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Induction Support Programme for Beginning Teachers
A Beginning Teacher’s Guide
to the
Induction Process
1
BELB Induction/EPD Support Programme

Induction Support Programme for Beginning Teachers 2013-14
‘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)
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Contents
Welcome 04
Introduction 05
Induction Overview 06
Induction Portfolio 08
Induction Action Plans 13
Induction Timetable 15
Key Stage in Induction Process 16
The Role of the Teacher Tutor 17
The Role of the Principal 18
The Role of the School Governors 19
The Role of the ELB 19
Contacts 20
What to do if … 21
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Welcome
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Congratulations on qualifying as a teacher. You have joined a profession which is
not only exciting and challenging but also requires creativity and imagination. Your
first year of teaching can have a profound effect on your later career helping to
shape effective practice, establish appropriate expectations and develop the selfconfidence
and self awareness necessary for good teaching. As you worked through
your Initial Teacher Training you will have received guidance and support and had
opportunities to evaluate and reflect. During your first year on the job you will
continue to do this as an integral feature of the Induction process.
Induction is intended to help support you during your first year as a teacher in post. It
aims to help you build on the knowledge and skills that you have already acquired
during your Initial Teacher Training and lay the foundation for your Early
Professional Development and Continuing Professional Development.
This booklet is designed as a quick reference guide for Beginning Teachers,
Teacher-Tutors, Principals and Boards of Governors. The information on the role of
individuals and organisations relates directly to that contained within the ‘Teacher
Education Partnership Handbook’ (DE, August 2010 edition). This handbook may
be downloaded from:
either the ‘Teacher Professional Development’ page of the Department of
Education’s website at: www.deni.gov.uk/index/teachers-pg/4-teachersprofessionaldevelopment_pg.htm
or from the Regional Induction and EPD website for Beginning Teachers at:
http://www.education-support.org.uk/teachers/beginningteachers/induction/induction-programme-requirements/
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Introduction
In Northern Ireland the teacher competence framework developed by the GTCNI and
available in its publication, ‘Teaching: The Reflective Profession’, underpins
teacher education and describes what teachers should know, understand and be
able to do at various stages in their career. The publication also contains a ‘Code of
Values and Professional Practice’ for the teaching profession in Northern Ireland
which sets out personal and professional attitudes and beliefs essential to the
development of teachers as competent and reflective practitioners. These will
underpin your Induction just as they did your initial training and will continue to be
developed throughout your teaching career. The full list of competences is available
to download from the GTCNI website at www.gtcni.org.uk and from the Regional
Induction and EPD website for Beginning Teachers at:
www.education-support.org.uk/teachers/iepd/
There are 4 interrelated stages in the development of these competences:
1. Initial - this stage is provided by the Higher Education Institutions (HEIs) in
partnership with schools. A BT’s competence at the end of the initial stage is
recorded in her/his Career-Entry Profile (CEP). The CEP provides a foundation
for a continuing process of systematic reflection which underpins the professional
development of Beginning Teachers in the Induction year
2. Induction – the Induction stage is the next step in the continuum of teacher
professional development which aims to build on and complement Initial Teacher
Education and promote effective learning, teaching and assessment practices.
Support is provided by the Curriculum Advisory and Support Service (CASS) at
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the Belfast Education and Library Board, or in the ELB in which you will be
teaching, in partnership with schools.
3. Early Professional Development (EPD) - this stage (second and third years of
teaching) is provided by schools in partnership with CASS and other partnership
organisations
4. Continuing Professional Development (CPD) - this stage (throughout a
teacher’s career) is provided by schools in partnership with CASS and other
partner organisations
Induction Overview
6
During the Induction stage, you are required to:
register with the General Teaching Council for Northern Ireland
register online for Induction with the Education and Library Board in which
you are either employed or in which you live if you are not currently in post, at
http://www.education-support.org.uk/teachers/iepd
register with the Northern Ireland Substitute Teacher Register (NISTR) at
https://www.nistr.org.uk/page.asp if you have not yet obtained a
permanent post and wish to do substitute teaching. It is important to note that
schools are only able to employ teachers as substitute teachers who are
registered on NISTR (Reference: Department of Education Circular 2006/07)
link with your Teacher Tutor in school
participate in-service training
Compile, in consultation with your Teacher Tutor, an Induction portfolio
containing evidence of:
o
planning, teaching and reflection in relation to identified professional
development needs on 2 personal action plans in the context of your
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o
Career Entry Profile, the GTCNI teacher competences and the school
development plan
your ongoing holistic professional development
The Education and Library Board takes the lead in providing a comprehensive
programme of training and support aimed at assisting you in your ongoing
development of the competences, skills and knowledge required to enable you to
achieve success as an experienced teacher in Belfast and lay the foundations for
your future career. By helping Beginning Teachers to achieve their full potential the
Induction programme not only supports the Board’s vision of providing ‘a system of
education which focuses on the needs of learners’ but also feeds into the
Department of Education’s School Improvement Policy, ‘Every School a Good
School’ (DE, April 2009) which specifies ‘high quality teaching and learning’ as one
of four key characteristics of a good school.
