments sent on Microsoft Word to

NQT co-ordinator before the deadline)

judgements made against standards

areas of strength / areas of development / evidence location clearly written into

the narrative

review meeting held to discuss the assessment form

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Weekly meeting:

The weekly meeting is an integral part of mentoring. It needs to happen. This will be a formal,

documented professional discussion that will allow the NQT and mentor to share the areas of

success of that week and areas of focus for the coming week. All meetings will be evidenced on

the NQT weekly meeting form.(pg 21)

Focal Points for these meetings may include:

Planning – structure / objectives / outcomes

Differentiation meeting the needs of different students in their groups EAL / SEND

/ All Stars / DISENGAGED BOYS

Progress

Literacy and mathematical literacy

Discussion around Pupil Premium

BfL

Data and Assessment

QWF

Marking Policy and super 7

Mentoring

Pride

Learning points from CPD (NQT support plan and whole academy CPD)

Other areas that may need to be highlighted on a more informal and that may fuel the initial

meetings would include:

How do I use SIMS?

How do I book ICT?

How do I organise a trip?

Who is the Academy’s First Aiders?

How do I use the Faculty’s On Call system?

Who do I need to ask for Leave of Absence?

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Observing the NQT

A NQT’s teaching should be observed as outlined in The Manor Academy NQT mentoring

expectations. This will facilitate a fair and effective assessment of the NQT’s teaching practice,

conduct and efficiency against the relevant teacher standards.

However, lesson observations have little value in the induction process unless the NQT and the

observer can discuss and analyse the lesson afterwards. Feedback should be prompt and

constructive. Arrangements for the review and feedback should be made in advance and a brief

written record made on each occasion and evidenced on the weekly meeting log. (pg 21)

In the formal termly observation, the LEA lesson observation form will be used (pg 18) and the

lesson will be judged as making ‘inadequate, satisfactory or good’ progress against the teaching

standards (no number/grading is given; this is different to The Academy’s QA process.)

When thinking about how the follow up discussion and analysis of the observation will be organised,

the mentor and the NQT will probably find it helpful if:

• a format for the discussion is agreed in advance or at the start of the session

• the feedback discussion occurs soon after the observation, preferably within TWO working

days, but allowing sufficient time for the NQT to reflect on the lesson in advance.

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Guidance in providing feedback from lesson observations:

Remember the FEEDBACK sandwich

Start with the positive – what were the successes?

Discuss the areas to develop

Finish with the positive

Other points to consider

The post-observation discussion is most likely to be constructive and effective when it:

relates to the agreed focus and is relevant to the NQT's objectives

is honest and constructive, and is managed in a way that supports open

professional enquiry and reduces any sense of threat

is concise with points prioritised according to the main issues

is based on clearly identified evidence rather than opinion

encourages the NQT to take an active role in the analysis of evidence

helps the NQT to identify strengths and achievements as well as areas for

further focus and development

fully involves both the NQT and the observer in professional dialogue

helps the NQT to consider a range of options, including those which are not

necessarily the favoured options of the observer

identifies actions that the NQT will take

ends with a summary of the main areas of success discussed and the areas agreed

for further focus.

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The Assessment of the NQT:

The NQT is assessed 3 times a year. The assessment points are just before the end of each

term. The NQT must reflect on the teaching standards (pg 22& 23) before meeting you in

preparation of you writing your induct comments. All comments need to be submitted to the NQT

co-ordinator on Microsoft Word prior to the deadline so they can be checked; the NQT co-

ordinator will set this date.

The assessments that take place in terms 1 and 2 make a judgement about the success of the

NQT in making progress towards meeting the teacher standards. It is only in the FINAL

assessment (term 3) that a judgement will be made on the NQT’s success in MEETING the teacher

standards.

Judgements about the success of the NQT will be derived from their lesson observations and also

how they are meeting the teacher standards. The mentor will be responsible in completing the

assessment form and will need to ensure that the following is considered and clearly outlined:

Areas of strength against each standard

Areas of development against each standard

Where the evidence is derived from and logged

Please see the example of a completed assessment form (pg 10)

The following point needs to be emphasised. As an institution, we cannot afford to be in the

following position where an NQT is making progress in meeting the teacher standards in terms 1

and 2 and then becoming unsuccessful in term 3 (unless there is an exceptional circumstance).

