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Teacher Tutor Resource Book September 2012 edition

1

The Northern Ireland Induction and EPD Programme

Teacher Tutor Resource Book


BELB Induction and EPD Support Programme

Teacher Tutor Resource Book September 2012 edition 2

Contents

1. Introduction 04

2. The Role of the Teacher Tutor 05 2.1 Teacher Tutor Support of the Beginning Teacher 06 2.2 Skills, Qualities and Responsibilities 09

3. The Role of the Beginning Teacher 3.1 Skills, Qualities and Responsibilities 10

4. Induction

4.1 Aims of Induction 11 4.2 Effective Use of the Career Entry Profile 12 4.3 Induction Professional Development Portfolio 13 4.4 The Action Planning Process 18 4.5 Diagram of the Induction Process 20

5. Early Professional Development

5.1 EPD: The Context 21 5.2 Aims of EPD 21 5.3 The Requirements of the EPD Process 22 5.4 The EPD Professional Development Activity 24 5.5 EPD Portfolio Framework 25 5.6 Diagram of the EPD Process 28

6. Classroom Observations

6.1 Department of Education Findings and Recommendations 29 6.2 Stages in the Observation Process 30 6.3 Pre Observation Guidance 30 6.4 Guidance on Observing a Lesson 33 6.5 Post Observation Discussion and Feedback 34 6.6 Supporting the BT’s Reflective Practice through Observation Feedback 35

7. Acknowledgements 37




Appendices

1. Induction and EPD On-line Registration Process 38

2. Induction Proformas and Reports

2.1 Induction Reflective Learning Journal 40 2.2 List of Professional Development during Induction 41 2.3 Record of Extra Curricular Involvement during Induction 42 2.4 Observation of Good Practice Proforma 43 2.5 Action Plan Template and Guidance 45

2.6 Induction Lesson Self Evaluation 48 2.7 Induction Interim Review Report 50 2.5 Induction Summative Report 51 2.6 Wording to Confirm the Completion of Induction 52

3. EPD Proformas and Reports 3.1 EPD Reflective Learning Journal 54 3.2 Log of Professional Development during EPD 55 3.3 Log of Extra Curricular Involvement during EPD 56 3.4 Observation of Good Practice Proforma 57 3.5 Professional Development Activity 59 3.6 PDA Learning Log 65 3.7 EPD Lesson Self Evaluation 67

3.8 Quality Assurance of the PDA 70 3.5 Confirmation of Completion of PDA 73 3.6 Wording to Confirm the Completion of EPD 74 4. Proformas for Classroom Observation 4.1 Pre School Observation Proforma, Exemplar 1 77

4.2 Induction/EPD Proforma, Exemplar 2 79 4.3 Induction/EPD Proforma, Exemplar 2 81 4.4 Induction/EPD Proforma, Exemplar 3 82 4.5 Induction/EPD Proforma, Exemplar 4 84 4.6 Induction Proforma, Exemplar 1 87 4.7 Induction Proforma, Exemplar 2 89 4.8 EPD Proforma, Exemplar 1 90




This resource book is designed as a reference guide for Teacher Tutors who support Beginning

Teachers through the Induction and Early Professional Development Programme. It has been

revised by the BELB’s Induction/EPD Team and is based on a regional resource originally

prepared with the support of Teacher Tutors and Principals in a range of schools across

Northern Ireland. The contribution of these colleagues to the original document is

acknowledged in section 7.

The information on Induction and Early Professional Development relates to that contained

within the ‘Teacher Education Partnership Handbook’ (TEPH) (DE, August 2010 edition)

which has been updated to align it with the GTCNI Teacher Competences and Code of Values

and Professional Practice (June 2007).

This revised Teacher Tutor Resource Book also takes account of several other important

publications, not least the ETI’s Evaluation Report on the Induction Programme for

Beginning Teachers (Nov 2011), the Department of Education’s publication ‘Teacher

Education in a Climate of Change: the Way Forward’ (June 2010) and its school

improvement policy, ‘Every School A Good School’ (April 2009), all of which impact on the

Induction and Early Professional Development programme in Northern Ireland.

BELB Induction/EPD Team

NIELB Induction and EPD website:

www.education-support.org.uk/teachers/beginning-teachers/

IINNTTRROODDUUCCTTIIOONN 1

Katherine Jelly Nursery/Primary/

Special Tel: 90 564189 Fax: 90 564078

[email protected]

Gillian Stewart Nursery/Primary/

Post Primary/Special Tel: 90 564304 Fax: 90 564078

[email protected]

Bill Latimer Post Primary/Special

Tel: 90 564042 Fax: 90 564078

[email protected]




The Teacher Tutor plays a pivotal role in supporting Beginning Teachers through the

expectations and requirements of the compulsory Induction and EPD programmes in Northern

Ireland. Part of this role, exemplified further in sections 3 and 4, involves classroom

observation and coaching and mentoring which are important in helping teachers to self-

evaluate, improve their practice and, ultimately, pupils’ learning.

In recognising the centrality of the individual classroom teacher to raising standards and

tackling underachievement, the Department of Education’s school improvement policy also

draws attention to the need to use the talents and expertise of:

As such, Teacher Tutors should be selected by schools on the basis of the highest personal

and professional qualities and breadth of experience so that they are fully and confidently

equipped to carry out the varied duties of this highly responsible role. The importance of this

has been recognised by the ETI in its ‘Evaluation of the Induction Programme for

Beginning Teachers’ (Nov, 2011) which states that:

While new Teacher Tutors will be offered substitute cover to support them in their role, DE, in

its Review of Teacher Education (2010), reiterates its earlier 20051 recommendation to schools

that the role of Teacher Tutor be established firmly in the school’s management structure and

that:

1 ETI Survey Report on Induction and Early Professional Development of BTs (DE, 2005)

‘… our best teachers in supporting the learning both of Beginning Teachers and of their more experienced counterparts.’

Every School A Good School (DE, April 2009)

TTHHEE RROOLLEE OOFF TTEEAACCHHEERR TTUUTTOORR 2

‘Teacher‐Tutors [should] have sufficient time to organise and co‐ordinate support in line with advice given in the Teacher Education Partnership Handbook.’

Teacher Education in a Climate of Change: the Way Forward, Section 4.16 (DE, June 2010)

‘In almost all of the schools visited, the Teacher Tutors are very clear about their role and carry out effectively their responsibilities to a high standard. They provide very good pastoral support to the BTs and help to create an appropriate balance between the development needs of the BT and the school’s priorities. The Teacher Tutors provide very constructive feedback on teaching observed, which is clearly focused on both on the BT’s action plan and the Teaching Competences. In a few instances, the follow‐up needed to support a small number of BTs who were less than secure in their teaching, was insufficient in both quality and quantity.’

Evaluation of the Induction Programme for Beginning Teachers (ETI, Nov 2011)




The Teacher Tutor supports the Beginning Teacher by:

Managing and Coordinating the School’s Induction/EPD Support Programme

Liaising with and Supporting other Key Staff

Supporting HODs, AOL/Key Stage Coordinators who will assist with the Induction/EPD programme to: Ensure that they are fully aware of the Induction/EPD

process, including the structure of the Induction Action Plan and the EPD Professional Development Activity

Ensure that they understand what is required of them to help BTs identify and meet their development needs, e.g. classroom observation, assessment of progress, completion of Induction/EPD quality assurance forms and reports, where appropriate

Provide information and deliver/facilitate training, as appropriate, to help other members of staff improve their skills in supporting BTs

Assist the Principal in the Quality Assurance of the Induction Action Plans/Portfolios and EPD Professional Development Activities/Portfolios

Providing Pastoral Support to the BT

Building Relationships

Getting to know the BT personally and professionally Consolidating relationships formed in the Induction year

or building new relationships with EPD teachers new to the school

Fostering an open and supportive climate for the BT and key support staff, where required, through: regular meetings & informal contact giving consideration to and negotiating an appropriate

amount of non-contact time on behalf of the BT

2.1 Teacher Tutor Support of Beginning Teachers




Disseminating Key Information to the BT

Providing Information on the School & ELB Induction/EPD Programmes

Giving the BT details of: Their job description Pastoral and professional support available to them Key Induction/EPD forms and reports, particularly the

structure and guidance for the Induction Action Plan and the EPD Professional Development Activity

ELB courses and sub cover entitlement

Providing Information on the School

Providing details of: School aims, ethos, routines, administration, policies and

procedures, pupil issues, resources, health and safety, parents, auxiliary staff, coordinators, extra-curricular activities, timetables etc

SENCO provision Child protection issues, e.g. the designated teacher in

charge of child protection.

Providing Professional Support to the BT

Modelling Demonstrating good professional practice, e.g. teaching strategies, attitudes, values dealing with others – pupils, parents, colleagues

Providing opportunities for the BT to observe more experienced classroom practitioners

Leading by example - showing enthusiasm and optimism

Mentoring Sharing own knowledge and experience for the benefit of the BT’s professional development

Discussing with the BT decisions, actions and methods used in relation to their teaching

Listening actively and asking focused questions Providing challenge Supporting the planning process – discussing and

negotiating appropriate Areas for Development for the Induction Action Plan and foci for the EPD PDA, writing schemes of work etc

Coaching Helping the BT to unlock their own potential and

maximise their own performance Encouraging the BT to:

reflect on their teaching and its impact on pupils’ learning through the selection, review and evaluation of appropriate evidence

think out solutions to challenging situations in their classroom

expand, refine and build new skills learn from what works




share ideas to improve professional practice and contribute to the pool of professional knowledge within school

Monitoring and Feedback

Agreeing clear targets for the BT’s development Establishing clear success criteria Observing lessons/practice and providing supportive

feedback over a period of weeks and months, as appropriate

Discussing the evidence collected about pupils’ learning and what it reveals about practice in the classroom

Providing formative written and verbal feedback over a sustained period and summative feedback at the end of the Induction and EPD stages

Offering suggestions for continuing professional development

Reviewing the effectiveness of the school Induction/EPD support programme


9

2.2 Skills, Qualities and Responsibilities of the Teacher Tutor

Regular meetings to: discuss issues/development needs help draw up action plan assist planning provide support arrange classroom observations review progress & reflect on teaching

The Teacher Tutor should: create an open supportive and

challenging climate co-ordinate and manage Induction/EPD

programme liaise with other HOD, Key Stage and

subject co-ordinators to support and meet the development needs of the BT

provide regular feedback from observation

meetings monthly or as school

arranges support ongoing as necessary observations planned, discussed

and reviewed progress reviewed at least twice

during the year - prior to Interim and Summative reports

Figure 1


10

3.1 Skills, Qualities and Responsibilities of the Beginning Teacher

register for Induction with ELB/CASS link with Teacher Tutor and participate in

the CASS programme in consultation with the Teacher Tutor

draw up a personal Induction Action Plan linked to her/his CEP, classroom needs, GTCNI competences and Code of Values and Professional Conduct

review and reflect on teaching and learning, adjusting plans in light of pupils’ achievements.

be open, enthusiastic about and receptive to Induction/EPD

implement the Induction Action Plan identify and record critical incidents and

evidence during Induction collect evidence of increasing

professional competence in an Induction Portfolio (TEPH Section 4.3.6) which is presented to the Principal and Chair of

seek ongoing advice, support, including

regular observation by the Teacher Tutor and other designated staff

self-evaluate and monitor professional development in conjunction with Teacher Tutor and other key staff

record professional development targets and future needs linked to Interim and Summative reports.