Your school will also provide guidance and support on planning, opportunities for
classroom observation and regular feedback on practice. It is important to remember
that just as you will learn from the wisdom and knowledge of experienced colleagues
so the school will also benefit from your skills, enthusiasm, creativity and
imagination. The colleagues who will support you in school will be your Teacher
Tutor, your Head of Department, or Head of Key Stage, your Principal and/or Vice
Principal. This links in closely with the Department of Education’s goal in relation to
quality teaching which is:
‘To work with teachers, those who support teachers and those who
represent their interests to ensure that our teaching profession is
equipped and empowered to deliver the highest quality teaching that
helps every young person to reach her or his potential.’
Every School A Good School, p 22 (DE, April 2009)
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The Induction Portfolio
Induction Portfolio
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 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
Portfolio Purpose
The main purposes of your portfolio are therefore to provide you with a forum to:
Present evidence of completion of the required elements of the Induction process
including classroom based action plan activities
illustrate how you reflect on your 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 Education and Training Inspectorate
(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)
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Portfolio Presentation Format
You may present your
portfolio in hard copy ‘Word’
format or in electronic format.
The hard copy 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/beginningteachers/induction/induction-programme-requirements/
The ‘Word’ version of the framework contains file dividers and proformas for all of the
Induction forms including the Action Plan and reflective logs.
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 to continue using the secure
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 promoted
project features prominently in the Teacher Education Review 1 as the way forward for
teachers to map and evidence their career wide professional development in one place.
There is a direct link to the Te-PNI PebblePad website from the same ‘Induction
Programme Requirements’ page of the NIELB website.
The PebblePad ‘e‐portfolio’ system contains online versions of all of the Induction
forms and reports, including the Action Plan and the Interim and Summative Reports as
well as classroom observation proformas for optional Teacher Tutor use and an
Induction webfolio template for optional BT use. The system also offers a range of slick
tools to help your BT scaffold their reflections and log their experiences and
professional development in a variety of creative and alternative ways to proformas in
‘Word’ format, through, for example, ‘Blog, Thought, Activity’ and ‘Experience’ tools.
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1 (http://www.deni.gov.uk/index/teachers-pg/4-teachers-teachereducationreview_pg.htm)
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Usernames and passwords issued during Initial Teacher Training will follow the
teacher through to the Induction stage and beyond.
The following suggested portfolio framework is offered to you as a possible way to
structure your 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 Induction
requirements of action planning and reflective practice.
Suggested Induction Portfolio Framework
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Section 1: Personal/School Profile
o
o
o
Personal Details
Career Entry Profile – the evaluation of the Induction programme for
Beginning Teachers (ETI, Nov 2011, p 7), has stressed the importance for
BTs ‘to adapt the CEP to the circumstances of their post and take
responsibility for their own professional learning’
School Details – information on the school(s) in which you are carrying
out your Induction and a brief description of your teaching remit
Section 2: Continuing Professional Development during Induction
o
o
o
A Record of Professional Development during Induction
A Record of Extra-Curricular Involvement during Induction
A Classroom Observation Log with notes of observations of other
teachers in your own and/or in other schools, where applicable
Section 3: Induction Action Plan 1
o
Planning for Teaching
‣ Consideration should ideally be given to professional development
targets arising out of your Career Entry Profile and/or school, key stage
or departmental priorities when deciding on an ‘Area for Development’
‣ 2 supporting examples of evidence of planning and preparation which
relate to your chosen ‘Area for Development’, e.g.:
Lesson plans for observed lessons
Associated planners/schemes/units of work
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o
o
o
o
Teaching and Learning Support Materials
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 of lessons, e.g.
Lessons observed by your Teacher Tutor, Principal or other
recognised supporting teacher
A lesson taught at the start and one at the end of your action plan
‣ Written observation feedback from your Teacher Tutor, Principal or
other recognised supporting teacher using appropriate observation
proforma. Lessons observed should relate to the ‘Area for
Development’ on your 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 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 you should use
the evidence and information gathered from the monitoring process to
make judgements about your teaching in the context of your ‘Area for
Development’ and to ascertain the extent to which the success criteria
have been achieved
A Summative Self-Reflection on Action Plan 1 focusing on what you
feel you have learned about yourself as a teacher and your own
professional development while working through your 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 Teacher Tutor with reference to the action plan and the GTCNI
Competences, Code of Values and Professional Practice. The Interim
Report should highlight your areas of strength and areas for continuing
professional development
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Section 4: Induction Action Plan 2
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 your 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
Section 5: Completion of Induction
The Summative Report on Induction should be completed at the end of
the Induction stage as an outcome of joint discussion between yourself,
your Teacher Tutor and Principal with reference to your holistic
professional development and action planning. This report will highlight
your 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 you will
have completed the Induction programme. The letter should be sent by
the school to the GTCNI to confirm your successful completion of
Induction, a copy should be given to you and a further copy sent to the
Induction/EPD team at the BELB or appropriate ELB
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Induction Action Plans
Induction Action Plans
The action planning process, as highlighted in figure 1 below, is carried out twice
during the Induction stage.
