A Teachers Guide to the EPD Process - Belfast Education & Library ...

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Early Professional Development Programme
A Teacher’s Guide
to the
EPD Process
1
BELB Induction/EPD Support Programme

Early Professional Development Support Programme 2013-14
Contents
Early Professional Development Overview 03
EPD Requirements 03
EPD Portfolio Overview 04
EPD Portfolio Framework 06
including the Professional Development Activity
Key Stages in the EPD Process 10
The Role of the Teacher Tutor 11
The Role of the Principal 12
The Role of the Board of Governors 13
The Role of the Education and Library Board 13
Contacts 14
What to do if … 15
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A Teacher’s Guide to the EPD Process
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Early Professional Development Support Programme 2013-14
EPD Overview
Early Professional Development (EPD) lasts two years and is the third stage of the
continuous integrated process of teacher education following Initial Teacher Education
and Induction. EPD sees the focus of reflection shift from thinking about teaching to
thinking about learning and is designed to ensure that teachers continue to receive the
support from within the teaching profession which is characteristic of the best practice of
professional development.
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: Teacher Education Partnership Handbook, DE, Aug 2010 edition, p 90)
EPD Requirements
Requirements of Early Professional Development
Upon completion of Induction you are required to:
register online for EPD with your 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/belb/
identify and regularly review your professional development needs within the
school context in consultation with your Teacher-Tutor and/or other
recognised supporting teacher(s) who is/are responsible for monitoring and
quality assuring your work and progress
compile, in consultation with your Teacher-Tutor or recognised supporting
teacher, a portfolio of evidence of ongoing professional development
including two classroom research based Professional Development Activities
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(PDAs) alongside evidence of participation in in-service training and extra
curricular activities, as appropriate
complete 2 Professional Development Activities (PDAs) over 2 years (1 in
EPD 1 and a second in EPD 2) which should be linked to identified
professional needs and to the GTCNI teacher competences. Both these
PDAs should focus on learning and teaching with the inclusion of Education
Technology to support learning. 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.
complete the EPD stage successfully in order to be able to progress to
PRSD.
EPD Portfolio
EPD Portfolio Presentation Format
The Teacher e-Portfolio Working Group for Northern Ireland defines a portfolio as:
‘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 a professional purposes.’
Teacher e‐Portfolio Project for Northern Ireland
http://www.tepni.com
This is similar to the DfES definition which defines a portfolio as:
‘… 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
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As with the Induction
Portfolio you may present
your EPD portfolio in printed
‘Word’ format or in electronic
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-professionaldevelopment/epd-programme-requirements/
The ‘Word’ version of the framework contains file dividers and proformas for all of the
EPD forms including the Professional Development Activity, in‐service training and
extra‐curricular log.s
Alternatively, if you have been using the Pebblepad e-portfolio system to present
evidence of your professional development during Induction, then you should aim to do
so again for EPD so that you can continue to build a record of your progression through
this next stage of your 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. There is a direct link to the Te-PNI PebblePad website from the ‘EPD
Programme Requirements’ page of the NIELB website.
The PebblePad ‘e‐portfolio’ system contains online versions of all of the EPD forms and
reports for your and your EPD teacher’s use. These include the Professional
Development Activity, PDA and EPD Quality Assurance forms as well as classroom
observation proformas and an exemplar EPD webfolio. The menu also offers slick
online alternatives to proformas in ‘Word’ such as the ‘Blog, Thought, Activity’ and
‘Experience’ tools which your EPD teacher can use to create reflective logs of their inservice
and extra‐curricular experience as well as their ‘PDA Learning Log.’
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Early Professional Development Support Programme 2013-14
EPD Portfolio Framework
EPD Portfolio Framework
The following suggested framework is offered to you as a possible way to structure
your EPD portfolio of evidence, whether in printed ‘Word’ format or in e-portfolio
format. You should feel free to personalise and adapt it for your own use while
taking care to ensure that the end product contains evidence of the core EPD
requirement of reflective practice in the context of 2 Professional Development
Activities (PDAs).
Section 1: Personal/School Profile
Personal Details
School Details – information on the school(s) in which you are carrying
out your EPD, if different from Induction, and a brief description of your
teaching remit
Section 2: Continuing Professional Development during EPD
A Record of Professional Development during EPD
A Record of Extra Curricular Involvement during EPD
A Classroom Observation Log with notes of observations of other
teachers in your own and/or in other schools which may support your
holistic professional development and/or your planning and delivery of the
EPD (PDAs), where applicable
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Section 3: Professional Development Activity 1
This is the first of the two Professional Development Activities (PDAs) which
you will carry out over the 2 years of EPD, one in EPD 1 and one in EPD 2.