Figure 2




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4.1 Aims of Induction

The Induction process is integral to the professional development of Beginning Teachers

within the school context. There are a number of unique aspects of teaching which should be

addressed during Induction to ensure that Beginning Teachers embody the GTCNI Code of

Values and Professional Practice and develop as competent and reflective practitioners.

Addressing these aspects will involve classroom, school focused and centre-based in-service

professional development.

The overall aim of Induction is to support Beginning Teachers in their first year in post, helping

them to build on the knowledge and skills that they have developed during Initial Teacher

Education and to continue to address the GTCNI competences, as detailed in the GTCNI

Publication, ‘Teaching: the Reflective Profession’ and in section 2 of the Interim Teacher

Education Partnership Handbook.

Central to the Induction programme is the requirement of the Beginning Teacher to engage in

planning and reflective practice. This is promoted through the compilation, in consultation with

the Teacher Tutor, of an Induction Portfolio of evidence containing 2 personal action plans

linked to the Career Entry Profile, evidence of planning, monitoring and evaluation as well as

participation in ongoing professional development.

IINNDDUUCCTTIIOONN 4




4.2 Effective Use of the Career Entry Profile

The Career Entry Profile (TEPH, section 3.9) is the responsibility of the Beginning Teacher and

its use is intended to promote the BT’s ongoing career development by supporting the

important transition from Initial Teacher Education to Induction. However, in its Review of

Teacher Education2 (June 2010), the Department of Education draws attention to evidence

which ‘suggests that the CEP is [still] not functioning effectively as a link between ITE

and Induction.’ In 201, the ETI furthered identified that:

BTs and schools therefore need to

ensure that more effective use is

made of the CEP, alongside the

School Development Plan, to help

identify targets for the Induction

action plan and support the BT to

build a strong and coherent

framework for his/her ongoing

personal and professional

development. The CEP should,

therefore, be included in the

Induction Portfolio for presentation to

the Principal and the Board of

Governors.

2 Teacher Education in a Climate of Change: the Way Forward. Section 3.6, p 24 (DE, 2010)

‘There is a considerable variation in the quality of, and value placed on, the Career Entry Profile by the Beginning Teachers. The CEP template is not always adapted by some of the teachers to … their teaching post. In the best instances, the action plans associated with the CEP are personalised once the BT is in a teaching post, demonstrate a good understanding of the NI Curriculum, make appropriate reference to the GTCNI Teaching Competences and are linked clearly to the school development plan. (Section 3.2) There is a need for Beginning Teachers to adapt the CEP template to the circumstances of their post and take responsibility for their own professional development.’ (p 7)

Evaluation of the Induction Programme for Beginning Teachers (ETI, Nov 2011)

Figure 3: Exemplar Online Career Entry Profile




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4.3 Induction Professional Development Portfolio

The Induction Portfolio

The Teacher e-Portfolio Working Group for Northern Ireland defines a portfolio as:

This is similar to the DfES definition which defines a portfolio as:

Portfolio Purpose The main purposes of the Induction portfolio are to provide the Beginning Teacher with a

forum to:

Present evidence of completion of the required elements of the Induction process

including the action planning process

illustrate how they reflect on their practice and ‘continue to improve as an effective

adaptable practitioner, not only within, but beyond the classroom’ through

involvement in other professional development activities and experiences. This has

been highlighted as a priority by the ETI in its Evaluative Commentary: ‘The Language of

Learning’ on the promotion of Literacy and Numeracy by teachers in Initial Teacher

Education (p 7, May 2011) and also in its ‘Evaluation of the Induction Programme for

Beginning Teachers (s 1.1, p 1, Nov 2011)

‘A collection of authentic and diverse evidence of teaching competence that has been the subject of reflection, synthesis and selection for presentation to a professional audience for professional purposes.’ Teacher e‐Portfolio Project for Northern Ireland http://www.tepni.com

‘… a confidential and voluntary collection of material that records and reflects your work. It is a way of using past experiences and present activities to

demonstrate and reflect on skills learnt, to identify future learning needs and priorities and to inform and plan prospective development. It provides a

mechanism, together with performance review, for thinking about your practice in a planned and systematic way.’

DfES: Guidance on Producing a Professional Development Record

www.dfes.gov.uk/teachers/professional_development www.teachernet.gov.uk/professionaldevelopment




Portfolio Presentation Format

The portfolio may be presented in printed ‘Word’

format or in e-portfolio format. The ‘Word’ version of

the framework is available to download from the

‘Induction Programme Requirements’ page of

the regional Induction and EPD website at:

http://www.education-

support.org.uk/teachers/beginning-

teachers/induction/induction-programme-requirements/

Just as many BTs will have already used e-portfolio processes during their teacher training

in Northern Ireland to complete aspects of coursework and their Formative and Career Entry

Profiles online, so too the option is available for them to continue using the secure, online

PebblePad e-portfolio system in Induction (www.pebblepad.co.uk/tepni) as part of the

ongoing Northern Ireland Teacher e-Portfolio Project (Te-PNI). This DE funded project

features prominently in theTeacher Education Review3 as the way forward for teachers to

map and evidence their career wide professional development in one place. Teacher Tutors

of BTs who are using the e-portfolio will be issued with a user name and password and

offered one day’s substitute cover to attend a familiarisation workshop as well as follow up

school based support. In 2011, participants in the Induction EPD Strand of the project

welcomed the following positive endorsement of their work by the ETI:

3 (http://www.deni.gov.uk/index/teachers-pg/4-teachers-teachereducationreview_pg.htm)

‘There are very good relationships between Teacher Tutors and the CASS Induction officers … in almost all cases, the TTs report that they benefit from CASS training for their role as professional coaches, as well as for the use of the innovative Teacher e‐Portfolio.’ (p 5, section 4.6)

‘The BTs value … the constructive and insightful feedback given, particularly through the Teacher e‐Portfolio.’ (p 5, section 5.4)

‘The BTs, who are discerning about what INSET courses to attend … mentioned, in particular, the value of the courses on Behaviour Management, specific post primary subject areas and the support provided for making effective use of the Teacher e‐Portfolio …’ (p 6, section 5.6)

‘The Teacher e‐portfolio is very well used by some BTs, many of whom had already used it during ITE and wished to continue to do so. It enables them to keep and share a rich (multi‐media digital) evidence base and record of their growing competence… Several BTs appreciated the online discussion groups and forums to enable them to share ideas and tips with each other on a regular basis…’ (p 6, section 5.7)

Report on the ‘Evaluation of the Induction Programme for Beginning Teachers’ (ETI, Nov 2011)




Induction Portfolio Framework The following suggested portfolio framework is offered as a guide to you and your Beginning

Teacher as a possible way to structure the portfolio of evidence, whether in printed ‘Word’

format or e-format. Your BT should feel free, in consultation with you, to adapt the

framework while taking care to ensure that the end product contains evidence of the core

Induction requirements of action planning and reflective practice.

SSeeccttiioonn 11:: PPeerrssoonnaall//SScchhooooll PPrrooffiillee

Personal Details

Career Entry Profile

School Details – information on the school(s) in which the BT is carrying out their

Induction and a brief description of their teaching remit

SSeeccttiioonn 22:: CCoonnttiinnuuiinngg PPrrooffeessssiioonnaall DDeevveellooppmmeenntt dduurriinngg IInndduuccttiioonn

A Reflective Learning Journal in which the BT should record important things that

they have learned, tried and critically reflected on as a result of participation in

additional professional development activities during their Induction year over and

above the required elements of reflective practice in the context of 2 action plans,

e.g. school and externally organised INSET, professional discussions with

colleagues, visits to other schools, observations of other teachers, membership of

working groups etc

A List of Professional Development/INSET during Induction

A Record of Extra Curricular Involvement during Induction

A Classroom Observation Log with notes of observations of other teachers, where

applicable, in the BT’s own and/or in other schools

SSeeccttiioonn 33:: IInndduuccttiioonn AAccttiioonn PPllaann 11

Planning for Teaching

Consideration should ideally be given to professional development targets

arising out of the BT’s Career Entry Profile and/or school, key stage or

departmental priorities when helping them to decide on an ‘Area for

Development’

2 supporting examples of evidence of planning and preparation which relate to

the BT’s chosen ‘Area for Development’, e.g.:

Lesson plans for observed lessons

Worksheets




Units of Work

4-6 weekly planners

NB: Supporting evidence of planning may be included as attachments in

hard copy portfolio format or as hyperlinks in e-portfolio format

Teaching for Learning

Reflective self evaluation by the BT of:

Lessons observed by you as Teacher Tutor, their Principal or other

recognised supporting teacher

A lesson taught at the start and another at the end of their action plan

Written observation feedback from you as Teacher Tutor, their Principal or

other recognised supporting teacher using appropriate observation proforma.

Lessons observed should relate to the ‘Area for Development’ on the BT’s

action plan

NB: The Department of Education recommends 6 lesson observations during the

Induction year with a minimum of 2 per action plan

3 supporting samples of pupils’ work which illustrate pupil achievement against

the success criteria and any challenges encountered

NB: The e-portfolio system more easily facilitates and supports the inclusion of

digital evidence of pupils’ work such as photos, videos etc

A Summative Self Evaluation of Action Plan 1 in which the BT should use the

evidence and information gathered from the monitoring process to make judgements

about their teaching in the context of their ‘Area for Development’ and to ascertain

the extent to which the success criteria have been achieved. They should comment

on what worked well, what they would do differently and what changes they might

make, where applicable, to improve their teaching

A Summative Self Reflection on Action Plan 1 by the BT focusing on what they

feel they have learned about themselves as a teacher and their own professional

development while working through their first action plan in terms

of skills developed, knowledge furthered and needs identified etc

The Induction Interim Review Report which should be completed at the end of

Action Plan 1 as an outcome of joint discussion between yourself and your BT with

reference to the action plan and the GTCNI Competences, Code of Values and

Professional Practice. The Interim Report should highlight the BT’s areas of strength

and areas for continuing professional development




SSeeccttiioonn 44:: IInndduuccttiioonn AAccttiioonn PPllaann 22

The ‘Area for Development’ for this second action plan may emerge from the

outcomes of the summative evaluation and reflection process of Action Plan 1 or may

focus on an entirely different professional development need, ideally one emerging,

as before, from targets identified in the BT’s Career Entry Profile and/or in school,

key stage or departmental priorities

The same evidence should be included as for Action Plan 1, as detailed above under

the headings of Planning for Teaching, Teaching for Learning, Summative Self

Evaluation of Action Plan 2, Summative Self Reflection on Action Plan 2

SSeeccttiioonn 55:: CCoommpplleettiioonn ooff IInndduuccttiioonn

The Summative Report on Induction should be completed at the end of the

Induction stage as an outcome of joint discussion between yourself, your BT and

Principal with reference to the BT’s holistic professional development and action

planning. This report will highlight their achievements and areas of strength, areas

for continuing professional development and interim plans for EPD

Letter of Completion of Induction - this letter is signed by the Principal and the

Chair of the Board of Governors in the school in which the BT will have completed

the Induction programme. The letter should be sent by the school to the GTCNI

to confirm their successful completion of Induction, a copy should be given to the BT

and a further copy sent to the Induction/EPD team at the ELB

If completing the Portfolio in ‘‘WWoorrdd’’ ffoorrmmaatt, a suggested framework is availableyou’re your BT to to download and adapt from the ‘Induction Programme Requirements’ page

of the Regional Induction and EPD website for Beginning Teachers at:

http://www.education‐support.org.uk/teachers/beginning‐teachers/induction/induction‐programme‐requirements/

This framework contains file dividers and proformas for all the Induction forms including the Action Plan and reflective logs and journals.

