The induction of newly qualified teachers in secondary schools

Abstract

This research sought to produce a comparative picture of the induction experiences of Newly Qualified Teachers before and after the introduction of new Induction procedures (DfEE, 1999). The data presented is based on NQTs' self-reports, and their perceptions of the types of help and support they needed to be supported effectively. The impact to have Qualified Teacher Status confirmed at the end of the Induction year has been successful in terms of strong and positive shifts in induction procedures. There remains nevertheless much variability in induction provision for NQTs with some receiving less than their minimum entitlement to support professional development. Regular observations and mentor meetings improved for the majority, although there is little evidence that reviews of progress are linked specifically to the Induction Standards and the inherent value of the Career Entry Portfolio as a mechanism of support remained in doubt. The research provided little evidence of staged progressive induction training or induction processes that produce challenge and deeper reflection on professional practice