All NQTs should have:
Excellent support and professional learning opportunities
Support should be relevant to the context of the school, never simply repeating what was learned during ITT. NQTs need access to high-quality professional learning to enable them to deliver high standards for all.
Clear expectations, clear information
NQTs should know what to expect. They should know who their appropriate body is, how to contact their induction mentor, external mentor, and external verifier, and who to ask for advice about school policies. They should not expect to be subjected to ‘support plans,’ which are not appropriate for managing their progress.
Meaningful mentoring: regular catchups and reflective discussions
Time for this should be predictable and protected. NQTs should be meeting regularly with their induction or external mentors and receiving purposeful and useful guidance and feedback. Effective mentoring means that difficulties are identified and addressed early, with NQTs given timely and appropriate support for the problems they might be facing.
Flexible employment that prioritises NQTs’ needs
NQTs can complete induction in more than one institution, through full- or part-time employment or employment in long- or short-term supply posts. For those who want longer-term placements, contracts that cover the induction period and beyond should be available. A commitment to the professional development needs of NQTs shows them that they are valued.
Respect
NQTs must be respected and valued. They should be encouraged to participate in the wider life of schools wherever possible, to join peer networks and see a variety of teaching approaches. They should feel confident in asking for support and guidance.