If completing the Induction Portfolio in ee‐‐ppoorrttffoolliioo ffoorrmmaatt, an exemplar e‐portfolio is also available for your BT’s use and adaptation from the

‘Induction and EPD Gateway’ on the Pebblepad e‐Portfolio system at:

www.pebblepad.co.uk/tepni

Online proformas for all Induction forms and reports, including the Action Plan and the Interim and Summative Reports, are also available for your use in the ‘Forms’ area of the ‘Create New’ menu in Pebblepad. The ‘Create New’ menu also offers a range of slick tools to help you scaffold your reflections and log your experiences and professional

development in a variety of creative and alternative ways to proformas in ‘Word’ format, through, for example, the ‘Blog, Thought, Activity’ and ‘Experience’ tools




4.4 The Induction Action Planning Process

The action planning process, as highlighted in figure 1 below and further exemplified in

Appendix 2.1, should be engaged in twice during the Induction stage by the Beginning

Teacher, supported by you as Teacher Tutor.

Figure 4: Induction Action Plan Structure

The process is designed to help the Beginning Teacher to:

set appropriate professional targets through the selection of an ‘Area for Development’

mapped against appropriate GTCNI competences and with reference to the Career

Entry Profile e.g. ‘Classroom Management’, ‘Use of a Range of Teaching Strategies

and Resources’, ‘Effective use of ICT’, ‘Effective Questioning’

identify appropriate success criteria for their ‘Area for Development’

assess the quality of provision within their classroom and plan appropriately for their

pupils’ learning in discussion you as their Teacher Tutor, their Head of Key Stage or

Head of Department

identify the actions and support arrangements they will take to help them plan and

deliver the lessons associated with their action plan

monitor the effectiveness of their action plan in a number of ways including obtaining

observation feedback, gathering feedback from their pupils and evidence of pupils’ in a

Area for Development

Success Criteria

Actions (including

timescales)

Support Arrangements

Monitoring (including evidence in portfolio)

Area for Development What do you want to develop in respect of your teaching?

Competence(s) Which GTCNI teacher competence(s) are you going to target (Max 1-3)

Evaluation Evaluation is about the BT using the evidence and information they have gathered from the monitoring process to make judgements about their area for development and to ascertain the extent to which their success criteria has been achieved

Self Reflection What has your BT learned about themselves and their own professional development? To what extent did the action plan help them to further their professional knowledge, skills and understanding and Identify other needs and areas for professional development?




variety of forms ranging from written work to photographs, videos and audio

recordings etc, as appropriate

evaluate their action plan by using the information and evidence they have gathered

from the monitoring process to make judgements about their chosen ‘Area for

Development’ and determine the extent to which they have met their success criteria

and made a positive impact on pupils’ learning

engage in a process of self reflection upon completion of their action plan evaluation to

determine what they have learned about themselves and their own professional

development, e.g. What skills did they exhibit/develop? To what extent did the

process help them to expand their own professional knowledge and understanding and

identify further areas for professional development?

Action planning should therefore be seen by

the Beginning Teacher as a tool to help them,

with your support as Teacher Tutor, develop

their classroom practice and engage in the

systematic and important process of self

evaluation, self assessment and capacity

building. Such a process of self reflection is

viewed by the Department of Education as an

important indicator of its school improvement

policy which requires ‘teachers [to] reflect on

their own work and the outcomes of individual

pupils.’ This process will help the BT to decide

what evidence of their action planning and

reflective practice should go into their

Induction portfolio.

By helping Beginning Teachers to achieve their full potential in terms of ongoing reflection

on and improvement of their classroom practice, the Induction programme supports the

Department of Education’s new school improvement policy, ‘Every School a Good School’

(DE, April 2009) which stipulates ‘high quality teaching and learning’ as one of four key

characteristics of a good school.




4.5 Diagram of the Induction Process

Career Entry Profile Used to promote career development by the Beginning Teacher

Action Plans To address specific teaching

needs

ELB Induction Programme The Beginning Teacher selects appropriate INSET in consultation with Teacher Tutor

Monitoring and Evaluation Through support, discussion classroom observation.

Portfolio Evidence of professional development kept by the Beginning Teacher

Interim Report Outcome of joint discussion referring to the Action Plan and teacher competences

Action Plans To address area(s) of continuing professional development

Portfolio Evidence of professional development kept by the Beginning Teacher

Monitoring and Evaluation Through support, discussion and

classroom observation.

Summative Report Indicates the outcome of professional development during Induction and possible focus for Early

Professional Development.

School Induction Programme To support the Beginning Teacher in the context of the school. The school registers the

Beginning Teacher with the ELB on the uptake of a post at any stage of the year

Successful Completion of Induction Confirmation of the Board of Governors on the recommendation of the principal. A copy of the ‘completion of Induction’ letter should be:

Given to the Beginning Teacher Retained by the school Forwarded to The General Teaching Council for Northern Ireland

3rd Floor, Albany House, Great Victoria Street, Belfast, BT2 7AF Forwarded to the Induction/EPD Team at the Education and Library Board

Figure 5: The Induction Process




5.1 EPD: The Context

EPD is the third stage of the continuous integrated process of teacher education which

commences with Initial Teacher Education and progresses through the Induction stage.

5.2 Aims of EPD

In seeking to build on teachers’ ongoing development as skilled classroom practitioners,

EPD sees the focus of reflection shift from ‘thinking about teaching,’ as in the Induction

year, ‘to thinking about learning.’ EPD is designed to ensure that teachers continue to

receive the support from within the teaching profession which is characteristic of the best

practice and which helps them to progress professionally. The programme focuses

specifically on the identification of professional development needs of the individual teacher

‘At the heart of becoming a teacher is, above all else, being a learner ‐ a life‐long learner. Only by being a learner will we be able to grow professionally and personally. To learn, one has to ask questions, of oneself and of others, and to know that this process is valued and shared across the school. Reflecting on teaching provides a focus for analysing and developing learning and teaching.’ Teacher Education Partnership Handbook, Section 5

EEAARRLLYY PPRROOFFEESSSSIIOONNAALL DDEEVVEELLOOPPMMEENNTT 5

‘Similar to the Induction stage, the EPD stage is not an option but an essential part of “further training and professional development” in which all teachers are required to participate.’ (Reference: Terms and Conditions of Employment) Regulations (NI) 1987)

Teacher Education Partnership Handbook (DE, Aug 2010 edition, p 90)




within the context of their school while taking cognisance of ‘Areas for Continuing

Professional Development’ emerging from the Induction summative evaluation, reflection

and quality assurance process. This is deemed particularly important by the Department of

Education which advocates, on the basis of ETI evidence, the need for schools to:

Professional Development for EPD teachers is about enhancing pupil learning through: increasing professional knowledge

increasing awareness of the complexities of the school as a whole

viewing teaching as a process which undergoes constant refinement as a result of

continuous reflection on and analysis of pupil learning outcomes

exercising responsibility and initiative for pupil learning outcomes using the teacher

competences as a focus for analysing, discussing & developing practice

having an open, enquiring mind and the motivation to improve

contributing to an atmosphere of openness in the school by discussing and sharing

practice with others

building relationships with learners and professional colleagues

interacting with an ever widening network of professionals

5.3 Requirements of the EPD Process Upon successful completion of Induction, EPD teachers are required to:

register online for EPD with their local Education and Library Board for each of the

two years of the programme. Online registration can be completed at

http://www.education-support.org.uk/teachers/iepd

identify and regularly review their professional development needs within the school

context in consultation with their Teacher Tutor or their recognised supporting

teacher who has overall responsibility for monitoring and quality assuring their work

and progress

‘… make greater use of Induction Portfolios to ensure continuity and progression in Beginning Teachers’ development from Induction to EPD. It is considered that the existing arrangements will be improved by the use of the Teacher e‐Portfolio (T‐eP) which DE and its partners are currently developing and trialling … [This] would … provide a journal over time in which experiences in school and professional values and practice can be reflected upon in terms of the competences expected of the profession.’

Teacher Education in a Climate of Change: The Way Forward, Section 3.6 (DE, June 2010)




compile, in consultation with their Teacher Tutor or recognised supporting teacher, a

portfolio of evidence of ongoing professional development including participation in

in-service training and extra curricular activities, alongside two classroom based

research activities (Professional Development Activities) See Appendix 3.1 for the

Professional Development Activity Proforma and Guidance

Both PDAs should focus on learning and teaching. Education Technology should be

part of this process. As with the Induction Action Plan, the EPD Professional

Development Activity lends itself naturally to the school improvement agenda which

advocates that teachers should, as part of the self evaluation and capacity building

process, agree, implement and review an annual plan to facilitate their professional

development

(Reference: ‘Every School A Good School,’ p 31 DE, April 2009)

complete the EPD stage successfully in order to be able to progress to PRSD

Figure 6 Professional Development

Activity




5.4 EPD Professional Development Portfolio As with the Induction Portfolio your EPD

teacher may present their EPD portfolio in

printed ‘Word’ format or in e-portfolio

format. The ‘Word’ version of the

framework is available to download from the

‘EPD Programme Requirements’ page of

the regional Induction and EPD website at:

http://www.education-

support.org.uk/teachers/beginning-

teachers/early-professional-development/epd-programme-requirements/

Alternatively, if your EPD teacher has been using the Pebblepad e-portfolio system as part

of the DE funded Northern Ireland Teacher e-Portfolio Project (Te-PNI) to present evidence

of their professional development during Induction, then they should aim to do so again for

EPD so that they can continue to build a record of their progression through this next stage

of their career in the same place. Usernames and passwords issued during Initial Teacher

Training or Induction will remain the same for the EPD stage and beyond.

An exemplar EPD e-portfolio framework has been created using the same suggested

framework as the Word version on the Pebblepad system and is available for your EPD

teacher’s use and adaptation from the ‘Induction/EPD Gateway’ at

www.pebblepad.co.uk/tepni. All EPD forms and reports, including the Professional

Development Activity and classroom observation templates, are equally available on

Pebblepad in the ‘Forms’ area of the ‘Create New’ menu for the use of the EPD teacher and

Teacher Tutor. This menu also offers slick online alternatives to proformas in ‘Word’ such as

the ‘Blog, Activity, Experience’ and ‘Thought’ tools which your teacher can use to create

journals to support their reflections and provide evidence of their involvement in professional

development and extra curricular activities as referenced in the framework overleaf.




