ABSTRACT
This book contains two inter-related elements: the findings from our research and ideas and examples of good practice. We look first at the induction regulations to consider what is supposed to happen and then discuss why we need a statutory induction period. We then look at how schools manage induction and consider how it is organised in distinctive settings. Later we consider what effective induction tutors do and then how to get the most from Appropriate Bodies. The Career Entry Profile and the process of setting objectives are explored and we look at how NQTs use their 10 per cent reduction in timetable. Towards the end of the book we give ideas for how to observe and assess NQTs against the induction standards. The book concludes with a chapter linking induction to further professional development.
