Models of Support in the Teacher Induction Scheme in Scotland: The Views of Head Teachers and Supporters Ron Clarke Professional Officer (Probation & CPD) General Teaching Council for Scotland September 2007

Probation before 2002 Two years’ teaching experience Full time table No formal support structure Quality of experience a matter of chance

Two years’ teaching experience

Full time table

No formal support structure

Quality of experience a matter of chance

Teacher Induction Scheme Success of TIS attracting worldwide interest One year training post 0.7 FTE class commitment 0.3 FTE Continuing Professional Development (CPD) Nominated Supporter with 0.1 FTE release from timetable Weekly meetings Monthly observed sessions Structured programme of CPD Interim and final profile – record progress and confirm achievement of Standard for Full Registration (SFR) Research to assess the nature and impact of support mechanism to influence good practice guidelines

Success of TIS attracting worldwide interest

One year training post

0.7 FTE class commitment

0.3 FTE Continuing Professional Development (CPD)

Nominated Supporter with 0.1 FTE release from timetable

Weekly meetings

Monthly observed sessions

Structured programme of CPD

Interim and final profile – record progress and confirm achievement of Standard for Full Registration (SFR)

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

Research Methodology - 1 Consultation with school Head Teachers and Supporters Structured questionnaires - Head Teachers: - Views on key features of induction experience - Training and support for Head Teachers - Processes of the Teacher Induction System (TIS) - Views on their participation in the TIS

Consultation with school Head Teachers and Supporters

Structured questionnaires - Head Teachers:

- Views on key features of induction experience

- Training and support for Head Teachers

- Processes of the Teacher Induction System (TIS)

- Views on their participation in the TIS

Research Methodology - 2 Structured questionnaires – Supporters: - Their involvement as Supporters Views on : - how effectively Initial Teacher Education prepared probationers for Induction - operation of the TIS - how effectively TIS prepares probationers for a teaching career - their own roles in the TIS - training for Supporters and facilitation of their role by the school

Structured questionnaires – Supporters:

- Their involvement as Supporters

Views on :

- how effectively Initial Teacher Education prepared probationers for Induction

- operation of the TIS

- how effectively TIS prepares probationers for a teaching career

- their own roles in the TIS

- training for Supporters and facilitation of their role by the school

Findings – Head Teachers HTs well aware of experience TIS is intended to offer probationers Relatively little training for HTs on monitoring and evaluating school support for probationers Little focussed training for HTs – relied on communication with Supporters Would have welcomed training on dealing with struggling probationers

HTs well aware of experience TIS is intended to offer probationers

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

Little focussed training for HTs – relied on communication with Supporters

Would have welcomed training on dealing with struggling probationers

Findings - Supporters Use by HTs of specific criteria in selection, though not defined nationally Training for Supporters good in some areas (eg TIS process, reporting), weaker in others (eg working with adults) Major frustration: 0.1 non contact time inadequate to give appropriate support and it is often eroded anyway

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

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

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

Overall assessment of TIS 29.5 69.3 20.8 76.4 The 0.7/0.3 contact hours / professional development balance is appropriate. 1.9 96.3 0.7 97.1 The Induction process encouraged and provided opportunities to enhance classroom management skills for the Probationer. 0.6 98.2 0.3 97.7 The Induction process encouraged, and provided opportunities for, reflection on practice by the Probationer. 8.0 89.8 5.6 90.2 The TIS prepares the Probationer well for their early experiences as a fully registered teacher. Disagree/ Strongly Disagree % Agree/ Strongly Agree % Disagree/ Strongly Disagree % Agree/ Strongly Agree % Head Teachers Supporters Statement

TIS in operation - 1 Generally positive responses from both HTs and Supporters Value of Supporter meetings and observed sessions rated highly CPD activities well matched with specific areas of SFR Strong support for the TIS as an effective preparation for newly qualified teachers Importance of focus on professional development and reflection – strong role for probationer in planning own CPD

Generally positive responses from both HTs and Supporters

Value of Supporter meetings and observed sessions rated highly

CPD activities well matched with specific areas of SFR

Strong support for the TIS as an effective preparation for newly qualified teachers

Importance of focus on professional development and reflection – strong role for probationer in planning own CPD

TIS in operation - 2 Issues: Primary postgraduate students lacked preparation in classroom management ITE and TIS profiles not sufficiently linked to inform CPD planning during probation Minority of Supporters found it hard to arrange regular meetings and observed sessions due to other demands – importance of managing these demands Some duplication of CPD opportunities at school and local authority level The 0.7/0.3 split often perceived as too rigid – some would benefit from more class contact later in the year

Issues:

Primary postgraduate students lacked preparation in classroom management

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

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

Some duplication of CPD opportunities at school and local authority level

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

Developing the TIS National guidelines developed (‘Publications’ section)

National guidelines developed (‘Publications’ section)

Developing the TIS National guidelines upgraded (‘Publications’ section)

National guidelines upgraded (‘Publications’ section)

Developing the TIS Specific Probation website (www.gtcs.org.uk)

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

Developing the TIS Second phase of research: - focus groups with HTs, Supporters and local authority probation managers Themes - supporter preparation - managing support in schools - organisational structures and their impact - support mechanisms to meet individual needs

Second phase of research:

- focus groups with HTs, Supporters and local authority probation managers

Themes

- supporter preparation

- managing support in schools

- organisational structures and their impact

- support mechanisms to meet individual needs