Area for
Development
Focus
What do you want
to develop in
respect of your
teaching
Competence(s)
Which GTCNI
teacher
competence(s) are
you going to target
Success
Criteria
Actions
(including
timescales)
Support
Arrangements
Monitoring
(including evidence
in portfolio)
Evaluation
Evaluation is about using the evidence and information you have gathered from the
monitoring process to make judgements about your Area for Development and to
ascertain the extent to which your success criteria have been achieved
Self-Reflection
What have you learned about yourself and your own professional development To
what extent did the action plan help you to further your professional knowledge, skills
and understanding and identify other needs and areas for professional development
Figure 1: Induction Action Plan Structure
Action planning is designed to help you:
set appropriate professional targets for yourself through the selection of an
‘Area for Development’ mapped against appropriate GTCNI competences
e.g. ‘Classroom Management’, ‘Use of a Range of Teaching Strategies and
Resources’, ‘Effective use of ICT’, ‘Effective Questioning’
identify appropriate success criteria for your ‘Area for Development’
assess the quality of provision within your classroom and plan appropriately
for your pupils’ learning in discussion with your Teacher Tutor, Head of Key
Stage or Head of Department
identify the actions and support arrangements you will take to help you plan
and deliver the lessons associated with your action plan
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monitor the effectiveness of your action plan in a number of ways including
obtaining observation feedback, gathering feedback from your pupils and
evidence of their work in a variety of forms ranging from written work to
photographs, videos and audio recordings etc, as appropriate
evaluate your action plan by using the information and evidence you have
gathered from the monitoring process to make judgements about your chosen
‘Area for Development’ and determine the extent to which you have met your
success criteria and made a positive impact on pupils’ learning
engage in a process of self reflection upon completion of your action plan
evaluation to determine what you have learned about yourself and your own
professional development, e.g. What skills did you exhibit/develop To what
extent did the process help you to expand your own professional knowledge
and understanding and identify further areas for professional development
Action planning should therefore be seen as an
integral part of your teaching and as a tool to help
you, with the support of your Teacher Tutor,
develop your 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.’ (‘Every School A
Good School’, p 15). This review process will
help you to decide what evidence of your action
planning and reflective practice should go into your Induction Portfolio.
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Term 1
Assessment meeting 1 with
the Induction Teacher Tutor
and/or Principal
Develop Action Plan 1. This
may continue into term 2
Development of portfolio.
Evidence of professional
development should be kept
by the Beginning Teacher
Term 2
Develop Action Plan 2. This
may continue into term 3
Development of portfolio.
Evidence of professional
development should be kept
by the Beginning Teacher
Term 3
Summative Report
Outcome of professional
development during Induction
which indicates possible focus
for Early Professional
Development.
