What the resource is:
These web pages from the Training and Development Agency for Schools (TDA) website clarify the roles and responsibilities of those involved in the induction process of newly qualified teachers (NQTs). These pages form part of a larger section on this website which describes other aspects of the induction process, including the function of the Career Entry and Development Profile (CEDP).
The aims of the resource:
These pages provide comprehensive information on the roles and responsibilities of all those involved in the induction process.
Key findings or focus:
The following stakeholders all have a role in the induction process:
- Trainee teachers
- Newly qualified teachers
- ITT tutors
- Induction tutors
- Local authorities
- Overseas trained teachers
These roles vary between personal roles and monitoring roles.
The quality, authority and credibility of the resource from your subject perspective in relation to ITE:
As is often the case with a website of this size, most of the information which one wishes to find is available somewhere within the site, but the amount of pages and the navigation can become somewhat unwieldy. There are good hyperlinks within the body of the text and on the left and right navigation panels to other associated pages, but it is easy to ‘lose' yourself in this website and some of the links are no longer active.
Nevertheless, the pages offer sufficient advice for most of those involved in the induction process to be able to clarify their roles and responsibilities. The degree of detail and usefulness of information, however, varies between different sections; for example, the specific responsibilities of a headteacher appear much clearer than for a trainee teacher, leading to the assumption that the process and associated jargon will need to be explained by an ITE tutor, although the role of the ITE tutor themselves also lacks clarity. In the case of the trainee teacher, most of the section is about the CEDP. Likewise, for overseas trained teachers, there is relatively little information about the requirements to pass the induction year, apart from the fact that induction standards and QTS standards can be assessed at the same time. Clearer links to the induction year requirements would be useful.
The implications for ITE tutors/mentors:
These pages contain some basic information which could be used as a brief introduction to the induction process, and has useful links to the CEDP when asking trainee teachers to consider their first transition point. ITE mentors may also be induction tutors, and the information on these pages may be useful for clarifying their roles and the roles of others involved in the induction process.
The relevance to ITE students:
These pages supply some information for ITE students which will be relevant towards the end of their teacher training and throughout their induction period, and may provide the first point of contact if there are problems arising in relation to the induction process and clarifying roles and responsibilities.
Dr Alison Daubney