5.5 EPD Portfolio Framework

SSeeccttiioonn 11:: PPeerrssoonnaall//SScchhooooll PPrrooffiillee

Personal Details

School Details – information on the school(s) in which the teacher is carrying out

their EPD, if different from Induction, and a brief description of their teaching remit

SSeeccttiioonn 22:: CCoonnttiinnuuiinngg PPrrooffeessssiioonnaall DDeevveellooppmmeenntt dduurriinngg EEPPDD

A Reflective Learning Journal which the EPD teacher should create and use to

record important things that they have learned, tried and critically reflected on as a

result of participation in additional professional development activities during EPD

over and above the required elements e.g. school and externally organised INSET,

observations of other teachers, professional discussions with colleagues, visits to

other schools, membership of working groups etc. They should also use the

journal to indicate briefly how they anticipate applying the information, knowledge

and skills gained to their future practice

A List of Professional Development/INSET during EPD

A Record of Extra Curricular Involvement during EPD

A Classroom Observation Log with notes of observations of other teachers,

where applicable, in their own and/or in other schools which may support their

holistic professional development and/or their planning and delivery of the EPD

(PDAs)

SSeeccttiioonn 33:: PPrrooffeessssiioonnaall DDeevveellooppmmeenntt AAccttiivviittyy 11

This is the first of the two Professional Development Activities (PDAs) which your EPD

teacher will carry out over the 2 years of EPD, one in EPD 1 and one in EPD 2. The

PDA structure allows the Teacher Tutor or recognized supporting teacher to record

their agreement at key points in the process and guides the teacher in the evidencing

of their work using the ‘plan, teach, review, reflect’ model under the following headings:

Planning for Teaching and Learning

Professional Needs as a Teacher – Your EPD teacher should outline their

needs in the context of school, departmental or key stage priorities

PDA Details – your EPD teacher’s chosen ‘Topic, Focus’ and ‘Purpose’

Planning for Learning – Details of the class or group of pupils with whom the

PDA will be carried out, the intended learning outcomes, background reading,

teaching content, strategies and resources




Supporting evidence of planning such as unit planners or schemes of work may

be included as attachments in hard copy portfolio format or as hyperlinks in e-

portfolio format to further exemplify content and intended use of teaching

strategies and resources


Lesson Plans for Observed Lessons

Reflective Self-Evaluation of Lessons

Evidence of Pupil Learning – your EPD teacher should collect 3 sources of

evidence to enable them to monitor the progress of their pupils. All evidence

should be annotated and relate to their chosen focus, purpose and

competences

Evidence 1 should be written observation feedback from you, as

Teacher Tutor, or other recognised supporting teacher

Evidence 2 and 3 may be sourced from any of the following:

- Written self evaluations by the BT of lessons delivered and/or

observations of pupils’ learning

- Pupils’ work, including evidence of their use of Educational

Technology

- Pupil feedback e.g. questionnaires, recorded interviews

- Videos, audio recordings, photographs

NB: The e-portfolio system more readily facilitates and

supports the inclusion of this type of digital evidence

PDA 1 Learning Log – the EPD teacher should log any significant moments

during the PDA which may challenge them to think more critically about their

pupils’ learning and their role in the learning process

Review of Teaching – Your EPD teacher should make a brief record of the

outcomes of their discussion with you or their recognised supporting teacher of all

of the above evidence

Reflection on Teaching – Your EPD teacher should be encouraged to use the

evidence and outcomes of the review discussion to make judgements about the

learning and teaching process and to ascertain the extent to which the focus and

purpose of their PDA have been achieved

Quality Assurance of PDA 1 – This provides a formal mechanism for the Teacher

Tutor and the Principal to verify that the EPD teacher is developing as a skilful and

reflective practitioner. The completed PDA, together with the supporting evidence,

will be an important source of validation in the quality assurance process,




conducted internally by Senior Management in your school and also externally,

during inspection situations, by the Education and Training Inspectorate of the

Department of Education.

(Reference: Teacher Education Partnership Handbook, Section 5.9)

Confirmation of Completion of PDA1 - This provides formal confirmation by the

school principal that the BT has successfully completed PDA 1

SSeeccttiioonn 44:: PPrrooffeessssiioonnaall DDeevveellooppmmeenntt AAccttiivviittyy 22

This second PDA should be carried out in EPD 2. Ideas for the focus and purpose

for this second PDA may emerge from the EPD teacher’s evaluation of and

reflection on PDA 1 as well as the outcomes of the formal quality assurance

process. The focus and purpose may also emerge from targets identified in school,

key stage or departmental priorities

The same ‘Plan, Teach, Review, Reflect’ model should be engaged in as for PDA

1, as detailed above under the headings of:

Planning for Teaching and Learning


Review of my Teaching

Reflection on my Teaching

Summative Self-Reflection on Action Plan 2

Quality Assurance of PDA 2

Confirmation of Completion of PDA 2

SSeeccttiioonn 55:: CCoommpplleettiioonn ooff EEPPDD

Letter to Confirm the Successful Completion of EPD - this letter is signed by the

Principal and the Chair of the Board of Governors in the school in which the teacher

will have completed the EPD programme. The school should complete the letter

using the wording provided on school headed notepaper, send it to the GTCNI to

confirm the teacher’s successful completion of EPD, give a copy to the teacher and

send a further copy to the Induction/EPD team at the BELB or in the

appropriate Education and Library Board

(Reference: Teacher Education Partnership Handbook, Section 5.11)




5.6 Diagram of the EPD Process

Figure 7: The Induction Process

Early Professional Development School registers the EPD teacher and Teacher Tutor with the ELB

Professional Development Activity The EPD teacher should: become familiar with the structure and guidance of the Professional

Development Activity (TEPH Section 5.5); discuss a topic for development (PDA focus and purpose) with the Teacher

Tutor. This could be a possible area identified in the Induction Summative report /or in the school development plan;

plan and carry out their teaching; be observed and receive feedback; Collect and collate evidence. Practice Reviewed and Reflected upon.

Completion of PDA 1 Completed PDA with supporting evidence should be presented to the Principal for

quality assurance. (TEPH Section 5.7) Completion of PDA 1 should be confirmed in writing. (TEPH, Section 5.10)

Professional Development Activity 2 Further topic and focus chosen – possibly identified in PDA 1 section:

‘Reflecting on my Practice.’ Second PDA carried out as above using the same structure and guidance.

Quality assurance of PDA 2 carried out.

Successful Completion of EPD Successful completion is on the recommendation of the Principal and confirmed by the Board of Governors. A letter confirming successful completion (TEPH, Section 5.11) should be written and a copy: Given to the EPD teacher Retained by the school; Forwarded to:

o The General Teaching Council for Northern Ireland, 3rd Floor Albany House, Great Victoria Street, Belfast BT2 7AF

o The Induction/EPD Team at the Education and Library Board.




6.1 DE Findings and Recommendations

The ETI Evaluation Report on the Induction programme for Beginning Teachers (Nov, 2011),

highlights the importance and value of classroom observation to the self-evaluation and

lifelong learning process for teachers. It states that:

As a result of these findings, one of the six recommendations emerging from the evaluation report is for:

‘schools to establish flexible arrangements for Beginning Teachers to be observed and to observe lessons … (p 7)

CCLLAASSSSRROOOOMM OOBBSSEERRVVAATTIIOONN GGUUIIDDAANNCCEE 6

‘… the Beginning Teachers are developing the skills to collaborate and reflect with the colleagues who support them … and are developing an understanding of evaluation as a collective exercise. In the best practice, they benefit from observing other teachers, both in their own and in other areas of the curriculum …’ (p 3, section 3.4) ‘The 2004 inspection report recommended that there should be a minimum of six formal observations of the work of the BT during the Induction year. The evidence from this survey indicates that four observations are more common.’ (p 5, section 4.4) ‘In the best, but infrequent instances, Beginning Teachers benefit from their more experienced colleagues who share and model their practice. All BTs would benefit from observing lessons taught by other teachers.’ (p 5, section 4.5)




6.2 Stages in the Observation Process

There are three distinct stages in the formal classroom observation of the Induction and EPD

teacher. These are as follows:

1. Pre-observation discussion

2. Lesson observation

3. Post observation discussion and feedback

The following guiding principles should be observed: Agree:

When the observation will take place

What the focus will be (pre-observation discussion)

Who will carry out the observation

How the observations will be carried out

When/how feedback will be given

Note:

1. A DVD/video resource on Induction/EPD classroom observation is available for loan

on request from the BELB’s Induction/EPD Team

2. Exemplar Observation Templates are available in Appendix 4

6.3 Pre-Observation Guidance for Principals, Teacher Tutors and

Support Staff Set Clear Expectations

Both the observer and the Induction/EPD teacher should be clear about:

Why the observation is being undertaken i.e. a formal observation to

observe the Induction/EPD teacher’s classroom practice

promote professional development and dialogue

The observer’s role before and after the lesson i.e. clarification of role What will happen to any notes or other records made during the observation

Classroom observation should be linked to the Induction Action Plan or EPD Professional

Development Activity, as appropriate, and take cognisance of the targeted GTCNI

Competences




Conduct a Pre-Observation Discussion with the Induction/EPD Teacher

It is important to plan well in advance of the classroom observation if the experience is to be

meaningful for both the Induction/EPD teacher and the observer.

You should:

Consider a quiet location to conduct the meeting

Decide on the type of classroom observation template that you wish to use

Be clear about the purpose of the observation, i.e. it should be linked to:

the target(s) on the Induction Action Plan or

the focus and purpose of the EPD Professional Development Activity (PDA)

Discuss the lesson planning process with the Induction/EPD teacher, e.g. issues

such as differentiation, meeting the needs of SEN pupils etc

Discuss the range of teaching strategies to be deployed by the teacher – individual

work, pair work, collaborative group work, whole class

Agree a strategy with the Induction/EPD teacher to inform the pupils of the

observation

Prepare a brief statement to introduce yourself to the pupils at the start of the lesson

and also a few words to say at the end




Suggested Prompt Questions for Pre-Observation Discussion with the Beginning Teacher Class

Can you tell me a little about this class?

Have you any pupils on the Special Needs Register?

Lesson Planning

Can you put the lesson you are planning to teach in context for me?

What have you planned for this lesson?

What are your intended learning outcomes for this lesson?

How will you share these outcomes with the pupils?

How will you know that the pupils have achieved these? What are your success

criteria?

How do you plan to cater for differentiation?

What teaching strategies are you planning to use?

How do you intend to assess the learning from this lesson?

What resources do you intend to use?

How are you planning to manage the class?

How will you manage your classroom assistant? (If applicable)

Role of the Observer

During the lesson how do you see my role as observer?

Where would you like me to sit?

How can I be of help to you in the classroom?

Professional Development – link with Induction Action Plan/EPD PDA

What particular competences do you think this lesson will address?

How does this lesson fit into your Action Plan/PDA?

Can you remind me what the purpose of this lesson is for you as a teacher and how it

fits into the topic?

How do you see this helping/promoting your professional development i.e. Induction or

EPD?




6.4 Guidance for Teacher Tutors, Principals and Support Staff on Observing a Lesson

Guidance Tips for the Induction and EPD Teacher You may wish to share the following tips with your Induction/EPD teacher prior to the

classroom observation:

All teachers find observation challenging. If you approach it positively you should find it

a valuable and informative professional experience

Try to keep your lesson as normal as possible e.g. don’t engage the pupils in a lengthy

writing task if this is not what you usually do;

I would be grateful to have a copy of the lesson plan in advance so that I can see how

it is linked to your Induction Area for Development/EPD PDA focus;

Consider pace and balance as essential elements of your lesson delivery;

Trust your professional judgement. If changes are needed in light of pupil responses,

don’t be afraid to adapt the lesson as appropriate;

Some pupils’ behaviour may change due to my presence in the classroom, be aware of

this and have a contingency plan;

This is the lesson observation proforma I will be using. Try not to be put off by me

making notes on this at points during the lesson.