The PDA structure allows your Teacher Tutor or recognised supporting
teacher to record their agreement at key points in the process and guides you
in the evidencing of your work using the ‘plan, teach, review, reflect’ model
under the following headings:
Planning for Teaching and Learning
‣ My Professional Needs as a Teacher in the context of school,
departmental or key stage priorities
‣ PDA Details – Your chosen ‘Topic, Focus’ and ‘Purpose’
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‣ 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
Teaching for Learning
‣ Lesson Plans for Observed Lessons
‣ Reflective Self-Evaluation of Lessons
‣ Evidence of Pupils Learning – you should collect 3 sources of evidence
to enable you to monitor the progress of your pupils. All evidence
should be annotated and relate to your chosen focus, purpose and
competences
Evidence 1 should be written observation feedback from your
Teacher Tutor or other recognised supporting teacher
Evidence 2 and 3 may be sourced from any of the following:
- Written self evaluations of lessons delivered and/or observations
of pupils’ learning
- Pupils’ work, including evidence of their use of Educational
Technology, if appropriate
- Pupil feedback e.g. questionnaires, recorded interviews
- Videos, audio recordings, photographs
NB: The e-portfolio system more easily facilitates and supports the
inclusion of this type of digital evidence
‣ PDA 1 Learning Log – this should log any significant moments during
the PDA delivery which may challenge you to think more critically
about your pupils’ learning and their role in the learning process
Review of My Teaching - A brief record of the outcomes of your
discussion of all of the above evidence with your Teacher Tutor or
recognised supporting teacher
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Reflection on My Teaching – You should 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 your PDA have been achieved.
Quality Assurance of PDA 1 – This provides a formal mechanism for
your Principal and Teacher Tutor to verify that you are 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 your school principal that you have successfully completed PDA 1
Section 4: Professional Development Activity 2
This second PDA should be carried out in EPD 2. Ideas for the focus and
purpose for this second PDA may emerge from your evaluation of and
reflection on PDA 1 as well as the outcomes of the formal quality
assurance process. Your 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
‣ Teaching for 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
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Section 5: Completion of EPD
Letter to Confirm Successful Completion of EPD - this letter is signed
by the Principal and the Chair of the Board of Governors in the school in
which you will have completed the EPD programme. Your school should
complete the letter using the wording provided on school headed
notepaper, send it to the GTCNI to confirm your successful completion of
EPD, give a copy to you 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)
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Early Professional Development Support Programme 2013-14
Key Stages in the EPD Process
Early Professional Development
School registers the EPD teacher and Teacher Tutor with the ELB for training
Professional Development Activity 1 (EPD year 1)
Plan and deliver PDA 1 following the structure and guidance provided
Completion of Professional Development Activity 1
Professional Development Activity 2 (EPD year 2)
Plan and deliver PDA 2 following the structure and guidance provided
Completion of Professional Development Activity 2
Successful Completion of Early Professional Development
(End of EPD 2)
On the recommendation of the principal and confirmed by the Board of Governors a copy of
the letter of completion of EPD should be:
given to the EPD 2 teacher
retained by the school
forwarded to The General Teaching Council for Northern Ireland, 3 rd Floor, Albany
House, 73-75 Great Victoria Street, Belfast, BT2 7AF
Forwarded to the Induction/EPD Team at the local ELB
Figure 3: The Early Professional Development Process
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Early Professional Development Support Programme 2013-14
The Role of Teacher Tutor
Your Teacher Tutor or recognised supporting teacher should carry out the
following in support of you through the EPD process:
coordinate, manage, monitor and evaluate, in liaison with the Principal,
your EPD programme in school
be a firm advocate to all in authority on behalf of you
provide guidance to other key members of staff in school who also
support your development through the EPD stage of the Beginning
Teacher programme
ensure that you register for EPD
create an open, supportive and challenging climate
provide you with information which outlines, for example, school aims,
routines, policies and procedures on Child Protection, Health and Safety
and Special Educational Needs. Much of this information will be
contained in the school’s staff handbook
help you to identify your professional development needs within the
context of the school and the classes you teach and ensure that these
are supported effectively
guide you in your choice of appropriate ‘Foci’ for your EPD PDAs
support you in the planning process and in the selection and evaluation
of sources of evidence
monitor and quality assure your progress through direct classroom
observation of your work and provide you with regular feedback and
suggestions for further development
support you, through observation and discussion, in the important
process of review and reflection, encouraging you to reflect critically on
your teaching and on the quality of your pupils’ learning
keep the Principal and other key members of staff informed of your
progress
recommend to the Principal, as appropriate, your successful completion
of EPD
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Early Professional Development Support Programme 2013-14
The Role of the Principal
The main responsibilities of the Principal in support of you as a Beginning
Teacher are to:
raise whole staff awareness of the requirements of the Beginning Teacher
Programme and of whole school responsibility to support you
monitor the Beginning Teacher programme in school to ensure high
quality and consistent provision
keep the Board of Governors informed of the support arrangements in
