The Induction of Newly Qualified Teachers in Schools: where next?

>ABSTRACT The induction of newly qualified teachers has improved little In the past 25 years, despite considerable efforts, and recent Government policy changes add to the complexity of the task. This paper reports on a survey of induction in Wales which found that NQTs, particularly in primary schools, were increasingly likely to be appointed on short‐term contracts, to receive little ‘induction’ release time and to be the subject of unclear assessment policies. It also found that mentoring, competences and profiles for NQTs were at a very early stage of implementation, and were ill‐understood. The paper concludes with some proposals for policy and practice designed to improve induction.