Surviving and Thriving as a Primary NQT

by Catriona Robinson, Branwen Bingle, Colin Howard

Overview

This book is essential reading for your year as a primary newly qualified teacher (NQT). It provides support through advice, reassurance and practical strategies, and encourages you to critically reflect on your experiences so that you can get the most from your induction period.

 

Term by term, the book guides you through the transition from trainee teacher to becoming a confident class teacher responsible for the organisation, management and learning of the pupils in your charge. All aspects of life in the classroom are considered, from the practicalities of setting up and resourcing the classroom and creating displays to more strategic level thinking about leading learning and wider school responsibilities. The text tackles key issues such as classroom organisation, homework, writing Individual Education Plans, record keeping and the use of data for tracking pupil progress, and engaging with pupils, parents, colleagues and outside agencies. The final section focuses on the end of induction and what lies beyond for your future career in teaching.

Product Details

ISBN-13:	9781910391600
Publisher:	Critical Publishing
Publication date:	03/08/2016
Series:	Critical Teaching
Sold by:	Barnes & Noble
Format:	eBook
Pages:	120
File size:	2 MB

About the Author

Catriona Robinson is an Associate Head of the Institute of Education (Quality) and a principal lecturer in primary Initial Teacher Education (ITE) at the University of Worcester. As a tutor she has supported both undergraduate and PGCE trainees and has worked in placement settings with them. In addition she has developed training programmes for school mentors, been the Primary Partnership Manager and Acting Head of Primary Strategic Partnerships investigating new and more creative placements for trainees. She has recently taken on the role of Assessment Only Route Lead for Primary and Secondary.

Branwen Bingle is a Senior Lecturer in primary Initial Teacher Education (ITE) at the University of Worcester. Always a committed mentor of students in the classroom, Branwen moved from primary teaching into ITE in 2008. She has been a supply teacher and support assistant for Service Children’s Education; a basic skills tutor working with adults in the military; a private day nursery teacher working with 3 & 4 year olds; a Secondary English teacher working across KS3 and 4, including the teaching of GCSE; and a subject leader for Literacy in two middle schools. In addition to supporting undergraduate and PG trainees, she is currently working on doctoral research into children’s literature and its potential influence on professional identity construction/aspiration.

Colin Howard is a senior primary lecturer in Initial Teacher Education (ITE) at the University of Worcester. He has been involved in primary education for over 24 years of which 14 years has been as a successful head teacher in both small village and large primary school settings. He has been involved in inspecting schools for the Diocese of Hereford as a S48 SIAS Inspector. He has recently been awarded a Phd linked to his interest in the influence that school buildings have upon their stakeholders.

Catriona Robinson is an Associate Head of the Institute of Education (Quality) and a principal lecturer in primary Initial Teacher Education (ITE) at the University of Worcester. As a tutor she has supported both undergraduate and PGCE trainees and has worked in placement settings with them. In addition she has developed training programmes for school mentors, been the Primary Partnership Manager and Acting Head of Primary Strategic Partnerships investigating new and more creative placements for trainees. She has recently taken on the role of Assessment Only Route Lead for Primary and Secondary.

Branwen Bingle is a Senior Lecturer in primary Initial Teacher Education (ITE) at the University of Worcester. Always a committed mentor of students in the classroom, Branwen moved from primary teaching into ITE in 2008. She has been a supply teacher and support assistant for Service Children’s Education; a basic skills tutor working with adults in the military; a private day nursery teacher working with 3 & 4 year olds; a Secondary English teacher working across KS3 and 4, including the teaching of GCSE; and a subject leader for Literacy in two middle schools. In addition to supporting undergraduate and PG trainees, she is currently working on doctoral research into children’s literature and its potential influence on professional identity construction/aspiration.

Colin Howard is a senior lecturer in Initial Teacher Education (ITE) at the University of Worcester supporting outstanding training for trainee teachers and their class-based mentors. He has been involved in primary education for over 30 years of which 15 years were as a successful headteacher in both small village and large primary settings. His research and school experience links to primary science, mentoring trainees, school leadership, SEND and teacher professional identity. He has written publications linked to primary science, teachers and student’s mental health and well-being, British Values, mentoring in schools and school leadership and management. 