QA of the NQT mentoring process

Learning walks into the weekly meetings

Initial half termly 3 way meeting reducing down to termly (if needs be)

3 way meeting for the preparation conversation for induct 1 (these will continue if

needed)

Joint observations with NQT mentors

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The NQT that is experiencing difficulties

As we know, things in life sometimes do not go as well as it is was intended to. In this instance,

some NQTs may experience difficulties in carrying out their professional duties. As a mentor,

you need to be tuned into your NQT. If you have concerns about the NQT’s performance at any

time during the support and monitoring programme, they need to be discussed with the NQT co-

ordinator and Faculty Leader as soon as possible. Please do not wait until the next formal

assessment meeting to raise the concerns with or about the NQT.

We need to ensure that that we provide as much support as possible to the NQT. The following

may be of help:

share the concerns that you have with the NQT co-ordinator / Faculty Leader as early

as possible

use Teachers’ Standards to define problems and agree objectives for improvement with

the NQT.

Establish support programme to enable improvement to be made. This needs to be

agreed by the NQT, NQT co-ordinator and Faculty leader. This support programme

needs to have the following included:

Target

Support provided and by whom

Timescale

Success criteria

Outcome – areas of strength / areas for further development

Please see the exemplar on page 24 of the handbook.

Please ensure that Microsoft Word documents are kept up to date so that EVERYTING

is logged, and please encourage the NQT to do the same.

Added to that, please ensure that the Academy meets the emotional and psychological needs of

the NQT by managing their feelings, values and attitudes by ensuring that the NQT

can be confident in the fairness of the process

knows who to turn to (direct to Well Being / HR if you feel necessary)

does not feel isolated

maintains an element of control over his/her future and progress.

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Example of Completed assessment form:

NQT induction: final assessment and recommendation

Instructions for completion

• The appropriate body for statutory induction may personalise and adapt the forms to suit local needs, including use on-line.

• The department does not provide alternative versions to those already available on the DfE website.

• Where tick boxes appear please insert “X”.

• The headteacher/principal should retain a copy and send a copy of this completed and signed form to the appropriate body within 10 working days of the NQT completing the induction period.

• The original copy should be retained by the NQT.

• Hard copies will be required at certain stages of assessment, particularly for signature, unless they are submitted on-line with the necessary authentication in place of signatures.

• Full guidance on statutory induction can be found at http://www.education.gov.uk/schools/leadership/deployingstaff/b0066959/induction-newly-qualified-teachers

Recommendation:

X The teacher named below has performed satisfactorily against the Teachers’ Standards for the completion

of induction

The teacher named below has not performed satisfactorily against the Teachers’ Standards for the

completion of induction

The teacher named below should have their induction period extended

NQT’s personal details:

Full name Former name(s) (where applicable)

Date of birth DfE/teacher reference number National insurance number

/

Name of institution (e.g. school/academy)

DfE institution number (if

applicable)

THE MANOR ACADEMY /

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Appropriate body receiving this report

NOTTINGHAMSHIRE LEA

Date of start of final assessment period:

22/04/2014

Date of end of final assessment period: 23/07/2014

Number of terms completed during the final assessment period:

1

Or

Number of days completed during the final assessment period: 62

Does the NQT work: X Full time Part time

Number of days of absence during the (entire) induction period: 2

Confirmation of induction:

I confirm that the NQT has received a personalised programme of support and monitoring throughout the

period specified above in line with statutory guidance

X

Include the number of days reduction to the induction period to be served by the NQT where this has been

agreed with the appropriate body as outlined in paragraph 3.5 of the statutory induction guidance at

http://www.education.gov.uk/schools/leadership/deployingstaff/b0066959/induction-newly-qualified-

teachers).

