Teacher Induction Policy

Introductory Statement

This policy was devised and formulated by the school community, involving Board of Management, parents and Staff of Lusk National School, in accordance with the Rules and Regulations of the Department of Education and Science and the C.P.S.M.A.

Ethos

Lusk National School is a co-educational, primary school, which strives to provide a well ordered, caring, happy and secure atmosphere where the intellectual, spiritual, physical, moral and cultural needs of the pupils are identified and addressed. While respect is paid to all religious and/or value systems, Lusk National School is a Catholic school under the patronage of the Archbishop of Dublin.

The school supports the principles of inclusiveness, equality of access and of participation in school life, with respect for diversity of tradition, values, beliefs, languages and ways of life in society, whilst working within the context of the Rules and Regulations of the Department of Education and Science.

Aim

To provide a clearly structured induction to a teaching position in Lusk National School supporting the professional and pedagogical needs of newly qualified teachers (NQTs) joining the staff of our school.

Procedure

The role expectations outlined below indicate the roles, responsibilities and working relationships of all involved. The Mentor, with the support of the school principal, is the key facilitator of a whole school approach to teacher induction.

School-based Induction Activities

Hosting of preliminary meeting with the NQT, Mentor and Principal
- to establish clear expectations regarding the roles of each in the induction process
- to clarify questions, issues or concerns that participants may have
- to initiate a needs analysis to identify priority needs for the first term
- to outline the ethos of the school
- to clarify school practice and procedure in relation to day to day organisational matters
Other school based activities may include
Mentoring meetings
Time release for school based induction activities
Observation of another class similar class range to NQT in own or other school
Observation of a specific lesson in another class
Observation of a next class range up from the NQT's class
Observation of another colleague teaching a lesson toNQT's class
Observation of NQT by mentor and feedback
Demonstration lesson by another teacher/mentor not classroom based e.g. nature/maths trail
Co-teaching/team teaching with mentor or other colleague
Co-planning with mentor or teachers from same streamLinking with S.E.S.S., Cuiditheoir service, S.D.P.S.
Members of above services working in NQT's class
Participation in end of year review

Role Expectation of NQT

To participate fully in the school’s induction programme and to undertake the elements of the programme
To work collaboratively as part of the school team
To be fully cogniscant of the duty of care to all children in the school
To accept responsibility for seeking help and advice
To maintain the school's professional ethos in terms of appearance and conduct
To learn from the established good practice of teachers in the school and/or elsewhere
To consider the professional feedback of the mentor and other staff who observe and advise about teaching and learning
To be thoroughly prepared for all lessons and to have long and short term planning available and up to date
To accept and give feedback in a constructive, open and professional manner
To attend CPD days and contribute to the NQT group education by participating fully on the professional development days
To be aware of the continuum of professional development and his/her own responsibilities therein

Role Expectation of Mentor

To provide personal, professional and pedagogical support for the NQT
To co-ordinate the induction plan and induction activities in collaboration with the principal and the NQT
To complete mentor training and attend mentor professional development days
To provide short updates at staff meetings on the induction of NQTs
To liaise with the Principal in providing short updates at staff meetings on the induction of NQTs
To liaise with other schools in the area for the purpose of observing and sharing practice
To organise substitution arrangements for CPD/release days in consultation with the principal
To establish clear boundaries for the mentor-NQT relationship
To enable the NQT to seek/source answers to questions
To familiarise NQT with school policies and procedures
To work collaboratively with the NQT in the classroom e.g. observing and giving feedback
To accept and give feedback in a constructive, open and professional manner
To engage in action planning with the NQT

Role Expectation of Principal

Selection of the mentor and facilitate training
To brief the NQT on the nature and purpose of induction within the school
To outline the role of the Mentor, NQT and Principal and support the mentor
to make arrangements for professional development days
To consult with the Mentor re Induction plan
To support the Mentor and NQT
To attend professional development days for principals
To brief school staff, parents and Board of Management on the nature and purpose of the school’s involvement in the NPPTI.
To liaise with the Mentor and NQT re inputs at staff meetings on the induction programme
To arrange substitution for school-based induction activity days and professional development days and arrange substitute cover for same
To oversee the planning and preparation for teaching and learning by NQTs.
To develop a school policy on induction.

Other Staff Involvement

To facilitate in a constructive and professional manner the induction process in co-operation with NQT , Mentor and Principal
To carry out demonstration lessons for NQT's with own class or NQT’s class where requested
To participate in co-planning with NQT's across curricular areas
To participate in team teaching/ co-teaching with NQT's in specific curricular areas
To share advice, books, resources where possible

Feedback Mechanisms

Provide opportunities for feedback throughout the process through the involvement of the NQT, Mentor and Principal in

Needs analysis at start of year
Needs analysis reviewed/updated regularly
Development of induction plan
Regular consultation between participants throughout the year
Review at end of year

Review

This policy will be reviewed during or before the school year Sept 2011 - June 2012.

Signed: ______________________

Fr. Joe Mullan, Chairperson, Board of Management

______________________

Paul Comiskey, Principal.

School Photo