Read an Excerpt

Surviving & Thriving as a Primary NQT

---

By Catriona Robinson, Branwen Bingle, Colin Howard

Critical Publishing Ltd

Copyright © 2016 Catriona Robinson, Branwen Bingle and Colin Howard
All rights reserved.
ISBN: 978-1-910391-60-0

---

CHAPTER 1

Starting to prepare: on the starting blocks

Teachers' Standards

You will have met the Teachers' Standards (DfE, 2011) during your Initial Teacher Training. However, you will be expected to attain each standard at a higher level and further enhance your practice during your induction year. Each chapter begins by outlining the applicable Teachers' Standards. For Chapter 1, these are as follows:

1 Set high expectations which inspire, motivate and challenge pupils

• establish a safe and stimulating environment for pupils, rooted in mutual respect

3. Demonstrate good subject and curriculum knowledge

• have a secure knowledge of the relevant subject(s) and curriculum areas

4 Plan and teach well structured lessons

• contribute to the design and provision of an engaging curriculum within the relevant subject area(s)

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

• know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively

• have a secure understanding of how a range of factors can inhibit pupils' ability to learn, and how best to overcome these

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

• have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly

8. Fulfil wider professional responsibilities

• develop effective professional relationships with colleagues

• communicate effectively with parents

Congratulations

Well done! You have safely arrived at the starting blocks of what will hopefully be a long and very happy career in teaching by securing your first teaching post. You are probably feeling proud of what you have achieved and excited about the prospect of beginning your induction period into the teaching profession. It is quite normal for you to also feel somewhat apprehensive about what lies before you. Although your teacher training course will have prepared you for life as a qualified teacher, having full responsibility for a class of your own brings with it experiences that you may not have encountered before; there will be many firsts in your induction period. For example, you will be expected to organise your pupils' learning environment, label coat pegs and drawers, ensure all the resources your class will need are available from day one and establish mutually agreed class rules with your pupils.

Still looking for an NQT post?

Some of you may still be looking for a permanent position as an NQT. If you find yourself in this position, do not despair but instead utilise this time to your advantage. Look into signing up with a teaching supply agency or teaching recruitment agency. There are many dotted around the country to choose from and further details can be found in the 'Sources of support' section near the end of this book.

While working as a supply teacher on a temporary contract, it is possible to complete your induction period. You can complete the induction period in one school or in three different schools over three terms, for example. This latter option provides you with a wealth of diverse experiences that will show future employers your ability, competence and aptitude to teach in different learning environments. The contents of this book are still pertinent to you if you find yourself in a supply capacity, so please read on.

Using your time effectively

Ready for the start

While you will be keen to get started in your new capacity as an NQT, you should not spend your entire holiday preparing for the start of the term. You will probably want to do some initial planning just for your own peace of mind. Remember though that you need a break before the long haul of any term, especially the autumn one. Plan a few days at the beginning and end of the holiday when you will go into school and then have a good break.

Purpose of school visits

On the day of your interview you probably will not have been able to set up any visits to the school, but the headteacher and governors will be as anxious as you are to organise these. Though the governors will have supported your appointment, it is normal practice to direct future queries about your appointment to the headteacher.

If you do not hear from your school in the few weeks after your appointment it is a good idea to contact the headteacher and ask when would be the best time for you to visit the school prior to starting. The timing will depend on when you have been appointed but most schools will ask you to come in during the latter part of the preceding term. This could be for a single day, such as a sports day or a school performance, or a series of days. Remember that schools are busy places and you might have to talk to the head after the school day in order to organise your visit. This way you can avoid a rushed conversation and have an opportunity to ask simple questions about the timing of your arrival, the purpose of your visit and how much opportunity you will have to talk to your form's current class teacher. Also remember if you are still at university and out on a school placement you must agree any visit to your new school with your current setting and the head of placements at your university so that it does not impact upon you meeting your statutory 120 days needed to gain QTS.