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If a reduction to the NQT’s induction period has been given to reflect previous teaching experience, as outlined in

paragraphs 3.2 - 3.4 of the statutory guidance, please give details here:

Assessment of progress against the Teachers’ Standards:

The headteacher/principal or induction tutor should record, in the box below, brief details of the NQT’s progress against the Teachers’ Standards including:

strengths

areas for further development where progress is satisfactory; and areas of concern

evidence used to inform the judgements; and

where appropriate, targets to be met.

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Comments must be in the context of and make reference to each specific Teachers’ Standard which can be found at: http://www.education.gov.uk/schools/leadership/deployingstaff/a00205581/teachers-standards1-sep-2012-.

Please continue on a separate sheet if required.

Standard 1: Set high expectations which inspire, motivate and challenge pupils Roberta has continued to set very high expectations of the students in all her classes. She continues to make every effort to ensure that students are both inspired and motivated in their learning. She leads by example by always being on time for lessons and greeting students as they come into her classroom. She has shown that she takes pride in their work through the high quality of students work displayed in her classroom and in the department. The students continue to speak very highly of how much they all enjoy Roberta’s lessons as they find the topics and tasks exciting and engaging. This is across all Key Stages.

In addition Roberta has also lead by example during school trips. During the visit to Colwick Park Roberta effectively motived and inspired the students to have a go at all activities with a very positive attitude. Students saw that if Roberta could climb the tower or go out in a canoe on the lake, they could too. This ensured that every student took part in each activity regardless of their own personal fears.

Areas to develop

Continue to challenge students who do not complete their homework

Evidence Source

Formal lesson observations of Stage 1 and GCSE classes, informal learning walks, regular feedback from students, work displayed in the department and in her classroom

Standard 2: Promote good progress and outcomes by pupils 4

Roberta takes into account the progress and capabilities of her students when planning lessons. She has continued to demonstrate an excellent understanding of how students learn and make progress and has adapted her teaching to meet the needs of specific groups. This term she has developed a new scheme of learning for Stage 1 which has focused on the World Cup. Through this scheme of learning she has demonstrated that she can plan for good progress by all students by ensuring that the scheme of learning is differentiated while also providing students with a high level of challenge.

Areas to develop

Continue to focus on the depth of questioning in the lesson, work on bouncing the question around the classroom to extend the responses

Evidence Source

Lesson observation of Stage 1 class, differentiated teaching resources for Stage 1 planning which have been shared in the department, current Stage 1 data

Standard 3: Demonstrate a good subject and curriculum knowledge

Roberts has demonstrated an excellent level of subject knowledge and this has enabled her to be very creative with her teaching. She has continued to plan and resourced the new Geography GCSE scheme of learning. This term Roberta has also developed the literacy in her Stage 1 schemes of learning. As part of this Roberta took an active role in putting together the Geography literacy standardisation policy.

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This enabled Roberta to demonstrate that she has an excellent knowledge of what students are required to do for each literacy level in Stage 1.

Areas to develop

Look at the teaching requirements and the schemes of learning for the AS Geography course in readiness for teaching next year

Evidence source

Lesson planning of the new Stage 1 course, lesson observations, literacy resources shard with the department, role in literacy standardisation

Standard 4: Plan and teach well-structured lessons

Roberta has used the department schemes of learning at both Key Stage 3 and 4 and developed new schemes of learning which match both the needs of her students and the needs of the new GCSE course. Paula ensures that there is opportunity for students to write extended answers and this has been successfully incorporated in her Stage 1 scheme of learning. She has demonstrated that by scaffolding the writing tasks students can produce an extended piece of writing that they are proud of and that achieves above their target grade. This scheme of learning has been effectively taught by all members of the Geography department and has been greatly enjoyed by the students.

Roberta has also worked with another colleague from the Strand to effectively incorporate group roles into her lessons and into her assessments.