Observer’s Role The following recommendations should be borne in mind in order to help you satisfactorily

fulfil your role as observer:




Be sensitive to the fact that the BT/EPD teacher may be anxious, however well you

may have prepared and reassured the teacher in advance;

Sit in a position from where you can observe the teacher and all of the pupils;

Adhere to the agreed format regarding objectives, competences etc;

Make notes of what you see at the time, using an appropriate observation proforma

(agreed at the pre-observation discussion). Make as many notes as you can – it’s

easy to forget to write because you are watching so carefully;

Write down what you see with supporting evidence but be realistic about what you can

record and observe in a limited period of time;

Keep your focus on what the pupils are doing during the lesson and on what they are

learning as a result of the teaching. Your role is to monitor the effectiveness of the

teaching process;

Be aware that some pupils may find the situation unusual and may react to a visitor in

the classroom;

Avoid participation unless otherwise agreed with the BT/EPD teacher;

Give the teacher constructive feedback as soon as possible.

6.5 Post Observation Discussion and Feedback

Giving Formal Post Observation Feedback

Invite discussion from the BT/EPD teacher on his/her self-evaluation of the lesson;

Build on the teacher’s self evaluation to begin your feedback;

Give fair emphasis to both strengths and development needs;

Assist the BT/EPD teacher in an analysis of any challenges encountered;

Refer to the agreed criteria/focus (negotiated during the pre-observation discussion);

Be specific – be sure that the teacher is clear about what did or did not work well;

Refer to evidence – notes on lesson observation proforma;




Use observation notes as evidence to focus the discussion;

Deal positively with areas in need of development;

Give time to identify support needed to develop these areas;

In the light of the observation, re-negotiate targets if necessary;

Be honest but sensitive!

For Induction

After the classroom observation and feedback sessions have taken place, the Induction

Action Plan should be reviewed, further areas for development identified and follow-up

support agreed and provided.

For EPD

After the lesson observation is carried out as part of the Professional Development Activity

the feedback from the Teacher Tutor should assist the EPD teacher to review his/her

practice, evaluate the learning taking place in the classroom and make relevant supported

changes to professional practice where necessary.

6.6 Supporting the Induction/EPD Teacher’s Reflective Practice through Observation Feedback

What did you plan to teach?

How did you meet the learning needs of all

the pupils?

Are you going at the right pace?

How do you feel the children responded?

What did they learn?

What changes will you make?

What did you learn?




Promoting Formative and Summative Reflection The Teacher Tutor can assist the BT/EPD teacher to identify his/her development needs

through lesson observation and feedback. The BT/EPD teacher should be encouraged to:

reflect on his/her teaching and professional learning;

evaluate pupils’ learning.

In the case of Induction, the Beginning Teacher should collect evidence of this self reflection

in his/her Induction Portfolio (TEPH, Section 4.3.6). He/she may wish to write up a short

reflective report prior to meeting with the Teacher Tutor and/or Principal to discuss and

agree the Interim Report and the Summative Report (TEPH, Sections 4.7 and 4.8). At

the summative report stage, the BT should be invited to consider what areas he/she feels

needs or would like to develop further and which might constitute a focus for the EPD PDA.

In the case of Early Professional Development, the EPD teacher should equally continue to

collate evidence of personal reflection in his/her EPD Portfolio including notes of significant

incidents during lessons linked to the PDA as well as a summative piece of critical self

reflection, all of which can be considered and discussed with the Teacher Tutor and Principal

at the PDA quality assurance stage. Similarly, at the end of EPD, the teacher may be

asked to consider what area(s) he/she would like or feels the need to develop and include in

his/her first Continuing Professional Development plan.

Reflecting on Induction/EPD Achievements It is important that the BT/EPD teacher be encouraged to reflect on his/her achievements at

the end of the respective Induction and EPD stages in relation to:

Planning;

Classroom strategies;

Teaching/Differentiation;

Classroom organisation and management;

Pupil learning;

Learning intentions and outcomes;

Assessment strategies;

Wider school issues e.g. knowledge of policies, extra curricular activities.




This Teacher Tutor handbook has been updated by the BELB from a regional resource originally prepared with the support of Teacher Tutors and Principals named below.

Acknowledgements:

BELB Helen Scott Former Mersey Street Primary School, Belfast Denise Carson E.G. Bunting Cedar Lodge Special School, Newtownabbey. Adam Smyth

NEELB Robert W. Boyd Cullybackey High School Robert Young Catherine Wegwermer St. Joseph’s Primary School, Crumlin. Kathy Toner

SEELB Marianne Getty Forthill College, Lisburn. Gordon Lindsay David F.McCartney Brooklands Primary School, Dundonald. Irene Acheson

SELB Geraldine McClory St. Mary’s High School, Newry Margo Cosgrove Sr. Anne Murphy St. Joseph’s Convent Primary School, Newry Josephine Mc Mahon

WELB Ken Thompson Omagh County Primary School. Marie Cowan Oakgrove Integrated College This revised booklet takes account of the following important publications which have more recently impacted on the Induction and Early Professional Development process in Northern Ireland. Publications: DE (Nov 2011): ‘Evaluation of the Induction Programme for Beginning Teachers’

http://www.etini.gov.uk/index/surveys-evaluations.htm

DE (2010): ‘Teacher Education in a Climate of Change: the Way Forward’ http://www.deni.gov.uk/index/school-staff/teachers-professional-development/4-teachers-teachereducationreview_pg.htm

DE (April 2009): ‘Every School A Good School’ www.deni.gov.uk/index/85-schools/03-schools_impvt_prog_pg/03-every-school-a-good-school-a-policy-for-school-improvement.htm

GTCNI (2007) : ‘Teaching: the Reflective Profession’ - www.gtcni.org.uk

AACCKKNNOOWWLLEEDDGGEEMMEENNTTSS 7


Appendix 1

Online Registration Registration is now online for all

Beginning Teachers in Northern Ireland at:

http://www.education-support.org.uk/teachers/iepd/

It is compulsory for ALL Beginning Teachers to participate in the Induction and Early Professional Development Programme and to register online EACH YEAR of the programme with the Northern Ireland Education and Library Boards (BELB, NEELB, SEELB, SELB, WELB) whether in full-time employment, temporary employment, teaching on a day to day basis or not currently in post. Registration can be completed at any stage during the year but preferably before September or as soon as possible thereafter. As the employment circumstances of Beginning Teachers may vary during the school year they will be expected to update the information on their online registration accordingly.


Induction Forms

Appendix 2

The proformas in this section have been included with others in an IInndduuccttiioonn PPoorrttffoolliioo FFrraammeewwoorrkk which is available for the use and adaptation of Beginning Teachers from the ‘Induction Programme Requirements’ page of the

Regional Induction and EPD website at:

http://www.education-support.org.uk/teachers/beginning-teachers/induction/induction-programme-requirements/

The proformas may also be downloaded individually from either the

‘Induction Forms’ page of the website at:

http://www.education-support.org.uk/teachers/beginning-teachers/induction/induction-forms/

or from the ‘Teacher Tutor Forms’ page at:

http://www.education-support.org.uk/teachers/beginning-teachers/teacher-tutor/teacher-tutor-forms/


40

INDUCTION REFLECTIVE LEARNING JOURNAL

Reflecting on practice is core to the Induction/Early Professional Development programme and the Department of Education’s School Improvement Process which places much emphasis on the importance of ‘quality teaching and learning in the classroom’ and the need for ‘teachers to reflect on their own work and the outcomes of individual pupils’ (Every School A Good School: DE, 2009). You are encouraged to maintain a personal reflective learning journal during Induction to record key things that you have learned, tried and critically reflected on as a result of participation in additional professional development activities over and above the core Induction requirements. This template is provided for your use and adaptation.

Date

Description of Activity/Experience For example, participation in school and externally organised INSET, professional

discussions with colleagues, observations of other teachers, visits to other schools,

membership of working groups.

Self Reflection Include your thoughts and comments on the value of the activity in relation to your holistic development. Make a brief note of any impact

it has had or will have on your practice.

Action for the Future Note any issues arising out of this

activity/experience which you wish to discuss with your Teacher Tutor at professional review meetings. Note any immediate action you may

wish to take.

Induction Reflective Learning Journal 2.1


41

Date

Title of CPD Activity

Venue

Competences Developed

List of Continuing Professional Development during Induction 2.2


42

Date

Extra Curricular Activity

Target Class/Group of Pupils

Venue

Record of Extra Curricular Involvement during Induction 2.3


43

This form is for the optional use of the BT should they have the opportunity to observe lessons delivered by other colleagues in their own school or in another school which may support them in their holistic development as a teacher during Induction or in the planning and delivery of their Induction Action Plans

Name of Beginning Teacher: School Visited: School Type: Date of Visit: Substitute Cover Used: YES NO Please outline the reason for your choice of class to observe/school to visit Please give a brief outline of how your day was structured Please state the main learning outcomes from your experience of observing good practice Please indicate how this exercise will impact on your:

Classroom Practice

Observation of Good Practice 2.4 Class/School Visit Evaluation Proforma


44

Continuing Professional Development Please comment on the usefulness of this observation experience to your Induction programme Any other comments? Principal’s comments Signature of Induction Teacher: Signature of Principal:


45

This should be complete as an outcome of joint discussion between the BT and Teacher Tutor with reference to the Career Entry Profile, the GTCNI Competences, Code of Values and Professional Practice. (See GTCNI Publication: ‘Teaching: the Reflective Profession’ and Sections 2 and 4 of the Interim Teacher Education Partnership Handbook) School: Target Class/Group:

Area(s) for Development (Ref to Competences

and Career Entry Profile)

Success Criteria Actions (Including timescales)

Support Arrangements Monitoring (Inc evidence in

portfolio)

Focus: Competences:

Evaluation

Self Reflection by the Beginning Teacher (To be used as part of the basis for discussion when completing the Interim and Summative reports) What do you feel you have achieved (evidence in portfolio) and what areas do you feel you need to develop further?

Name: _________________________ Beginning Teacher: _________________________ Teacher-Tutor: ________________

Induction Action Plan 2.5


46

GUIDANCE FOR DRAWING UP AN INDUCTION ACTION PLAN INDUCTION ACTION PLAN: [Topic/Theme for Development]

Area(s) for Development

Success Criteria Actions (including time scales)

Support Arrangements

Monitoring

What will my target look like when it has been achieved?

What do I have to do to make this happen?

What support will I need to help me implement my actions/achieve target?

How will I monitor progress?

The BT should set out exactly what it is they are going to do/want to achieve in terms of their teaching. They should consider professional development targets arising out of their Career Entry Profile, Key Stage or Departmental priorities within school

Competences Which teacher competence(s) are they going to address? The BT can focus on the subsection of a competence under Induction taken from Teaching: The Reflective Profession ‘

The BT should consider in discussion with the Teacher Tutor:

Priorities for development from their Career Entry Profile

School Development Plan Priorities

Needs arising within the classroom setting

At a later stage targets may arise form Reflection on previous

What changes will there be in attitudes, behaviour, learning, achievement? Remember the BT should be able to provide evidence in support of the success criteria.

Consider: The specific improvements, skills, knowledge and learning outcomes for: the pupils their own professional

development in the context of their chosen competences

the impact on their teaching and

classroom management.