Making the most of your first visit

By now you should have liaised with the headteacher and arranged your first visit. Make sure you leave plenty of time to travel to the school as arriving late will not set a good first impression. It is likely that you will feel nervous as well as excited about the visit but remember to be professional and prepare fully beforehand. This chapter will help you identify the preparation you need to undertake so that you leave your initial visit feeling reassured and confident.

Prior to your arrival you need to make certain that you are clear about the expectations for your first visit. You need to find out if you will be required to teach, work with groups or just shadow the existing teacher. Every school will be different but how you engage with your new school will also to some extent depend on factors such as whether your teaching post is linked to multiple form entry, whether you will work alongside other experienced staff or whether the post you are taking on is the result of a teacher leaving or being moved to a different class. You should also mention that you wish to obtain information about the school and your class during your visit, such as the child protection policy.

You should smile and spend time introducing yourself, in particular to the school support staff such as the caretaker, the school administrator or secretary and the current class teacher. You will no doubt need to contact them in future to arrange access to the building should you wish to visit during the holidays or to clarify any future items with the school office. You should ask them if they are happy providing telephone numbers so that you can contact them should such queries arise both in and out of school hours. Often the headteacher will schedule a time in the day to provide new teachers with important and sometimes confidential information about the school and the new class. This may be the only time you will see your new head so you should think carefully about any questions you need to ask, in particular about contractual information.

Getting to know your class

Your class will be unique and therefore you should spend time finding out as much as you can about the individuals in your charge, the group dynamics, diversity and other useful information that will help you plan successfully. You will need to find out how many pupils are in your class, the gender balance, along with friendships and rivalries.

Consider Jack's experience of his first teaching post below and reflect on what class information you will collect on your first school visit.

CASE STUDY

Jack's experience

I was really excited to have been appointed to my first teaching post but I was really worried about what my new school would be expecting of me on my first visit. I also felt daunted by the newness of it all. When I thought about it, I realised I actually knew very little about my new class, what they would want me to teach when I eventually started or even what time the school day started.

Critical questions

» What important paperwork do you think Jack should have gathered on his first visit?

» What other class information do you believe Jack needed to arm himself with in order to be ready for his first day of teaching?

You will want to ensure that you know if there are any new pupils due to start, and which pupils have Special Educational Needs and Disabilities (SEND) and/or English as an Additional Language (EAL).

You should spend the rest of the day getting to know your class. Ask for a class list so you can start to learn names and put faces to them. Perhaps ask the teacher to annotate it with any vital information. If the school wishes you to deliver a lesson you should above all make certain that the pupils enjoy it and that it is fun. This is your first chance to make a good impression, which will no doubt be carried home by the children to anxious parents who wish to glean as much information as possible about you as the new teacher. You can use these teaching opportunities to start to gain an impression of your pupils' abilities and characters. You should use one break time to observe them at play so you can again get to understand how they interact with each other. It is also important to spend time in the staffroom getting to know your colleagues and learning about practical issues such as whether you need to bring tea and a mug, alongside any other informal bits of information you can gather about the school and your future class.

Critical questions

» What other policies will you need to be familiar with in your first weeks of term?

» What further information do you need to obtain from the school in relation to your class?

» What else do you need to find out while at the school?

Begin to generate a list of all the information you require in order to start your teaching fully prepared and confident. You could use the checklist at the end of the chapter to prompt you so that you come away from your new school with the most significant pieces of paperwork and information. If you cannot gather all of these items on your initial visit you should make a note to obtain them as soon as possible afterwards.

Getting to know the parents

Many schools will invite you in at a specific time to meet the parents. This may be part of your visit day or on a separate occasion such as a school Parent Teacher and Families Association (PTFA) event, sports day or special assembly. Remember you will be scrutinised so always be aware of what you say, do and wear. Though this is done to help you to get acquainted with parents it also enables the school to allay parents' worries about what their child's new teacher might be like.

This is a chance for you to get off on the right foot with parents so consider how you will approach this. It forms the basis of meeting Teachers' Standard 8 (DfE, 2011), which focuses on how you communicate effectively with parents with regard to pupils' achievements and their well-being. Since this is your first formal appearance there will be a lot to consider.