Areas to develop

Observe some good A level lessons and begin to plan a scheme of learning for AS Geography Unit 1

Evidence source

Stage 1 – World Cup scheme of learning, lesson observations, my own personal teaching of the schemes of learning that Paula has produced, work on group roles

Standard 5: Adapt teaching to respond to the strengths and needs of all pupils

Roberta’s teaching continues to show a very good knowledge of differentiation and her lessons are differentiated effectively which has enabled all students to access the work provided in the lesson and to enjoy their learning. She continues to show awareness of the issues that affect student’s development and has adapted her teaching style for these students.

Roberta has created a guide for creating a writing frame for weaker GCSE students which enables them to achieve full marks in a 6 mark exam question and to feel like they have achieved in the lesson. This resource was shared with all staff as a ‘Tweak of the Week’ during the Monday morning briefing and in her Teaching and Learning Community.

Areas to develop

Look for ways to extend the most able in a class of weak students

Evidence source

Current progress for Stage 1 students, work on differentiation for weaker GCSE students

Standard 6: Make accurate and productive use of assessment

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Roberta uses assessments to accurately predict the progress of students and she uses both formative and summative assessments in her lessons. Students are given thorough and regular feedback on their progress and this has clearly been shown in all her lesson observations. When marking Paula provides constructive comments for students and effectively shows that students have responded to her making. Examples of the feedback that Roberta provides for students has been used in several training events as example of excellent QWF practice.

As part of her planning of the new Stage 1 course (Disposable Futures) Roberta demonstrated that she has excellent knowledge and understanding of the Key Stage 3 levels through the final assessment that she created for the unit. The assessment was a group task which used peer marking alongside formal assessment by Roberta to accurately grade students work.

Areas to develop

Create a form that is specific for GCSE Geography to provide feedback on students’ progress in individual units

Evidence source

Department marking analysis, examples of feedback used in external training events, feedback in students folders

Standard 7: Manage behaviour effectively to ensure a good and safe learning environment

Roberta continues to manage behaviour firmly but fairly. She has very set routines with her classes which enable them to start the lessons calmly and quickly. Roberta effectively uses the schools behaviour policy and takes decisive action when required. She follows up missed homework and works closely with parents to ensure that all her students are meeting the expectations of both herself and the Academy.

Areas to develop

Share concerns that she has about individual students with their mentored and look to them for additional support

Evidence source

Regular informal learning walks, students data on SIMs, meeting with parents to address individual students

Standard 8: Fulfil wider professional responsibilities

Roberta has established herself as an invaluable member of the Strand and is now firmly established in her role as a Geography teacher. Roberta has developed excellent working relationships with all members of staff and continues to work closely with the TAs in her lessons.

In her recent lesson observation Roberta was graded as ‘Outstanding’ for the literacy element of the lesson and it is through Roberta’s drive and passion for developing literacy she has been asked to be the literacy representative for the Strand at the Academy’s literacy working group. This will enable Roberta to work with other members of staff across the Academy.

Roberta has acted on the advice given to her from each observation and this has enabled to continue to drive her teaching forward. Paula has now begun to take an active part in the coaching of other staff from other departments in the Academy by allowing them to observe her lessons as an example of good practice.

Roberta organised the first ever Geography cinema trip to see the film ‘Pompeii’ The GCSE Geography students greatly enjoyed the opportunity to see the volcano coming to life and this helped to cement their

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understanding of how a volcano erupts. She has also volunteered to go on several other trips including France and Colwick Park.

Roberta has worked with colleagues across the Academy and has embraced the new initiatives; This term she has gained experience in working with Year 7 in New Basics and also how to effectively use the IRIS system to facilitate lesson observations.

As part of the wider school context Roberta continues to run the netball club every Thursday and has taken a group of students to play in another tournament.

Part 2 Personal and professional conduct

A) Roberta has demarcated that she acts with professionalism both within and outside of the Academy. She shows respect to the students and always considers their needs and their safety. This has clearly been demonstrated in her everyday practice and during the numerous external visits this year.

B) Roberta has maintained a very high standard of attendance and punctuality. She is always on time for her lessons and has had only two days off in this induction period.

C) Roberta always works and acts with the statutory frameworks.

Comments by the NQT:

The NQT should record their comments or observations on their induction to date.