The BT should set out what they are going to do in order to achieve their success criteria. They should be specific and avoid making general statements

Consider: Planning Teaching Strategies Collaboration with

Teacher Tutor and other teachers – HOD/Key Stage/subject co-ordinators

CASS support Delivery of lessons Timing

The BT should set out what support, additional help they will need to implement their actions This may involve attending a particular course, carrying out research, consulting with a colleague or sourcing information from an external agency

Consider: Participation in the

Induction Inset Programme

Assistance given by

Teacher Tutor/HOD/Key Stage Coordinator

Advice and guidance

from CASS Support of classroom

assistants Other external support Appropriate resources

Monitoring is about systematically collecting information that will help the BT determine if their ‘Area for Development’ and success criteria are being achieved during the teaching and learning process. They should use this information to report on their area for development and to help them evaluate. Monitoring strategies might include:

Keeping a reflective journal of significant events

Evaluating some of their lessons

Receiving written lesson observation feedback from their Teacher Tutor/Principal/HOD

Participating in monitoring discussions and meetings with their TT/HOD/KS Coordinator

Gathering evidence of revised lesson planning and units/schemes of work etc

Regularly monitoring, assessing and gathering evidence of their pupils’ work, inc photos

Gathering pupil feedback through questionnaires, interviews, video and audio recordings

The BT should include evidence of


47

practice Classroom observation

and feedback.

their monitoring strategies in their portfolio

Evaluation Evaluation is about the BT using the evidence and information they have gathered from the monitoring process to make judgements about their ‘Area for Development’ and to ascertain the extent to which their success criteria has been achieved It looks at what they set out to do, at what they have accomplished, and how they accomplished It They can use the information to inform what they would do differently and what changes/improvements they would make to your teaching The BT should continue on additional sheets or complete in a separate section in their Induction Portfolio at the end of the whole action planning process, i.e. after the lessons have been taught and observations have been carried out

Self Reflection Having completed the evaluation of their action plan the BT should now take some time to reflect on the process that they have gone through. They may wish to give some consideration to the following:

o What have they learned about themselves and their own professional development? o What particular skills did they exhibit/develop? o To what extent do they feel they have furthered their knowledge and understanding of their chosen area for development? o Have they identified any other professional needs that they feel they need to develop as a result of this first action plan? o What do they now need to do to take their professional development needs forward?

The BT’s self reflection can now be used as part of the basis for discussion with the teacher tutor when completing the interim and summative reports The BT should continue on additional sheets or complete in a separate section in their Induction Portfolio at the end of the whole action planning process, i.e. after the lessons have been taught and observations have been carried out.

Name: _________________________ Beginning Teacher: _________________________ Teacher-Tutor: _______________________ Signed Signed


48

It is good practice for the BT to evaluate a lesson towards the beginning and end of their action plan to inform their practice and their pupils’ learning. They may, alternatively, choose to evaluate the lessons for which they have been observed. This template is designed to assist them in this process. They may also draw up and use their own format, if desired. Lesson: Date: What were the learning intentions for the lesson?

What were the success criteria?

Were pupils made aware of the planned learning intentions and success criteria?

What teaching strategies did I use? Whole class Pairs *Other

Groups Individual *(Please specify) Summary of the opening, development and close of the lesson

Did I achieve my learning intentions? How do I know this?

Self Evaluation of Lessons Relating to Action Plan 1 2.6


49

Were there unexpected valuable outcomes? Were any learning intentions not achieved? Why? What changes would I make to ensure that planned learning intentions are achieved in the future? Future Action What are my strengths to build on? Are there areas I feel I need to develop? Are there things I might do differently? Support Needs Do I need any help or support from my Key Stage Coordinator, HOD, Year Head, SENCO, Teacher Tutor, Child Psychologist Any Other Comments/Actions related to my Area for Development and targeted competences? Signature of Induction Teacher:


(To be completed on School Headed Note Paper)

School ………………………………………………………………………………………………. Date…………………………………………………………………………………………………... Signed (Beginning Teacher)…………………………………………………………………….. Signed (Teacher-Tutor)…………………………………………………………………………… Signed (Principal)………………………………………………………………………………….. NB: Complete as an outcome of joint discussion between the beginning teacher and teacher-tutor, with reference to the Induction Action Plan, the GTCNI teacher competences and Code of Values and Professional Practice. (See Pages 44-46, ‘Teaching: the Reflective Profession.’)

a. Achievements and area(s) of strength

No more than 100 words Bullet points may be used

b. Area(s) for continued professional development


ONE COPY TO BE: Retained by the school Given to the Beginning Teacher

Induction Interim Review Report 2.7


(To be completed on School Headed Note Paper)

School ………………………………………………………………………………………………. Date…………………………………………………………………………………………………... Signed (Beginning Teacher)…………………………………………………………………….. Signed (Teacher-Tutor)…………………………………………………………………………… Signed (Principal)………………………………………………………………………………….. NB: Complete as an outcome of joint discussion between the beginning teacher and teacher-tutor and the principal with reference to both Induction Action Plans, the Interim Review Report and the GTCNI teacher competences and Code of Values and Professional Practice (‘Teaching: the Reflective Profession’)

a. Achievements and area(s) of strength


b. Area(s) for continuing professional development


c. Interim plans for focusing Early Professional Development


Recommended for Successful Completion of Induction Yes No (Please delete as appropriate) ONE COPY TO BE:

Retained by the school

Given to the Beginning Teacher

Induction Summative Report 2.8


52

(To be completed on School Headed Note Paper) The following sample letter may be used to confirm successful completion of Induction. It should be sent to:

The General Teaching Council for Northern Ireland 3rd Floor Albany House Great Victoria Street Belfast BT2 7AF

A copy should also be: Given to the Beginning Teacher Retained by the school Sent to the Induction/EPD Team at the Belfast Education and Library Board

_______________________________________________________________________________________________________________________________________

School Address

The General Teaching Council for Northern Ireland 3rd Floor Albany House Great Victoria Street Belfast BT2 7AF The Board of Governors of … (Insert School Name) confirms, on the recommendation of

the Principal and in light of a satisfactory report on Induction which meets the criteria for

the completion of Induction described in the Teacher Education Partnership Handbook,

that … (Insert name of Beginning Teacher and Teacher Reference number), has

completed the Induction stage of teacher education and may begin Early Professional

Development.

Signed (Principal): ………………………………………………………………………… Date: …………………………………………………………………………………………. Signed ………………………………………………….(Chairperson on behalf of the Board of Governors of ………………………………………… (Insert School Name) Date: ………………………………………………………………………………………….

Wording to Confirm the Successful Completion of Induction 2.9


EPD Forms

Appendix 3

The proformas in this section have been included with others in an EEPPDD PPoorrttffoolliioo FFrraammeewwoorrkk which is available for the use and adaptation of

EPD Teachers from the ‘EPD Programme Requirements’ page of the Regional Induction and EPD website at:

http://www.education-support.org.uk/teachers/beginning-teachers/early-professional-development/epd-programme-requirements/

The proformas may also be downloaded individually from either the

‘EPD Forms’ page of the website at:

http://www.education-support.org.uk/teachers/beginning-teachers/early-professional-development/epd-forms/

or from the ‘Teacher Tutor Forms’ page at:

http://www.education-support.org.uk/teachers/beginning-teachers/teacher-tutor/teacher-tutor-forms/


Reflecting on practice is core to the Induction/Early Professional Development programme and the Department of Education’s School Improvement Process which places much emphasis on the importance of ‘quality teaching and learning in the classroom’ and the need for ‘teachers to reflect on their own work and the outcomes of individual pupils’ (Every School A Good School: DE, 2009). You are encouraged to maintain a personal reflective learning journal during EPD to record key things that you have learned, tried and critically reflected on as a result of participation in additional a professional development activities over and above the core EPD requirements.

Date

Description of Activity/Experience For example, participation in school and

external INSET, professional discussions with colleagues, observations of other teachers,

visits to other schools, membership of working groups.

Self Reflection Include your thoughts and comments on the value of the activity in relation to your holistic development. Make a brief note of any impact

it has had or will have on your practice.

Action for the Future Note any issues arising out of this

activity/experience which you wish to discuss with your Teacher Tutor at professional review meetings. Note any immediate action you may

wish to take.

EPD Reflective Learning Journal 3.1


Date

Title of CPD Activity

Venue

Competences Developed

List of Continuing Professional Development during EPD 3.2


Date

Extra Curricular Activity

Target Class/Group of Pupils

Venue

Record of Extra Curricular Involvement during EPD 3.3


This form is for the optional use of the EPD teacher should they have the opportunity to observe lessons delivered by other colleagues in their own school or in another school which may support them in their holistic development as a teacher during EPD or in the planning and delivery of their EPD Professional Development Activities

Name of Beginning Teacher: School Visited: School Type: Date of Visit: Substitute Cover Used: YES NO Please outline the reason for your choice of class to observe/school to visit Please give a brief outline of how your day was structured Please state the main learning outcomes from your experience of observing good practice Please indicate how this exercise will impact on your:

Classroom Practice

Observation of Good Practice during EPD 3.4 Class/School Visit Evaluation Proforma


Continuing Professional Development Please comment on the usefulness of this observation experience to your Induction programme Any other comments? Principal’s comments Signature of EPD Teacher: Signature of Principal:


Professional Development Activity 3.5

PERSONAL DETAILS

Name of EPD Teacher

Date of Commencing PDA 1

Name of School in which PDA 1 is being delivered

Name of Teacher Tutor/ Supporting Teacher

MY PROFESSIONAL NEEDS AS A TEACHER

School Priorities Reference here any priorities in the school development plan which relate directly to teaching and learning in your classroom Departmental or Key Stage Priorities Reference here any priorities in your departmental or key stage developmental plan which relate directly to teaching and learning in your classroom My Professional Needs in the Context of these Priorities Identify here the priority which you feel is an appropriate focus for this PDA. Take account of:

Issues raised in your summative report on Induction School priorities and departmental/key stage priorities The needs of the pupils and classes which you are responsible for teaching Other recent school-based staff development e.g. literacy, numeracy, ICT, formative

assessment, learning styles, thinking skills etc


PROFESSIONAL DEVELOPMENT ACTIVITY DETAILS Phase Enter here whether your PDA reflects practice in Nursery, Special, Key Stage 1, 2, 3, 4 or post 16 Topic State the broad area which matches the focus for your PDA, e.g. Behaviour Management, Mental Maths, Reading, Fieldwork, Formative Assessment etc Focus What do you expect your pupils to be able to achieve/experience as a result of your teaching? Purpose State briefly how you expect to develop as a teacher as a result of reflecting on your practice and in the context of which GTCNI competences. It is recommended that you identify and focus on competences which are appropriate to your PDA and which you will refer to in the final section ‘Reflection on my Practice’

Competence Statement EPD Phase Exemplar(s)

School Sourced Information Within this section you should source and reference information about:


Your key stage/subject/area of learning Relevant curriculum requirements Appropriate teaching strategies The abilities of pupils Pastoral issues Classroom management School policies etc

This may be sourced from background reading, INSET courses, school based staff development sessions, the expertise of school colleagues or an ELB support officer. It may also be based on what you already know about your pupils and what else you want to find out. Where textbooks or journals etc are used, the appropriate references should be included, e.g. author, date, title, publisher, pages. You may present information in this section as either a short piece of prose or in bullet point format.

