School-Based Induction Tutors: A Challenging Role

Abstract

Since September 1999, all Newly Qualified Teachers (NQTs) in England who wish to teach in the maintained sector have to complete an induction period. In the light of the introduction of this statutory policy, this paper critically examines the key role of the school based induction tutor in managing the process. It draws upon an analysis of the government's induction circulars (DfEE/S 1999; and uses empirical data from a large, national DfES-funded project which evaluated the implementation of the policy. We argue that, for the majority of schools the work of the induction tutor within the whole school context, including management by the headteacher, is the major factor in the success of the policy. Further, we argue that there remain some tensions in the policy between the professional development and the assessment agenda.This paper addresses an aspect of school management of induction, namely the role of the induction tutor. The induction tutor's role was one area of investigation in a wider, national research project carried out at the Institute of Education between October 2000 and December 2001. There were four overarching aims of the project. These were to assess:1. The effectiveness of mechanisms for carrying out the induction of NQTs, including the cost effectiveness of its various different components. The effectiveness of dissemination of information by DfES, TTA and AppropriateBodies about the statutory arrangements. 3. The impact on the effectiveness of NQTs as a result of undergoing the induction year. 4. The impact on recruitment and retention of NQTs.The four research aims were broken down into 40 research objectives. Case studies comprising semi-structured interviews, fieldnotes and school-produced documents and questionnaire surveys were carried out. An NQT, an induction tutor and the headteacher in 24 state-maintained primary and secondary schools were interviewed twice -near the beginning and end of an induction period -to gain some insight into changes in practice and perspective over time. Appropriate Bodies in which the school case studies were to be located were initially selected by geographical diversity, i.e. urban/rural and by region. Telephone interviews with representatives from 18 Appropriate Bodies, (17 LEAs and the Independent Schools Council Teacher Induction Panel -ISCTIP) were conducted. The LEAs were chosen to represent a wide range of size and type of local authorities nationally, avoiding those undergoing inspection. Nine were then identified for the case studies, of which one subsequently dropped out. The eight Appropriate Bodies were asked to identify one school which they deemed to offer 'best practice' in induction provision. The researchers selected a further two case study schools, ensuring that at least one primary and one secondary school were seen within each Appropriate Body, and that the sample contained a range of characteristics overall, e.g. small, foundation, single sex etc. This data was complimented by a survey of 568 NQTs from the 1999-2000 and 2000-200...

Induction of newly qualified teachers in New Zealand

“…The findings in the success case studies confirm the potential and significance of a mentor, and which is widely discussed in the induction literature (Achinstein & Villar, 2002;Cameron, 2007;Doerger, 2003;Feiman-Nemser, 2001;Gless, 2007;Heilbronn et al, 2002;Renwick, 2001;Wilson et al, 2006). Also, previous research (Cameron, 2007;Cameron, Dingle & Brooking, 2007;Education Review Office, 2004) reiterates that the appropriate allocation of mentors is important.…”

“…Previous research (Bubb & Earley, 2006;Bubb, Earley & Totterdell, 2005;Cameron, Baker & Lovett, 2006;Education Review Office, 2004Feiman-Nemser, 2001;Heilbronn et al, 2002;Ingersoll, 2001;Kane & Russell, 2003;McCormack, Gore & Thomas, 2004;OECD, 2005;Renwick, 2001;Wong & Wong, 1998) indicates that the nature of induction plays a significant role in the future success and retention of newly qualified teachers. There is also indication of the features associated with effectiveness.…”

“…Time constraint as a limitation on effectiveness has been explored in previous literature on induction (Doerger, 2003;Heilbronn et al, 2002) with the issues of lack of time and limited release time mentioned most frequently. The strategies identified in the success case studies offers suggestions for overcoming such constraints.…”

“…As discussed in a later section of the results, the research conducted on PD for both the provision and receipt of feedback and mentor skills (Achinstein, 2006;Feirman-Nemser, 2001;Heilbronn et al, 2002), however, has implications for complimentary skill requirements (and PD) for PRTs.…”

“…Provision of feedback and making time for engaging in discussion is commonly referred to as a characteristic of systematic and supportive induction (Anthony, Bell, Haigh & Kane, 2007;Cameron, Dingle & Brooking, 2007;Cameron et al, 2006;Carter & Francis, 2000;Darling-Hammond, 2003;Heilbronn et al, 2002). The exceptionally difficult skills associated with providing feedback in the complex, high tension, dual support and assessment role associated with induction is addressed less frequently in this previous research.…”