Please reflect on your time throughout your entire induction period and consider:

• whether you feel that this report reflects the discussions that you have had with your induction tutor and/or headteacher/principal during this assessment period; and,

• you received your full range of entitlements in accordance with regulations and guidance (http://www.education.gov.uk/schools/leadership/deployingstaff/b0066959/induction-newly-qualified-teachers)

• areas where you feel you require further development/support/guidance when looking towards the next stage in your career? Please indicate these are part of your comments in the box below.

I have discussed this report with the induction tutor and/or headteacher/principal: X Yes No

I have the following comments to make:

I believe I have had a very successful NQT year. I feel that my skills as a teacher have developed hugely through

the comprehensive and innovative CPD (Career Professional Development) programme. I have been highly

reflective and willing to take on new ideas and approaches to teaching and learning in order to strengthen my

practice and improve classroom teaching. I have enjoyed sharing good practice I feel I have been extremely

proactive in applying and implementing as many new strategies into my own work.

I feel I have had an excellent support system within the academy in order to successfully complete my Induct as

well as been allowed the freedom to develop and take my practice in the direction that I want it to go. I have

been given many opportunities throughout the year to develop as a practitioner and I look forward to the rest of

my teaching career.

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I feel that I am ready for a new challenge in order to drive forward my practice further. I am looking forward to

teaching A level and continuing to work with the strand to improve and drive standards within the Academy.

This form should be signed below, unless it is being sent electronically in which case it must be sent from the

headteacher/principal's mailbox and copied to the NQT and induction tutor.

Signed: Headteacher/principal

Date

Full name (CAPITALS)

Signed: NQT Date

Full name (CAPITALS)

Signed: Induction tutor (if different from head teacher/principal) Date

Full name (CAPITALS)

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NQT Induction Programme

Sessions will start at 3.30pm for approximately 45 minutes, unless the provider states otherwise. Please send apologies to

the provider (and Cc me in the email please) if you are unable to attend.

Half Term 1 – Autumn

Date Content Session description Member of staff

Weds 5th Sept

Planning a lesson

NQT – A session looking at lesson requirements & a chance to be assigned to a Buddy

Garry Richardson & RQT

Weds 12th Sept Behaviour for Learning & the non-negotiables

NQT – Look at the Academy’s behaviour policy and strategies to use in lessons

Adie Bett

Weds 19th Sept Marking NQT – A session looking at the Academy’s marking policy and how to complete QWF

Adie Bett

Weds 26th Sept Differentiation NQT – A session looking at numerous methods of differentiation. Time to explore own ideas

Eileen Dunn & Garry Richardson

Weds 3rd Oct

Differentiation

NQT – A session looking at numerous methods of differentiation. Time to explore own ideas

Eileen Dunn & Garry Richardson

Weds 10th Oct

How to use SIMS & what your subject criteria means? & SISRA

NQT – A session looking at the SIMS, how to input data & how to use SISRA

Graham Parker

Weds 17th Oct Review discussion & set pupil pursuit task

NQT – A session to update the HOD of targets and any support/cpd needed

Garry Richardson, HODs and mentors

Weds 24th Oct

Paperwork

Garry Richardson & Eileen Dunn

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NQT Lesson observation form:

Lesson Observation Form

Subject Period Year Class/group Present Number in class

Teacher’s name: Observer’s name:

Date: Time:

Focus of observation:

Context of lesson:

Standard Benchmark Secure Developing Comments

1 Does the teacher set high expectations which inspire, motivate and challenge pupils?

2 To what extent does the teacher promote good progress and outcomes by pupils through:

Planning that builds on pupils’ capabilities and prior knowledge

Guiding pupils to reflect on the progress they have made and their emerging needs

Encouraging pupils to take a responsible and conscientious attitude to their own work and study.

3 To what extent does the teacher demonstrate good subject and curriculum knowledge through:

Fostering and maintaining pupils’ interest

Addressing misunderstandings

Promoting high standards of literacy, articulacy and the correct use of standard English

Where relevant, demonstrating a clear understanding of systematic synthetic phonics and/or appropriate teaching strategies in early mathematics.

