This September, our NQTs are arriving full of trepidation, yes, but also full of up-to-date subject knowledge, recent experience of other settings and a new, but possibly fragile, commitment to teaching— let’s make sure our school provision and induction arrangements value these new starters and their qualities.
Time and again we hear of widely varying NQT experiences, from those who have joined departments or schools with active and effective support protocols and CPD practices, to those who have been treated neglectfully by the people or systems around them. What can we do to make sure we don’t throw away all the potential NQTs offer?
The A – Z of NQT induction
A address issues as they arise – a little guidance and advice, offered regularly from the sidelines, is more likely to be accepted as a normal and constructive part of the relationship between NQT and team leader, than a once in a while focus on a serious problem which might have more emotional strain attached.
B book appointments in advance – make regular discussions part of the mentoring process. Doing this allows time to talk and for the NQT to mull over some ideas, or respond to a target, before the scheduled appointment. Committing to a time and place sends a message that this time is important.
C class management induction – beware the honeymoon period. Keep an ear to the ground and check with your NQT and other colleagues – is your new recruit coping OK after the start of term dust has settled? Chat to key form tutors to see if any informal feedback has been offered by pupils.
D departmental routines might be second nature to you, but can seem overwhelming to the new starter. Make sure key events, are flagged well in advance.
E ebb and flow – the workload of a teacher is often irregular. Encourage your menthe to plan ahead for the busy times so as not to overload themselves.
F follow up any niggles, from your NQT, pupils, other staff, parents – misunderstandings need to be unraveled and a relationship built on finding solutions sets the tone for future development
G go the extra mile for your NQT, if it seems appropriate. You won’t want to hold their hand and encourage them to be dependent on you – but at the same time, they are looking to you to assist them in completing their professional training – and they are entitled to your support.
H home life is important to all of us – be aware of any particular issues that might affect a new starter’s settling-in.
I information – make sure data, important internal documents, online forum membership details, usernames and passwords are shared. Leaving your NQT in a position of ignorance is unfair.
J jointly prepare and plan – if you’re not sure about an NQT’s confidence in the classroom, build some shared planning into your meetings. You’ll want to keep an eye on the ’quality control’ within your department/phase anyway. I’ve known Heads of Department meet NQTs each day after the last lesson to discuss outlines for the following lessons – in so doing, you’re scaffolding and modelling your expectations, and you’ll soon see when you can reduce the time needed to oversee.
K knowledge development is so important to teacher development and an expectation that the newcomer will continue to work on their subject knowledge and signature pedagogues is essential. Even in the early days, you might be discussing what the NQT might be teaching the next year, and what they will need to develop in the meantime.
L listen to what the NQT doesn’t say, as much as to what they do. Did you notice that when discussing their classes, they avoided mentioning that year 10 class? Did you wonder why..?
M merge, match and mentor – coordinating a team is about finding the right combinations of individuals for specific projects. Try to match up your NQT with a suitable buddy for part of a key project.
N new developments happen all the time but NQTs don’t yet realise this. Being able to support the team through change from whatever starting point or focus they currently have is all part of steering the team in the long-term.
O observations need to be arranged, in as many forms as possible. Enable the NQT to observe other teachers in the department and around the school – they need to see what the standards and routines are. It would be unfair to judge them on these expectations without giving them these opportunities first.
P pressures come from all angles – and the newcomer can’t always separate the major from the minor – encourage some perspective through humour, shared experiences and discussion with a range of mentor figures.
Q question your NQT all the time – you’re the leader and there’s a lot about the day to day work of your team that you need to know about. Set the expectation that you’ll be asking about homework, test results, behaviour, etc – from here, it’s easier to mould and shape rather than acting retrospectively after a formal review, observation or intervention.
R reporting to your Local Authority or other senior body needs to be timely and accurate. Ensure that you’ve planned your own time in terms of observation, feedback, review, data collection, etc, so that you’re properly informed at the appropriate points in the year.
S share your anecdotes, disaster stories and worries – your whole team, and your NQTs in particular, need to see that mistakes can be rectified and barriers overcome.
T timing – gradually aim to increase the challenge and independence experienced by the NQT. Share your thoughts with them, and encourage them to plan their stages of development with you.
U understand that the NQT’s field of vision is not the same as yours – some NQTs can barely see to the end of the lesson, never mind the end of the day, week or term – if there are worries about their performance, you’d hope to have been alerted to this by the ITT tutors, but if this isn’t the case, you might need to contact them to ask for more information about how to support your NQT
V variety of input – experienced mentors draw on a broad range of strategies to help the development of NQTs: other colleagues, internal INSET, external training such as through the LA, your academy group, Teaching School or other partnerships; printed materials, podcasts, videos and internet sources – knowing which to offer when is part of your getting to know your mentee.
W wishing they were different ain’t gonna make it so – once appointed, this teacher is in charge of the education of children. Make sure your interventions and supports keep this as the main focus.
X x-ray vision, 6th sense, 2nd sight, intuition, radar, call it what you will – if you get ‘that feeling’ that something’s not right, it’s best to check it out.
Y you – mentoring an NQT can be a great pleasure and privilege. It can also be draining, frustrating and time-consuming. Pass any serious concerns to your line manager and look after yourself.
Z zoo, zither, zinnia and zumba – we all love our treats, so a little gesture of appreciation once in a while, a little act of kindness, even something as simple as stepping in with photocopying on a really busy morning, making the coffees or leaving a Ferrero Rocher on the desk just says ‘I know what it’s like’ – and that might be all it takes to give a boost to a new starter looking for a little reassurance.
And finally….remember what it was like when you started out. If we could all pay back in to the system all the support we’ve been given along the way, we’d be a stronger profession for it.