NQT Development & Support
The 16 CLF and Teaching School partners appoint NQTs every year and their induction and support into their first year in the profession is a core strand for the teaching school as the progress made in year one of each teacher’s career sets them up for the stage of their development. In 2011-12 there were over 40 NQTs employed in the CLF or alliance partner schools.
The support and induction is structured in two ways.
- Firstly, each of the schools or academies has a responsibility to provide the support and induction at the school where a NQT is based
- Secondly, there is huge value to be gained from bringing all of the NQTs in the partnership together for shared training. This takes place on the second Monday of each term in addition to a full day conference in January each year
10 reasons why the CLF is the best starting point for a NQT beginning their career in the teaching profession
- School based training induction and support from a subject based mentor
- School based training complimented by CLF training sessions where NQT meet as a whole cohort
- Access to wider CPD training in your home school and the CLF
- Opportunities to visit the other schools in the partnership to deepen awareness of school based practice
- Opportunities to visit schools in different phases and sectors beyond the one that the NQT has chosen to work within (secondary, primary and special)
- Access to Emerging Leadership programmes to develop school based leadership skills
- Attendance at the two CLF conferences each year in October and July
- Membership of the Teaching School Alumni group providing access to on line training, resources, materials and discussion groups
- Access to employment and promotional opportunities across our wide range of CLF and Alliance partnership schools beyond the first year in the profession
- Retained links with our University sponsor UWE for further training and development such as Masters qualifications and other academic development
To watch videos by some of our current NQTs see below.