Wednesday 28 October 2009 Welcome! Induction Manager Seminar

Analysis of Final Profiles Primary Profile - Commentary

Supporter Meetings Average number of Supporter Meetings consistent – highest in Dumfries and Galloway just ahead of Borders Relatively good range of all focuses , though main c oncentration of focus: 2.3.1 assessment, recording, reporting 2.4.3 reflect on practice and contribute to own CPD 3.2 take responsibility for CPD Dates of meetings – June tails off (due to profile completion )

Average number of Supporter Meetings consistent – highest in Dumfries and Galloway just ahead of Borders

Relatively good range of all focuses , though main c oncentration of focus:

2.3.1 assessment, recording, reporting

2.4.3 reflect on practice and contribute to own CPD

3.2 take responsibility for CPD

Dates of meetings – June tails off (due to profile completion )

Observed Sessions Good consistency in frequency of Observed Sessions Concentration of focus: 2.1.2 communication 2.1.3 range of strategies and resources 2.1.4 expectations and pace 2.2.1 organisation and management Relatively good spread of curricular area - Language most frequent, RME less so Most observations in Composite classes Most observations in the morning

Good consistency in frequency of Observed Sessions

Concentration of focus:

2.1.2 communication

2.1.3 range of strategies and resources

2.1.4 expectations and pace

2.2.1 organisation and management

Relatively good spread of curricular area - Language most frequent, RME less so

Most observations in Composite classes

Most observations in the morning

Local Authority CPD High level of activity in Falkirk , Midlothian and Stirling Concen tration of focus: 2.1.3 teaching strategies and resources 3.1 inclusion

High level of activity in Falkirk , Midlothian and Stirling

Concen tration of focus:

2.1.3 teaching strategies and resources

3.1 inclusion

School CPD High level of activity in Dundee, Falkirk, Inverclyde, North Lanarkshire and Shetland Conc entration of focus: 1.1.4 nature of curriculum and its development 2.1.3 teaching strategies and resources 2.1.5 working co-operatively 2.3.1 assessment, recording, reporting 3.3 value, respect and active partners in work community

High level of activity in Dundee, Falkirk, Inverclyde, North Lanarkshire and Shetland

Conc entration of focus:

1.1.4 nature of curriculum and its development

2.1.3 teaching strategies and resources

2.1.5 working co-operatively

2.3.1 assessment, recording, reporting

3.3 value, respect and active partners in work community

Personal CPD Highest levels of activity in Aberdeenshire, Falkirk, Fife, Shetland and Western Isles Conc entration of focus: 2.1.3 strategies and resources 3.2 taking responsibility for professional learning and development 3.3 value, respect and active partners in work community

Highest levels of activity in Aberdeenshire, Falkirk, Fife, Shetland and Western Isles

Conc entration of focus:

2.1.3 strategies and resources

3.2 taking responsibility for professional learning and development

3.3 value, respect and active partners in work community

Overall CPD Highest concentration of focus: 2.1.3, strategies and resources

Highest concentration of focus: 2.1.3, strategies and resources

Secondary Profile - Commentary

Secondary Profile - Commentary

Supporter Meetings Average number of Supporter Meetings consistent – highest in East Ayrshire Relatively good range of all , though main c oncentration of focus: 2.3.1 assessment, recording, reporting 2.4.3 reflect on practice and contribute to own CPD 3.2 take responsibility for CPD Dates of meetings – June tails off (due to profile completion )

Average number of Supporter Meetings consistent – highest in East Ayrshire

Relatively good range of all , though main c oncentration of focus:

2.3.1 assessment, recording, reporting

2.4.3 reflect on practice and contribute to own CPD

3.2 take responsibility for CPD

Dates of meetings – June tails off (due to profile completion )

Observed Sessions Good consistency in frequency of Observed Sessions Con centration of focus: 2.1.2 communication 2.1.3 range of strategies and resources 2.1.4 expectations and pace Most observations concentrate on S1 to S3 classes Most observations concentrate on levels 5-14 and Standard Most observations take place in the morning

Good consistency in frequency of Observed Sessions

Con centration of focus:

2.1.2 communication

2.1.3 range of strategies and resources

2.1.4 expectations and pace

Most observations concentrate on S1 to S3 classes

Most observations concentrate on levels 5-14 and Standard

Most observations take place in the morning

Local Authority CPD High level of activity in Glasgow, North Lanarkshire and Stirling Concentration of focus: 2.1.3 teaching strategies and resources 3.1 inclusion

High level of activity in Glasgow, North Lanarkshire and Stirling

Concentration of focus:

2.1.3 teaching strategies and resources

3.1 inclusion

School CPD Highest levels of activity in Aberdeenshire, North Lanarkshire, West Dunbartonshire and Western Isles Concentration of focus: 2.3.1 assessment, recording, reporting 3.1 inclusion

Highest levels of activity in Aberdeenshire, North Lanarkshire, West Dunbartonshire and Western Isles

Concentration of focus:

2.3.1 assessment, recording, reporting

3.1 inclusion

Personal CPD Highest levels of activity in Aberdeenshire, West Dunbartonshire and Western Isles Conc entration of focus: 1.1.1 knowledge and understanding of curriculum 2.1.3 strategies and resources 2.3.1 assessment, recording and reporting 3.2 taking responsibility for professional learning and development

Highest levels of activity in Aberdeenshire, West Dunbartonshire and Western Isles

Conc entration of focus:

1.1.1 knowledge and understanding of curriculum

2.1.3 strategies and resources

2.3.1 assessment, recording and reporting

3.2 taking responsibility for professional learning and development

Overall CPD Highest concentration of focuses: 2.1.3 strategies and resources 2.3.1 assessment, recording and reporting 3.1 inclusion

Highest concentration of focuses:

2.1.3 strategies and resources

2.3.1 assessment, recording and reporting

3.1 inclusion

Quality Assurance Impressively consistent graphs showing: frequency of supporter meetings average number of observed sessions CPD activities

Impressively consistent graphs showing:

frequency of supporter meetings

average number of observed sessions

CPD activities

Quality Assurance Supporter Meetings- max. P 9 LAs over 20 (28) S 7 LAs over 30 (42) Observed Sessions – max. P 10; S 8 CPD LA – max. P 29; S 26 CPD School - max . P 69; S 121 CPD Personal - max. P 195;S 120

Supporter Meetings- max. P 9 LAs over 20 (28)

S 7 LAs over 30 (42)

Observed Sessions – max. P 10; S 8

CPD LA – max. P 29; S 26

CPD School - max . P 69; S 121

CPD Personal - max. P 195;S 120

Quality Assurance Supporter meetings P = S + Observed sessions P + S + LA CPD P - S – School CPD P - S – Personal CPD P - S – Reflects excellent support

Supporter meetings P = S +

Observed sessions P + S +

LA CPD P - S –

School CPD P - S –

Personal CPD P - S –

Reflects excellent support

Thanks To Patricia Morris Project Researcher

To

Patricia Morris

Project Researcher

Anna Muñoz Team Leader (PLD) Deferrals and Withdrawals

Deferral and Withdrawal Deferral: Temporary postponement of Teacher Induction Scheme Withdrawal: Coming out of TIS and either following Flexible Route or leaving teaching

Deferral Involuntary Voluntary Pre-allocation Post-allocation pre-commencement Post-commencement liaise with LA

Involuntary

Voluntary

Pre-allocation

Post-allocation pre-commencement

Post-commencement liaise with LA

Deferrals No competence issues Local Authority support Application to GTCS (form) Evidence from LA/medical cert. October holiday Panel Unsuccessful – Apply to appeals panel Successful - LA marks profile as deferred Probationer re-applies – re-allocated New profile following year Deferral is a fresh start (190 days) – no service credited

No competence issues

Local Authority support

Application to GTCS (form)

Evidence from LA/medical cert.

October holiday

Panel

Unsuccessful – Apply to appeals panel

Successful - LA marks profile as deferred

Probationer re-applies – re-allocated

New profile following year

Deferral is a fresh start (190 days) – no service credited

Withdrawals Discussion with LA Choose to follow Flexible Route OR Leave teaching Profile completed as far as possible LA mark as withdrawal Withdrawal - Service credited towards 270 days if profile is completed as far as possible

Discussion with LA

Choose to follow Flexible Route OR

Leave teaching

Profile completed as far as possible

LA mark as withdrawal

Withdrawal - Service credited towards 270 days if profile is completed as far as possible