Framework for developing a School Induction Policy

Below is a framework for developing a School Induction Policy.

Purpose:
1. Brief Statement relating the policy to the school aims or mission statement.
2. List the main benefits for the school community.

Procedure:
3. List the ways the policy will be put into practice e.g. roles, responsibilities and
working relationships of all involved with particular emphasis on the role of the
mentor as facilitator of a whole school approach to teacher induction
4. List ways of participation by NQT:
a) Attendance at professional development
b) Sample school-based induction activities e.g.

• Meeting Mentor
• Planning Time
• NQT meeting Special Education Team, Home School Liaison,
  Language Support Teacher
• Observation of another class similar class range to NQT
• Observation of a specific lesson in another class
• Observation of the next class range up from the NQT’s class
• Observation of another colleague teaching a lesson to NQT’s class
• Observation of NQT by mentor and feedback
• Demonstration lesson by another teacher/mentor not classroom based e.g. nature/maths trail
• Mentor works in class with NQT and provides feedback
  Colleague working in class with NQT e.g. group management
• Co- teaching /team teaching
  Co-planning
• NQT writes up lesson and observes mentor/another teacher deliver it in NQT’s classroom.
• Linking with other National Services
• Member of Special Education Support Team working in NQT’s
  class

5. List mentoring aspects e.g. meetings, observation and feedback, professional development, reflective practice
6. List other staff involvement e.g. demonstration, co-planning, co-teaching
7. List feedback mechanisms for all involved e.g. needs analysis at start of year, induction plan, review at end of year, collaboration and consultation between all involved, links with other National Services, developmental nature of the policy.