Models of Support in the Teacher Models of Support in the Teacher Induction Scheme in Scotland:Induction Scheme in Scotland:

The Views of Head Teachers and The Views of Head Teachers and SupportersSupporters

Ron ClarkeRon ClarkeProfessional Officer (Probation & CPD)Professional Officer (Probation & CPD)

General Teaching Council for ScotlandGeneral Teaching Council for Scotland

September 2007September 2007

Probation before 2002Probation before 2002

Two years’ teaching Two years’ teaching experienceexperience

Full time tableFull time table No formal support structureNo formal support structure Quality of experience a Quality of experience a

matter of chancematter of chance

Teacher Induction SchemeTeacher Induction Scheme Success of TIS attracting worldwide interestSuccess of TIS attracting worldwide interest One year training postOne year training post 0.7 FTE class commitment0.7 FTE class commitment 0.3 FTE Continuing Professional Development 0.3 FTE Continuing Professional Development

(CPD)(CPD) Nominated Supporter with 0.1 FTE release from Nominated Supporter with 0.1 FTE release from

timetabletimetable Weekly meetingsWeekly meetings Monthly observed sessionsMonthly observed sessions Structured programme of CPDStructured programme of CPD Interim and final profile – record progress and Interim and final profile – record progress and

confirm achievement of Standard for Full confirm achievement of Standard for Full Registration (SFR)Registration (SFR)

Research to assess the nature and impact of Research to assess the nature and impact of support mechanism to influence good practice support mechanism to influence good practice guidelinesguidelines

Research Methodology - 1Research Methodology - 1 Consultation with school Head Teachers Consultation with school Head Teachers

and Supportersand Supporters Structured questionnaires - Head Structured questionnaires - Head

Teachers:Teachers:-- Views on key features of induction Views on key features of induction

experienceexperience-- Training and support for Head Training and support for Head TeachersTeachers-- Processes of the Teacher Induction Processes of the Teacher Induction

System (TIS)System (TIS)-- Views on their participation in the Views on their participation in the TISTIS

Research Methodology - 2Research Methodology - 2 Structured questionnaires – Supporters:Structured questionnaires – Supporters:

-- Their involvement as SupportersTheir involvement as SupportersViews onViews on::-- how effectively Initial Teacher how effectively Initial Teacher Education prepared probationers for Education prepared probationers for InductionInduction-- operation of the TISoperation of the TIS-- how effectively TIS prepares how effectively TIS prepares probationers for a teaching careerprobationers for a teaching career-- their own roles in the TIStheir own roles in the TIS-- training for Supporters and training for Supporters and facilitation facilitation of their role by the of their role by the schoolschool

Findings – Head TeachersFindings – Head Teachers

HTs well aware of experience TIS is HTs well aware of experience TIS is intended to offer probationersintended to offer probationers

Relatively little training for HTs on Relatively little training for HTs on monitoring and evaluating school monitoring and evaluating school support for probationerssupport for probationers

Little focussed training for HTs – Little focussed training for HTs – relied on communication with relied on communication with SupportersSupporters

Would have welcomed training on Would have welcomed training on dealing with struggling probationersdealing with struggling probationers

Findings - SupportersFindings - Supporters

Use by HTs of specific criteria in Use by HTs of specific criteria in selection, though not defined selection, though not defined nationallynationally

Training for Supporters good in some Training for Supporters good in some areas (eg TIS process, reporting), areas (eg TIS process, reporting), weaker in others (eg working with weaker in others (eg working with adults)adults)

Major frustration: 0.1 non contact time Major frustration: 0.1 non contact time inadequate to give appropriate support inadequate to give appropriate support and it is often eroded anywayand it is often eroded anyway

Overall assessment of TISOverall assessment of TISStatementStatement SupportersSupporters Head TeachersHead Teachers

Agree/ Agree/ StronglStrongly Agreey Agree

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Disagree/ Disagree/ Strongly Strongly DisagreeDisagree

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Agree/ Agree/ StronglStrongly Agreey Agree

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Disagree/ Disagree/ Strongly Strongly DisagreeDisagree

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The TIS prepares the Probationer The TIS prepares the Probationer well for their early experiences as a well for their early experiences as a fully registered teacher.fully registered teacher.

90.290.2 5.65.6 89.889.8 8.08.0

The Induction process encouraged, The Induction process encouraged, and provided opportunities for, and provided opportunities for, reflection on practice by the reflection on practice by the Probationer.Probationer.

97.797.7 0.30.3 98.298.2 0.60.6

The Induction process encouraged The Induction process encouraged and provided opportunities to and provided opportunities to enhance classroom management enhance classroom management skills for the Probationer.skills for the Probationer.

97.197.1 0.70.7 96.396.3 1.91.9

The 0.7/0.3 contact hours / The 0.7/0.3 contact hours / professional development balance professional development balance is appropriate.is appropriate.

76.476.4 20.820.8 69.369.3 29.529.5

TIS in operation - 1TIS in operation - 1

Generally positive responses from both HTs Generally positive responses from both HTs and Supportersand Supporters Value of Supporter meetings and Value of Supporter meetings and observed observed sessions rated highlysessions rated highly CPD activities well matched with specific CPD activities well matched with specific

areas of SFRareas of SFR Strong support for the TIS as an effective Strong support for the TIS as an effective

preparation for newly qualified teacherspreparation for newly qualified teachers Importance of focus on professional Importance of focus on professional development and reflection – strong role for development and reflection – strong role for

probationer in planning own CPDprobationer in planning own CPD

TIS in operation - 2TIS in operation - 2Issues:Issues:

Primary postgraduate students lacked Primary postgraduate students lacked preparation in classroom managementpreparation in classroom management

ITE and TIS profiles not sufficiently linked to ITE and TIS profiles not sufficiently linked to inform CPD planning during probationinform CPD planning during probation

Minority of Supporters found it hard to Minority of Supporters found it hard to arrange regular meetings and observed arrange regular meetings and observed sessions due to other demands – sessions due to other demands – importance of managing these demandsimportance of managing these demands

Some duplication of CPD opportunities at Some duplication of CPD opportunities at school and local authority levelschool and local authority level

The 0.7/0.3 split often perceived as too rigid The 0.7/0.3 split often perceived as too rigid – some would benefit from more class – some would benefit from more class contact later in the yearcontact later in the year

Developing the TISDeveloping the TIS

National guidelines developed (‘Publications’ section)National guidelines developed (‘Publications’ section)

DRIVING FORWARD PROFESSIONAL STANDARDS FOR TEACHERS

Teacher Induction Scheme Probation Supporter Guidance May 2007

Developing the TISDeveloping the TIS

National guidelines upgraded (‘Publications’ section)National guidelines upgraded (‘Publications’ section)

Achieving the Standard for Full Registration

Guidance for Probationer Teachers and Schools

May 2007

Developing the TISDeveloping the TIS

Specific Probation website (www.gtcs.org.uk)Specific Probation website (www.gtcs.org.uk)

Developing the TISDeveloping the TIS

Second phase of research:Second phase of research:-- focus groups with HTs, Supporters focus groups with HTs, Supporters and and local authority probation local authority probation managersmanagersThemesThemes-- supporter preparationsupporter preparation-- managing support in schoolsmanaging support in schools-- organisational structures and their organisational structures and their impactimpact-- support mechanisms to meet support mechanisms to meet individual individual needsneeds