PLANNING FOR LEARNING

Class, Pupil or Group(s) of Pupils Make a factual note of the pupil(s) or group(s) of pupils with whom you intend to carry out this PDA (for Data Protection purposes, you are advised not to identify pupils by name) Timescale and Relationship with Scheme of Work Where does the PDA fit into your existing scheme/unit of work? Intended Learning Outcomes Make a concise statement of the intended learning outcomes for your pupils, i.e. what you want


your pupils to know, understand and be able to do Content Briefly outline what you are going to teach Teaching Strategies Make a note of the teaching strategies you will use. You may, for example, consider:

The variety of methods used for grouping pupils, e.g. mixed ability/gender, random, interest etc

Peer support activities to meet the variety of needs, e.g. ability and needs of individual pupils

Ensuring that the pace and scope of activities match the time and resources available Encouraging pupils to extend their skills and knowledge by setting high standards

Resources including Educational Technology Outline the resources you will use to carry out this PDA, e.g.

Books Word Processing PowerPoint, Data Projector Whiteboard TV Digital Media, e.g. Internet, CD Rom, Video, Video Conferencing, Digital Camera Classroom Visitors

Clear reference should be made as to how it is anticipated the use of ET will enhance pupil learning

You may, if desired, attach examples of your planning to further exemplify your content and intended use of teaching strategies and resources e.g.

Unit planners and/or schemes of work Teaching materials (individually and commercially designed)

Evidence you will Use to Monitor Learner Engagement and Progress (i.e. the impact of your teaching on pupils’ learning) Record here the evidence you will collect to enable you to monitor the progress of your pupils.


Choose a maximum of three sources. One source of evidence should be observation and written feedback from your recognised supporting teacher. Other sources of evidence may include:

Observation/written assessments of pupil learning Examples of pupils’ work Audio recordings or video footage of teaching Pupil feedback e.g. recorded interviews and/or questionnaires Photographs

Evidence 1 Observation and Written feedback from Teacher Tutor/recognised

supporting teacher Evidence 2

Evidence 3

My plans have been discussed with and agreed by:

Name

Designation

This person may be your Teacher Tutor or recognised supporting teacher, Principal, VP, Key Stage Coordinator or HOD

Date

The next stages of TTeeaacchhiinngg,, RReevviieewwiinngg and RReefflleeccttiinngg are dependent upon the above plans having been discussed with and agreed by your Teacher Tutor or other recognised supporting teacher

REVIEWING

You should make a brief record here of the outcomes of your discussion of the evidence from PDA 1 with your Teacher Tutor or recognised supporting teacher


REFLECTION

This section should draw together your main findings with reference to your supporting evidence, your PDA 1 learning log and your review discussions with your Teacher Tutor or other supporting teacher Clarify precisely the extent to which the focus and purpose of your Professional Development Activity have been achieved You should use the following prompt questions for guidance:

1. What has this highlighted about pupil learning? You should refer to Sources of Evidence 1-3 and your Learning Log

2. How has this influenced your professional values and core values and commitment to learners, colleagues and the teaching profession? Ref: Code of Values and Professional Practice in ‘Teaching: The Reflective Profession’, pp 44-46 (GTCNI, 2009)

3. How did the background information challenge and extend your thinking about teaching and learning?

4. How did discussions with your teacher tutor and other colleagues encourage you to use alternative approaches? challenge your practice? develop you as a member of a team?

5. To what extent do you feel you have developed in relation to the GTCNI competences you targeted for this PDA?

6. How will the learning from this PDA influence your future classroom practice? 7. What area(s) of development has (have) been highlighted through this activity which you

may address in the future?


During the delivery of the PDA the EPD teacher should keep a log of key moments in their teaching which will help them to think more critically about their pupils’ learning and their role in the learning process. Keeping a learning log can prompt them to ask pertinent questions about what is happening in their classroom such as the following:

Did the strategy/activity work? How do they know? How did the pupils benefit? What did the teacher learn? What shall they keep doing? Why? What shall they stop doing or do differently? Why? What should they try for the first time? Why? When?

The following template is provided for the optional use of the EPD teacher and the completed example below is designed to guide them m in the process. The teacher may wish to adapt the template for their own purposes or record their learning in another format, e.g. by devising a ‘blog.’ For those opting to complete their portfolio in e-format, the Pebblepad e-portfolio system offers slick and creative online tools to record reflections such as the ‘Blog’, ‘Experience’ and ‘Activity’ tools.

Date

What was the Lesson Activity/Strategy?

What Happened?

What Next?

15 October 2010 Year 9 French Lesson on theme of ‘Au Café’ Pupils were tasked to work in groups of four to plan, rehearse and act out a scene at a café to showcase some of the target language they have learned in the Unit ‘Eating Out’

The majority of pupils demonstrated good command of the vocabulary taught and most worked enthusiastically and well in this more pupil centred and less teacher directed group learning activity

However, 2 groups took longer than others to agree roles and get down to the task

This has reinforced the need for me to engage in some specific classroom management work with pupils to help them appreciate the importance of roles so that they are able to support each other more effectively in peer/group situations

I will now wish to: Set aside some discrete time to work

with this Year 9 class to establish and agree a set of ground rules to promote successful collaborative group work

Provide increased opportunities for the pupils to apply these jointly negotiated rules to group and team situations so that they are able to work and learn with increasing effectiveness from each other

PDA Learning Log 3.6


PDA Learning Log

Date

What was the Lesson Activity/Strategy?

What Happened? Did it work? How do I know? How did my pupils benefit?

What did I learn?

What Next? What shall I keep doing?

What shall I stop doing or do differently? What should I try for the first time?


In addition to keeping a learning log throughout your PDA, the EPD teacher may also wish to engage in the good practice of evaluating individual lessons. They might, for example, choose to evaluate a lesson towards the beginning and end of their PDA to help them to determine the extent of their pupils’ learning or they may, alternatively, wish to evaluate the lessons for which they have been observed to provide them with a good basis on which to engage in feedback discussion with their Teacher Tutor. This template is designed to assist them in this process. They may also draw up and use their own format, if desired. Name of EPD Teacher: Lesson: Date: How were pupils made aware of the planned learning intentions and how was the success criteria shared and negotiated with them? What evidence demonstrates that the pupils understood the purpose and process of the task? How did they demonstrate self-management skills such as attentiveness, concentration, interest and attitude? What was their involvement in seeking and managing information?

Reflective Self Evaluation of PDA Lessons 3.7


Were there opportunities for pupils to engage in problem solving, decision making and creativity? How were the pupils working effectively? What learning groups were they arranged in/did they arrange themselves in? Whole class Pairs Other

Groups Individual How effective were these groups in actively supporting learning? Which of the five E’s of ICT were used to help achieve the learning outcomes for pupils? Did the pupils respond well to the learning experiences? How did you judge their response?


LEARNING OUTCOMES

How did pupils apply their new learning and understanding? How were pupils able to evaluate and share their learning? Which if any, of the shared expected outcomes were not achieved? (Give reasons if possible) Overall, what went well? (Give evidence) What would you do differently to support your pupils through this topic again? Identify briefly any unexpected valuable pupil outcomes

SUPPORT

Do you need any help/support from other sources? E.g.

Head of Department, Key Stage Coordinator, SENCO, Teacher Tutor, CASS etc

Resources etc


(To be completed for PDA 1 in EPD 1 and again for PDA 2 in EPD 2)

Name of EPD Teacher Teacher Reference Number

PLANNING

Please comment on the extent to which: The focus and purpose of the PDA were clearly stated The professional needs of the teacher were clearly identified and were, as appropriate,

related to the school’s priorities and the key stage/departmental priorities The selected teacher competences were related to the focus Planning for learning was effective and appropriate to the needs of the pupils

LEARNING AND TEACHING

To what extent does evidence from observation and discussion indicate that the pupils

were engaged in the learning process? What evidence is there that the teacher is developing the identified competences?

Quality Assurance of the Professional Development Activity 3.8


REVIEWING AND REFLECTING

Please comment on the extent to which the EPD teacher, throughout the EPD process, has been: developing as a critical, reflective practitioner encouraged to engage in a process of professional dialogue with other members of staff

CORE VALUES ‘The GTCNI Code of Values and Professional Practice underpin the responsibilities and aspiration of the profession in Northern Ireland and provide teachers with a framework to apply the competences in a professional context.’

(Every School A Good School, DE, April 2009, p 35) With reference to the GTCNI Publication: ‘Teaching: the Reflective Profession’ (pp 44-46) please comment on the extent to which the EPD teacher has exemplified the Code of Values and Professional Practice throughout EPD 1 and applied appropriate competences to his/her Professional Development Activity.


AREAS FOR DEVELOPMENT

Please identify areas for development linked to:

Planning Teaching Reviewing and reflecting

Recommended for successful completion of EPD? Yes No Signature of EPD Teacher: Signature of Teacher Tutor: Signature of Principal: Date:


(To be completed on school headed notepaper for PDA 1 in EPD1 and PDA 2 in EPD 2)

Name of EPD teacher: …………………………………………………………… Teacher Reference Number: …………………………………………………… commenced the (first or second) Professional Development Activity on … (START DATE) and completed it on … (COMPLETION DATE). This activity focused on. … (THEME) and enabled the teacher to reflect on his/her effectiveness in relation to …. Education technology was included. The teacher was supported within the school by: ……………………………………………………………….. (Name and status) ……………………………………………………………….. (Name and status) ……………………………………………………………….. (Name and status) who provided quality assurance for Early Professional development as outlined in section 5.6 of the Teacher Education Partnership Handbook – ‘Professional Development Activity: Guidance Section B – Quality Assurance of the PDA.’. Signed (Principal): …………………………………………………………………………. Date: ………………………………………………………………………………………….. A copy of this report should be: Retained by the school Given to the EPD teacher

Confirmation of Completion of Professional Development Activity 3.9


(To be completed on school headed notepaper at the end of EPD 2)

The following wording may be used to confirm successful completion of Early Professional Development. It should form the basis of a letter which should be sent on school headed notepaper to: The General Teaching Council for Northern Ireland 3rd Floor Albany House Great Victoria Street Belfast BT2 7AF

A copy of the letter of completion should be:

Given to the Beginning Teacher Retained by the school Sent to the Induction/EPD Team at the Belfast Education and Library Board

Wording to Confirm the Successful Completion of EPD 3.6


SCHOOL NAME SCHOOL ADDRESS

The General Teaching Council for Northern Ireland 3rd Floor Albany House Great Victoria Street Belfast BT2 7AF The Board of Governors of … (Insert School Name) confirms, on the recommendation of the Principal, that: Name of Beginning Teacher: ……………………………………………………………... Teacher Reference Number: ……………………………………………………… …….. has successfully completed Early Professional Development. The first Professional Development Activity focused on … (Insert Topic) and enabled the teacher to reflect on his/her effectiveness in relation to …. Education Technology was included in order to … The PDA was completed between … (Insert Start Date) and … (Insert Completion Date). The second Professional Development Activity focused on (Insert Topic) and enabled the teacher to reflect on his/her effectiveness in relation to …. Education Technology was included in order to … The PDA was completed between … (Insert Start Date) and … (Insert Completion Date). The Beginning Teacher was supported in the school by …………………………………………………………….. ………….... (Name and Status) ………………………………………………………………………….. (Name and Status) …………………………………………………………………………... (Name and Status) who provided quality assurance for Early Professional Development as outlined in Section 5.6 of the Teacher Education Partnership Handbook – ‘Professional Development Activity: Guidance Section B – Quality Assurance of the PDA.’. Signed (Principal): ………………………………………………………………………………….. Date: …………………………………………………………………………………………………… Signed: (Chairperson on behalf of the Board of Governors of … School) ………………………………………………………………………………………….. ……………… Date: ………………………………………………………………………………………………


Exemplar Proformas for

Classroom Observation

Appendix 4

The proformas in this section may be downloaded either collectively from the ‘Teacher Tutor Resource Materials’ page of the BELB’s website at:

http://www.belb.org.uk/Teachers/i_tt_materials.asp?sm=26


Name of Induction/EPD Teacher: ………………………………………………………. Date: …………………………………………………………………………...................... Class: ……………………………………………………………………………………….

