The Induction Year In Worcestershire Schools

Bigger, Stephen (2005) The Induction Year In Worcestershire Schools. [Report]

View this record at http://eprints.worc.ac.uk/65/
Official URL: https://eprints.worc.ac.uk/65/

Abstract

This research evaluation was commissioned by Worcestershire to evaluate how supported Newly Qualified Teachers (NQTs) feel by the LEA and by their school. The NQTs have induction programmes and conferences, Induction Tutors (Mentors) in school and some protected time. This evaluation is part of pilot activities with NQTs, linked with teacher retention issues, which seeks to explore evidence of professional impact of the range of support mechanisms and experiences that are available to NQTs – including their ITE experience, their induction, LEA county support, and support in their school. The evaluation focuses on support for developing positive behaviour management strategies; and on supporting NQTs in collecting evidence in support of their progress against the standards. Data collection is through questionnaires to all NQTs and Induction Tutors in the authority. 25 Induction Tutors responded, and 30 NQTs. The research evaluated the impact of LEA and school support for Newly Qualified Teachers (NQTs) with particular regard to a) behaviour management and b) effective portfolio building, that is collecting evidence in support of their progress against the standards. This evaluation is part of pilot activities with Newly Qualified Teachers (NQTs) and seeks to demonstrate evidence of impact of the range of experiences that are available to NQTs – their ITE experience, their induction, LEA county support, and support in their school.

Item Type: Report
Keywords: LB Theory and practice of education
Members: University of Worcester
Depositing User: ULCC Admin
Date Deposited: 05 Oct 2011 09:18
Last Modified: 08 Nov 2016 13:08
URI: http://collections.crest.ac.uk/id/eprint/1311

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