Michael Totterdell

School-Based Induction Tutors: A Challenging Role

Since September 1999, all Newly Qualified Teachers (NQTs) in England who wish to teach in the maintained sector have to complete an induction period. In the light of the introduction of this statutory policy, this article critically examines the key role of the school-based induction tutor in managing the process. It draws upon an analysis of the governments induction circulars (DfEE 1999, 2000; DfES 2001) and uses empirical data from a large, national DfES-funded project which evaluated the implementation of the policy. It is argued that, for the majority of schools the work of the induction tutor within the whole school context, including management by the headteacher, is the major factor in the success of the policy. Further, it is argued that there remain some tensions in the policy between the professional development and the assessment agenda.

Improving induction : research-based best practice for schools

1. Introduction - the Research Project and an Explanation of the Induction Regulations 2. Why we have a Statutory Induction Period 3. How Schools Manage Induction 4. Induction in Distinctive Settings 5. The Induction Tutor Role 6. How Appropriate Bodies Work 7. The Career Entry Profile and Setting Objectives 8. The Reduced Timetable and How it is Used 9. Observing NQTs 10. Assessment Against the Induction Standards 11. Induction and Continuing Professional Development

Re-assessing variability of induction for Newly Qualified Teachers: statutory policy and schools' provision

Abstract Since September 1999, all newly qualified teachers (NQTs) in England who wish to teach in the maintained sector have to complete an induction period. In the light of the introduction of this statutory policy, this article critically re-examines a central, long-standing perceived failure of previous induction policies, namely the variability of provision between and within schools. It draws upon an analysis of the governments induction circulars [Department for Education and Employment (DfEE), 1999, 2000; Department for Education and Skills (DfES), 2001] and uses empirical data from a larger DfES-funded project to evaluate the implementation of the policy. We argue that, for the majority of schools, induction provision has become less variable and more coherent due to the introduction of statutory induction. However, there remains a significant minority of NQTs whose reported experience does not reflect this. An attempt is made to map out the distinctive settings and circumstances where specific aspects of statutory induction are not consistently received by NQTs.

Accountability and responsibility: 'Rogue' school leaders and the induction of new teachers in England

This paper considers the professional responsibility of schools in England to provide effective induction practices in the context of a central government mandated policy. It looks at individual schools as ‘habitats’ for induction and the role of school leaders and LEAs as facilitators or inhibitors. Notions of professional responsibility and public accountability are used to analyse the small number of ‘rogue’ school leaders who, within the new legislative framework, treat new teachers unprofessionally and waste public resources. A typology of ‘rogue’ schools that are in some way deviant in transgressing induction requirements is developed and the various sanctions that can be deployed against such schools are examined. How LEAs handle their monitoring and accountability role and manage deviant schools is considered. Finally, suggestions are made for improvements, such as the need to clarify professional responsibility and refine systems of professional accountability.

Humanisation in Russian Education: A Transition between state determinism and Individualism

Summary This article is concerned with the development of humanisation in contemporary Russian education where it is regarded as a key factor influencing social change in the country. The authors draw on the proceedings of a seminar held in Moscow in 1994 concerned with the future of Russian education. Through an analysis of past Russian educational development and related psychological theory an argument is developed which suggests that present trends owe more than may be expected to the past. The concept of mediation is a central concern of the authors. They argue that the present discussion in Russia is overly individualistic and takes no account of processes of mediation in pedagogic formulations which render them incomplete and vulnerable to exploitation.