place for you and any other Beginning Teachers in school
ensure that there are effective mechanisms in place to support you
through the requirements of EPD in particular and as a member of the
staff team in general, e.g. adequate time and resources
ensure that your Teacher Tutor and other key staff have adequate time to
work with you and support you;
facilitate your attendance at the ELB EPD INSET programme
meet with you and your Teacher Tutor to help you identify development
needs and discuss your progress
encourage you by taking a close interest in your work including your EPD
portfolios
consider the potential of dissemination of the outcomes of your EPD PDAs
for the benefit of whole staff development in school
countersign, with your Teacher Tutor, the EPD Quality Assurance and
Completion of PDA reports
recommend to the Board of Governors, when appropriate, that you have,
successfully completed the EPD stage and countersign the letter of
completion with the Chair of the Board of Governors
send a copy of the ‘Completion of EPD’ letter, when appropriate, to the
GTCNI, Albany House, 3rd Floor, 73-75 Great Victoria Street, Belfast,
BT2 7AF and to the Induction/EPD Team at the BELB. A copy of the
letter should also be given to you for your own records
celebrate within the school your successful completion of the EPD stage
of the Beginning Teacher Programme
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Early Professional Development Support Programme 2013-14
The Role of the Governors
In order for the Board of Governors to confirm, or otherwise, your
successful completion of EPD, it will be important for them to:
be informed of the programme which is in place in school to support you
through the EPD stage of the Beginning Teacher Programme
receive regular reports on your progress
have access, as appropriate, to your EPD portfolio of evidence
The Role C A of S the S ELB
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The ELB Curriculum Advisory and Support Service (CASS)
The Belfast Education and Library Board’s Induction and EPD team designs
and delivers, in conjunction with other colleagues in the local and regional
CASS teams, a dedicated programme of in-service training (INSET) for
Beginning Teachers in the Induction and EPD stages. CASS provides:
a differentiated local programme of in-service training based on the
identified needs of BTs in each ELB area
a coordinated regional in-service programme to meet the needs of BTs in
primary, post-primary, special and nursery schools across all ELB areas
school-based support to assist BTs in the implementation of the ‘plan,
teach, review, reflect’ cycle
school and centre-based training and support for Teacher-Tutors and
Principals in the management and co-ordination of the Induction and EPD
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programme including guidance on observing lessons and giving
feedback
guidance to schools with BTs who may require more intensive support
support for teachers re-entering the profession and also for teachers who
qualified outside Northern Ireland
Contacts
Contacts
Belfast Education and Library Board
Gillian Stewart
Nursery/Primary/
Post Primary/Special
Tel: 90 564304
Fax: 90 564078
gillian.stewart@belb.co.uk
Katherine Jelly
Nursery/Primary/
Special
Tel: 90 564189
Fax: 90 564078
katherine.jelly@belb.co.uk
Regional Induction/EPD website:
http://www.education-support.org.uk/teachers/iepd/
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What to do if …
You are employed in
a school for a year
or more:
What to do if …
Ensure that you are registered for EPD with the Education and
Library Board in which the school is located
Link with the school’s Teacher Tutor and participate in the
CASS programme
Draw up, in consultation with the Teacher Tutor a Professional
Development Activity linked to identified professional and
classroom needs, core criteria and teacher competences
Implement the PDA
Collect evidence of increasing professional competence in an
EPD portfolio which should be presented to the Principal and
the Chair of the Board of Governors
You are employed
for a period of at
least 10 weeks:
Ensure that you are registered for EPD with the Education
and Library Board in which the school is located
Link with the school’s Teacher Tutor and participate in the
CASS programme
Draw up, in consultation with the Teacher Tutor a
Professional Development Activity linked to identified
professional and classroom needs, core criteria and teacher
competences
Implement the PDA
Collect evidence of increasing professional competence in an
EPD portfolio which should be presented to the Principal and
the Chair of the Board of Governors
You are initially
appointed as
substitute teachers
for fewer than 4
weeks but whose
contracts are
extended
incrementally, at the
end of 4 weeks:
You are involved in
day to day
substitute teaching:
Alert the Principal and/or Teacher Tutor to your position and to
the need for discussion of EPD requirements should the
contract be extended
Register with the Education and Library Board explaining your
circumstances
Compile a careful record of the range of teaching experiences
gained and a log of professional development activities
engaged in including details of school and centre-based
courses
It is difficult for Beginning Teachers who are carrying out day-today
substitute teaching to engage with the breadth of the teacher
competence framework and to participate fully in the EPD
programme. However, in this situation you should:
Register with the Education and Library Board where you live
so that you can receive professional development information
Keep a careful record of the range of teaching experiences
gained
Keep a log of your development in relation to the core criteria
and teacher competence framework with particular reference
to demonstration of professional development
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‘At the heart of being a teacher is, above
all else, being a learner – a lifelong
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 others, and to
know that this process is valued and
shared … Reflecting on teaching
provides a focus for analysing and
developing learning and teaching.’
The Teacher Education Partnership Handbook
(De, Aug 2010 edition, p 90)
BELB, July 2013 Edition
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BELB Induction/EPD Support Programme