PROFESSIONAL KNOWLEDGE AND

UNDERSTANDING

COMMENT

Planning and Leading

The Induction/EPD Teacher’s Planning for Learning:

Is based on the observations of the children’s learning and their stages of development. It takes account of the needs of individual children.

Takes account of the Pre-School Curricular Guidance and seeks to promote a broad and balanced curriculum.

Takes account of information from parents, other members of staff and colleagues.

Is shared with the classroom assistant.

Teaching and Learning

The Induction/EPD Teacher:

Creates a stimulating learning environment with appropriate learning opportunities to support and challenge the learning of the young children.

Interacts naturally and sensitively with the children to develop their language and thinking skills.

Provides a positive role model as a learner and encourages the children to become enthusiastic learners.

Presents resources well and provides stimulating opportunities for indoor and outdoor play which take account of health and safety issues.

Is aware of the importance of building effective home-school links in support of the learning and teaching process.

Lesson Observation Template - Pre-School Induction & EPD 4.1


Name of Observer: …………………………………………………………………… Signature of Observer: ………………………………………………………

Assessment


Is aware of the importance of observing children, recording significant events and linking these to future planning.

Gives progress reports to parents both formally at individual meetings and informally on a day-to-day basis.

Records observations as a means of building up a picture of the children’s progress.

PROFESSIONAL VALUES AND PRACTICE

COMMENT


Enjoys working with young children and understands how they learn/

Can work as part of a team to meet the needs of individuals.

Builds positive relationships with children, colleagues, parents and other professionals.

Is aware of health and safety issues and child protection procedures.

ADDITIONAL COMMENTS


Name of Induction/EPD Teacher: ………………………………………………… Date: …………………………………………………………………………...................... Class: ……………………………………………………………………………………….

PROFESSIONAL KNOWLEDGE AND

UNDERSTANDING

COMMENT

Planning and Leading

Planning is consistent with school

policy and Key Stage/Dept Objectives

Learning outcomes were appropriate &

clearly stated & reflected upon throughout

Planning is differentiated to enable all pupils, including those with Special Educational Needs, to meet the learning objectives

Learning and Teaching


Used a range of teaching strategies and resources effectively, including e-learning where appropriate, to motivate and meet the needs of all pupils and support their learning

Encouraged, captured and maintained pupils’ attention, interest and involvement through the choice of appropriate teaching strategies and resources

Made effective use of a range of classroom management modes: Whole Class Group Work Pair Work Individual Work

Effectively deployed, organised & guided the work of non-teaching staff, as appropriate, to support pupils’ learning

Lesson Observation Template – Induction & EPD 4.2


Promoted a standard of positive behaviour that enabled all pupils to learn

Forged a positive relationship with the pupils

Used clear and accurate speech

Maintained pace throughout the lesson

Assessment


Used a range of assessment strategies to evaluate pupils’ learning, inform planning & make teaching more responsive to pupils’ needs

Used a range of effective and targeted

questioning techniques

Gave constructive feedback to help

pupils reflect on and improve their learning

PROFESSIONAL VALUES AND PRACTICE

COMMENT

Punctuality Attitude to work Willingness to ask for help and accept

advice

ADDITIONAL COMMENTS


Name of Induction/EPD Teacher: ……………………………………………………….. Name of Observer: …………………………………………………………………………. Date: …………………………………………………………………………........................ Class: ………………………………………………………………………………………….

Planning Comment Lesson has been appropriately planned and

differentiated to take account of what pupils know, understand & can do

Appropriate learning outcomes have been set to enable all pupils to participate, including those with Special Educational Needs, as appropriate

Teaching and Learning Comment The learning outcomes were clearly

stated with appropriate clarity of purpose for activities

A variety of teaching strategies and resources were used to motivate pupils and support their learning

Lesson activities were well sequenced

Classroom Management Comment Effective use was made of a range of

strategies to promote positive behaviour Effective use was made of a range of

classroom management techniques, e.g. whole class, collaborative group work, pair work, individual work

Class discussion was managed effectively, e.g. pupils were successfully encouraged to contribute to discussions

Positive teacher/pupil and pupil/pupil relationships were fostered

Assessment Comment Effective use was made of a range of

assessment strategies to evaluate pupils’ learning & inform planning & help them to improve on their learning

Effective use was made of a range of question techniques

Additional Comments including Suggested Areas for Further Professional Development



Name of Induction/EPD Teacher: ………………………………………………… Date: …………………………………………………………………………...................... Class: ……………………………………………………………………………………….

Teaching and Learning

Comments


1. Creates a stimulating and interactive learning environment

2. Sets appropriate learning

outcomes for all pupils 3. Provides clarity of task and good

sequence of activities 4. Provides the pupils with

accessible yet challenging learning experiences

5. Makes effective use of a range of

teaching skills – explaining, questioning, demonstrating, facilitating etc.

6. Uses a range of teaching

strategies to maintain variety and promote pupil involvement – collaborative group work, pair work, individual & whole class

7. Identifies and responds to pupils’

differences and differentiates by task or outcome as appropriate

8. Recognises learning difficulties

and responds appropriately 9. Ensures continuity and

progression in pupils’ learning



Classroom Management

Comments


1. Develops effective working relationships with pupils

2. Establishes a positive classroom

ethos 3. Captures pupils’ attention, interest

and involvement 4. Establishes clear rules and

expectations for pupils’ behaviour 5. Deals effectively with

inappropriate behaviour 6. Manages time and space

effectively 7. Uses the classroom layout to fit

the teaching strategies 8. Makes appropriate and safe use

of physical and other resources.

Summary Comment

Suggestions for Further Professional Development

Signed (Observer): …………………………………………………………………............. Signed (Induction/EPD Teacher): ………………………………………………………


Name of BT: ……………………………………………………… Induction EPD Subject/Area of Learning: …………………………………………………………………………. Key Stage: …………………………………… Year/Class: ………………………………………. Observation of lesson/period: ………………………………………………….......................... Date: …………………………………………... Time: ………………………………………………

Planning 1. The lesson content relates to curriculum

requirements, schemes & examination syllabus, as appropriate.

2. The lesson plan builds on prior subject knowledge/skills.

3. Clear objectives are identified for the lesson. 4. Teaching strategies are outlined in the

lesson plan. 5. Lesson plan identifies evaluation &

assessment of learning outcomes. Lesson Introduction – the Induction/EPD Teacher: 1. Ensures that the class settles & starts the

lesson promptly.

2. Clearly explains the expected learning outcomes.

3. Communicates clear instructions for the

pupils. 4. Recaps/Revises previous learning as

appropriate.

5. Prepares appropriate support resources.

Yes No Comment

Yes No Comment

Section 1

Section 2



Development of Lesson – the Induction/EPD Teacher: 1. Presents key ideas using suitable vocabulary

& appropriate examples matched to class ability.

2. Uses effective and differentiated questioning.

3. Challenges, stimulates and motivates pupils’

learning.

4. Demonstrates appropriate use of texts, resources & ICT to support learning.

5. Listens to & responds well to pupils.

6. Provides opportunities for pupil interaction. 7. Uses differentiated learning strategies for

groups & individuals. 8. Ensures that all pupils are on task. Lesson Plenary 1. The lesson plenary was effective

2. The teacher assessed whether the pupils

achieved the learning outcomes.

3. There is evidence of a variety of assessment methods to inform planning.

4. Tasks/assignments are marked &

constructive feedback given.

5. The class exit was orderly.

Yes No Comment

Yes No Comment

Section 3

Section 4


Classroom Environment 1. Pupil seating/groups are matched to learning

tasks as appropriate.

2. Resources are organised and accessible. 3. ICT is used to promote learning. 4. Classroom displays encourage learning. Classroom Ethos 1. There are good teacher/pupil, pupil/pupil

relationships.

2. There is a co-operative and supportive atmosphere.

3. The classroom atmosphere is conducive to

learning.

4. The teacher uses praise to promote positive attitudes.

5. Pupils are courteous.

6. Pupils show initiative & take responsibility for

their learning.

7. The teacher acts to pre-empt inappropriate behaviour.

The above findings represent a true and accurate record of the lesson. Yes No Signed (Observer): …………………………………………………………………........................ Signed (Induction/EPD Teacher): ……………………………………………………………………… Date: …………………………………………………………………………………………………...

Yes No Comment

Yes No Comment

Section 5

Section 6


Name of Induction Teacher: …………………………………………………………

Targeted GTCNI Competences for Development through Action Plan: Date and Time of Observation: ………………………………………………………… Class Observed: ………………………….. Key Stage: ……………………………… Role and Name of Observer: ……………………………………………………………

FOCUS

COMMENT

Area for Development

Settling of Class

Clear Introduction (Learning Outcomes)

Progress/Development of Lessons

Teaching Strategies – Whole Class, Groups, Pairs, Individual Mode

Activities to Motivate and Encourage

Appropriate Resources

Transition from one Activity to Another

Lesson Observation Template – Induction 4.6


Classroom Organisation/Management Relationships

Pupil Behaviour

Movement around

Class Use of Teacher Voice

Management of

Resources

Homework

Observation Feedback

a) Induction Teacher’s Analysis of Lesson (bullet points)

b) Observer’s Review of Lesson

c) Agreed follow-up (linked to Induction Action Plan) Signature of Teacher Tutor: …………………………………………………………….. Signature of Induction Teacher: ……………………………………………………… Date: …………………………………………………………………………………………


Name of Induction Teacher: ………………………………………………………. Date: …………………………………………………………………………...................... Class: ……………………………………………………………………………………….

Signed (Observer): ……………………………………………………………………. Signed (Induction Teacher): ………………………………………………………

Context (Refer to Area(s) for Development in Action Plan) Evidence (Refer to Success Criteria and Monitoring and Evaluation in Action Plan)

Teacher Activity

Pupil Engagement in Learning

Process

Self Evaluation

Lesson Observation Template – Induction 4.7


Name of Beginning Teacher: …………………………………………………………

Targeted GTCNI Competences for Development through the Professional Development Activity (linked to the PDA Focus and Purpose): Date and Time of Observation: ………………………………………………………… Class Observed: ………………………….. Key Stage: ……………………………… Role and Name of Observer: ……………………………………………………………

Area COMMENT

PDA Focus

PDA Purpose

Settling of Class

Clear Introduction (Learning Outcomes)

Progress/Development of Lessons

Teaching Strategies – Whole Class, Groups, Pairs, Individual Mode

Activities to Motivate and Encourage

Appropriate Resources

Transition from one Activity to Another

Lesson Observation Template – EPD 4.8


Classroom Organisation/Management Relationships

Pupil Behaviour

Movement around

Class Use of Teacher Voice

Management of

Resources

Homework

Observation Feedback

d) EPD Teacher’ s Analysis of Lesson (bullet points)

e) Observer’s Review of Lesson

f) Agreed follow-up (linked to Induction Action Plan)

Signature of Teacher Tutor: ……………………………………………………………..

Signature of Beginning Teacher: ………………………………………………………

Date: …………………………………………………………………………………………

the northern ireland induction and epd programme - belb · the northern ireland induction and epd...

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