CASE STUDY

Marcus's experience

I felt everyone was looking at me. I didn't know whether to go up to people or just let them come to me. When talking to parents I was worried I might say the wrong thing, even answering their questions about my teaching background. Some even wanted to know where I would be living and if I had children of my own.

Critical questions

» How should Marcus have dealt with meeting new parents?

» How should he have best answered questions linked to his prior experience or about his personal details?

You should be proactive and go up to parents and introduce yourself. You should be enthusiastic but a good listener. State how much you are looking forward to starting at the school and teaching the children. Before you talk to parents find out from your new colleagues if there are any children or parents where you might need to put in extra special effort to make them feel they are being listened to or valued. This way you can ensure that during your visit you meet them and spend a moment talking to them about their child.

You should not feel you have to give away too much about your personal life. Be honest but not too specific, such as saying things like you do not know yet where you will be living but that you are looking to buy your first flat on the outskirts of the town. Strike a reassuring tone about your previous teaching experience and tell them how much you have learnt in your career already. Make them realise that you care about children and are passionate about teaching them. You should avoid answering any questions you do not know the answer to such as what trips you are planning next year. Also take care to avoid questions linked to pupils being unhappy with the previous teacher. You should avoid commenting and be non-committal in your responses such as saying how sorry you are to hear this but you have no doubt they will be happy with you.

Planning

During your initial visits to the school you are strongly advised to find out what long- and medium-term planning is available from the existing class teacher. Not only should you be able to leave with hard copies of the plans, it would be sensible to ask questions associated with resources, trips and curriculum subjects that you are not as confident with, etc. You should aim to leave the school with a good grasp of the curriculum you will be expected to deliver when you commence your induction period.

Additionally, you will need to establish if the school uses a particular template for medium and/or short-term planning. This is likely to be in an electronic format so it would be sensible to take a memory stick with you on your visits. A USB stick will also come in handy for other information such as school policies.

Reward systems

Being at the school for initial visits can provide you with a lot of useful information and knowledge. Of paramount importance is the way in which behaviour (a national priority) is managed. Most schools will have a reward system and you will need to establish what reward system the school uses, for example, zone boards. At the very least you should obtain a copy of the behaviour policy and familiarise yourself with its contents. You will be expected to follow the procedure accurately to ensure consistency across the school and for pupils in your charge. While this policy and its principles have to be followed exactly, you do also have some flexibility in the types of reward systems you can bring to enhance what is already established (Robinson et al, 2015). Therefore, take some time during the period leading into your NQT induction to consider possible reward systems to complement the ones already in use.

Personalising your classroom

Classroom organisation

Though you cannot do a lot before the children arrive, certain tasks can be embarked on with regard to classroom organisation. This will support your development of Teachers' Standard 5 (DfE, 2011), which considers how you might adapt your teaching to respond to the strengths and needs of all pupils.

Firstly, you need to be sensitive to who previously taught in your classroom. It is incredibly easy to get off on the wrong foot by complaining about the state of your classroom and its furniture. Consider the classroom and the furniture and decide how best it might be arranged for your style of teaching and the age range you will teach.

CASE STUDY

Abi's experience

I really want my pupils to enjoy working together though I am aware that I have one pupil who is very sensitive to noise and distractions. I think learning should involve the children investigating as much as possible and I do like to focus on groups when promoting learning. I also do not like queues at the teacher's desk. I like pupils to have plenty of room to move around and be able to easily and independently access the resources they need.

(Continues...)

---

Excerpted from Surviving & Thriving as a Primary NQT by Catriona Robinson, Branwen Bingle, Colin Howard. Copyright © 2016 Catriona Robinson, Branwen Bingle and Colin Howard. Excerpted by permission of Critical Publishing Ltd.
All rights reserved. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher.
Excerpts are provided by Dial-A-Book Inc. solely for the personal use of visitors to this web site.

---

Table of Contents

Introduction: Warming Up

Chapter 1: Starting to prepare:  On the starting blocks

Chapter 2: First term:  Reading, steady, go!

Chapter 3: Second term:  Getting into your stride

Chapter 4: Third term:  the finish line is in sight

Chapter 5: Past the post

Chapter 6: Off the Track

Unpicking the jargon 

Appendices

Index