Formal support of new staff works as follows; most new members of staff will have two line managers, a Head of Department principally for academic matters and a Housemaster or Housemistress for pastoral or non-academic matters; they are the first line of support for new staff.
The New Staff Mentor overarches this, and makes it his business to be around in the Common Room before school, in The Half (morning break), and after lunch on most days and especially at the start of the academic year. New Staff can discuss any issues that arise with him.
However, what is probably more important is the informal support which is generously offered by the whole of the Common Room. New staff are likely to be surprised by the warm and friendly welcome they receive and the sense of community and collegiality.
The Common Room at Haileybury is an incredibly friendly place. Induction of New Staff continues into the term, with a series of CPD sessions run by the Director of Professional Development which encompass matters such as report writing, SEN Policies etc.
All of our NQTs are registered with IStip, who are our statutory induction provider. Each NQT has a personalised programme of provision, which enables them to build on their strengths and to address any areas of weakness.
At Haileybury, we do not believe in a 'one size fits all' approach. All NQTs will be allocated a Subject Mentor within the academic department that they will be teaching. The Subject Mentor will ensure that the NQT has a 90% timetable (no more than 38 lessons per fortnight), has access to all schemes of work, resources stored in departmental shared areas and textbooks etc. They will also meet weekly with the NQT, giving quality time for discussion and encouraging reflective practice, advise about planning, preparation and teaching, oversee record keeping, give advice about effective classroom management, conduct informal and formal lesson observations, both of the NQT and by the NQT, and give constructive feedback regarding these.
Formal lesson observations by the Subject Mentor would normally be once per half term, but would be more frequent if this would be beneficial. Written records of all meetings and formal lesson observations will be kept. The subject mentor will be focused on enabling the NQT to be the best version of a teacher that they can be, not trying to clone the NQT into a version of themselves.
The Induction Tutor will meet with the NQT once per fortnight. These meetings will overarch the work being covered by the Subject Mentor but will take on a broader and wider overview of the NQTs whole school involvement as well as the academic teaching.
The Induction Tutor will also conduct two or three formal lesson observations for each NQT over the course of the academic year. The Master, will also watch each NQT teach once during their first academic year. Additionally, the Induction Tutor organises an IStip NQT Regional Training Conference at Haileybury once per term which provides an opportunity for further on the job training, reflection and networking with other NQTs working in independent schools in the area. These conferences focus on dealing with parents and pupils, and Career Development. Over the last 12 months, the sessions have included: Dealing with Parents; Reporting; Parents’ Evenings and Complaints; Parent Panel; e-Safety for NQTs and their Tutor Group; Flipped Classrooms; Captivating Classroom Presence; Pupil Panel; Dealing with Gifted and Talented Pupils in Class; Starters and Plenaries; Becoming a Head of Department; Running an Overseas Trip; and Working in an International School Abroad. The feedback from NQTs on the training days has been excellent and IStip regard Haileybury as one of its best training centres.
At the end of each half-term, the NQT, the Subject Mentor and the Induction Tutor meet for a review meeting in which the NQT’s progress against the Teachers’ Standards is reviewed, evidence from lesson observations and other sources is evaluated, new targets are set and entered on the Action and Development Plan and advice given where appropriate. If everything is going well, the tone of these meetings will be very much to celebrate the progress being made by the NQT. Of course, if there are areas for further development these will be identified and any additional help needed identified and put in place to allow the NQT to make good progress in these areas. A written record of this meeting is filed.
At the end of each term, a formal assessment meeting is conducted, using the evidence garnered from the review meetings. This identifies exactly where the NQT is relative to the Teachers’ Standards. This is formally written up on nqtmanager and assessed by IStip quality assurance officers.
In Haileybury’s most recent Quality Assurance visit by IStip in May 2014, the level of support for NQTs was described as “fantastic.” At Haileybury, we feel this comment was fully deserved and we look forward to offering that level of support to you, if you choose to apply for a job here and are successful in the process.