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4 To what extent does the teacher plan and teach well structured lessons by:

Imparting knowledge and developing understanding

Using time effectively

Promoting a love of learning and intellectual curiosity

Setting homework to consolidate and extend knowledge the pupils have acquired.

5 To what extent does the teacher adapt teaching to respond to the strengths and needs of the pupils through:

Appropriate differentiation

The use of approaches that engage and support all pupils

Awareness of pupils with special educational needs and/or high ability.

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To what extent does the teacher make accurate and productive use of assessment through:

Use of statutory assessments

Use of formative and summative assessment

Setting appropriate pupil targets

Regular feedback to pupils, both orally and through accurate marking

Encouraging pupils to respond to feedback.

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To what extent does the teacher manage behaviour effectively to ensure a good and safe learning environment by:

Having clear rules and routines for behaviour in classroom

Consistent use of praise sanction and rewards

Involving and motivating pupils

Maintaining good relationships with pupils, exercising appropriate authority.

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8 To what extent does the teacher deploy support staff effectively?

Strengths of the teaching and its impact on learning:

Focus for development

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Weekly NQT meeting:

This document is to be completed by the NQT & the mentor during their weekly meeting

Date Discussion points Next steps

Any concerns the NQT or mentor has. A review of the week Reflection of standards/targets in preparation to the induct review meeting

Action points How to collect evidence

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NQT’s preparation form for the induct:

This document is to be completed by the NQT prior to the induct review meeting.

Points to think about Notes

To what extent am I achieving my objectives? What evidence am I able to draw on to support my judgements?

What progress am I making towards the Teachers’ Standards? Since the start of the induction period/my last progress review meeting, what improvements can I identify in relation to my:

planning?

teaching and class management?

monitoring, assessment, recording and reporting?

professional knowledge, conduct and relationships?

What evidence am I able to draw on to support my judgements?

In what ways has the induction support programme made a difference to my teaching and the pupils’ learning?

In what ways have I used the 10% timetable reduction from teaching duties? How effective has this use of time been?

Are there any areas of my teaching and professional development where I would like more support?

Which outcomes of this self review do I need to feed into the next progress review meeting with my induction tutor/coordinator?

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Induct review form:

This document is to be completed by the ITT Co-ordinator & mentor (for induct 1; then it’s

the mentor only) during the induct review meeting before the mentor writes the induct

comments.

Record of progress review meeting

NQT:

Mentor: Induction tutor/coordinator:

Date:

Objectives reviewed

Evidence considered

Key comments/points

Revised/new objectives and actions to take forward to action plan

Date for next meeting:

Signed (NQT/induction tutor/coordinator):

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NQT support plan:

This document is to be completed by the ITT Co-ordinator & mentor if there is concern

about a NQT’s progression in an induct period

Standard Planned Action Evidence Impact

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NQT training log:

This document is to be completed by the NQT when they have attended any form of

training.

Date Description of activity Evaluation Action points

Eg professional discussions with colleagues; observations of other teachers; visits to other schools/academies; attendance at school/academy based and external training events; membership of working groups.

Include thoughts and comments on the value of the activity and note any impact it has had on your work.

Note issues for discussion at progress review meetings as well as immediate action you may wish to take.

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Roles at a glance:

NQTs –

complete the weekly meeting form

complete the preparation for the induction period form

complete the record of professional development for any training you undertake

ensure comments for the induct period are completed by the mentor prior to the deadline

complete the Induct review form with your mentor

Mentors –

ensure the NQT completes the weekly meeting form

ensure the NQT completes the preparation for the induction period form

ensure the NQT completes the record of professional development for any training you

undertake

complete the induct comments and sent to the NQT co-ordinator

Complete the lesson observations on the LEA observation form

Complete the NQT support plan (if needed)

complete the Induct review form with your NQT

NQT co-ordinator –

QA some weekly meetings

QA lesson observations

Meet with the NQT and mentor when the induct 1 discussion is taking place (and induct 2

and 3 if it’s needed)

Ensure that all paperwork is complete