Successful Completion of
Induction
Confirmation from Board of
Governors on
recommendation of the
Principal. A copy of the letter
of completion of Induction
should be:
Given to the Beginning
Teacher;
Retained by the school;
Forwarded to:
The GTCNI;
The Induction/EPD
Team at the local ELB
The Induction Timetable
Support and Monitoring
Select targets for Induction based on the
CEP, the GTCNI teacher competences and
the school context
Select Area for Development for Action
Plan 1
Pre observation 1 meeting to discuss focus
for the observation
Observation 1 of the Beginning Teacher
and follow up discussion
Pre observation 2 meeting to discuss focus
for the observation
Observation 2 of the Beginning Teacher
and follow up discussion
Meeting to review progress and action plan
Interim Report
Outcome of joint discussion referring to
Action Plan and teacher competences
Select Area for Development for Action
Plan 2
Pre observation 3 meeting to discuss focus
for the observation
Observation 3 of the Beginning Teacher
and follow up discussion
Meeting to review progress and action plan
Pre observation 4 meeting to discuss focus
for the observation
Observation 4 of the Beginning Teacher
and follow up discussion
Meeting to review progress and action plan
Individualised
Professional
Development
Programme
designed for the
Beginning
Teacher, including
for example:
observation of
experienced
teachers
participation in
working groups
school focused
INSET
BELB
professional
development
INSET
Regional
professional
development
INSET
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The Induction Timetable
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Key Stages in the Induction Process
Career Entry Profile
Used to promote career development by the Beginning Teacher with the Teacher Tutor
School Induction Programme
To support the Beginning Teacher in the context of the school. The school registers the
Beginning Teacher with the ELB on uptake of post at any stage throughout the year
ELB Induction Programme
Beginning Teacher selects appropriate
INSET in consultation with Teacher Tutor
Portfolio
Evidence of professional development
kept by the Beginning Teacher
Action Plans
To address specific needs
Monitoring and Evaluation
Through support, discussion and
classroom observation
Interim Report
Outcome of joint discussion referring to 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
Outcome of professional development during Induction and identification of possible focus for
Early Professional Development
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Successful Completion of Induction
Confirmation from Board of governors on recommendation of the principal
A copy of the ‘Completion of Induction’ letter is:
given to the Beginning Teacher
retained by the school
forwarded to:
o The General Teaching Council for Northern Ireland, 3 rd Floor, Albany House, 73-
75 Great Victoria Street, Belfast, BT2 7AF
o
The Induction/EPD Team at the local ELB
Figure 3: The Induction Process
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The Role of Teacher Tutor
Your Teacher Tutor or recognised supporting teacher should carry out the
following in support of you through the Induction programme:
coordinate, manage, monitor and evaluate, in liaison with the Principal,
your Induction 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 Beginning Teacher programme
ensure that you register for Induction
get to know you personally and professionally
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 ‘Areas for Development’ for your
Induction Action Plans
support you in the planning process and in the selection and evaluation
of sources of evidence
monitor and evaluate 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 Induction
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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 Induction 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 Induction 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
Induction portfolios
consider the potential of dissemination of the outcomes of your Induction
work for the benefit of whole staff development in school
countersign the Induction Interim Review and Summative Reports
recommend to the Board of Governors, when appropriate, that you have,
successfully completed the Induction stage and countersign the letter of
completion with the Chair of the Board of Governors
send a copy of the ‘Completion of Induction’ 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 or the
ELB with which you are registered. A copy of the letter should also be
given to you for your own records
celebrate within the school your successful completion of the Induction
stage of the Beginning Teacher Programme
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The Role of the Governors
In order for the Board of Governors to confirm, or otherwise, your
successful completion of Induction, it will be important for them to:
be informed of the Induction support programme which is in place in
school
receive regular reports on your progress
have access, if desired, to your Induction portfolio of evidence
The Role of the the ELB
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The 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). You will
also have access to Area of Learning officers who will take a pastoral and
professional interest in you and also help you to reflect on how the courses you
attend, alongside your teaching, help you to develop your confidence, skills and
competence as a classroom practitioner. In summary, CASS will provide:
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
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school-based support to assist BTs in the implementation of the ‘plan,
teach, review, reflect’ cycle
provide opportunities to meet with other BTs
school and centre-based training and support for Teacher-Tutors and
Principals in the management and co-ordination of the Induction
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
Belfast Education and Library Board
Katherine Jelly
Nursery/Primary/
Special
Tel: 90 564189
Fax: 90 564078
katherine.jelly@belb.co.uk
Gillian Stewart
Nursery/Primary/Post
Primary/Special
Tel: 90 564304
Fax: 90 564078
gillian.stewart@belb.co.uk
Regional Induction and 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 Induction 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 2 personal
action plans linked to your Career Entry Profile. These should
be linked to your Career Entry Profile, classroom needs, core
criteria and teacher competences
Implement the Induction Action Plan
Collect evidence of increasing professional competence in an
Induction portfolio which should be presented, on request, to
the Principal and the Chair of the Board of Governors
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You are employed
for a period of at
least 10 weeks:
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:
Ensure that you are registered for Induction 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 as appropriate
Draw up, in consultation with the Teacher Tutor, 2 a personal
action plans linked to your Career Entry Profile, classroom
needs, core criteria and teacher competences
Implement the Induction Action Plan
Collect evidence of increasing professional competence in an
Induction portfolio which should be presented to the Principal
and the Chair of the Board of Governors
Alert the Principal and/or Teacher Tutor to your position and to
the need for discussion of Induction requirements, as
appropriate, 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 Induction
programme. However, in this situation you should:
Register with the Education and Library Board where you live
so that you can receive information about courses
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
A Beginning Teacher’s Guide to the Induction Process
July 2013 edition

Induction Support Programme for Beginning Teachers 2013-14
Notes
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A Beginning Teacher’s Guide to the Induction Process
July 2013 edition

“Teachers, like children and everyone
else, feel the need to grow in their
competences; they want to transform
experiences into thoughts, thoughts and
reflections, and reflections into new
thoughts and new actions.”
Loris Malaguzzi
Founder of the Reggio Emilia Approach to Early Education,
1920-1994
23
BELB Induction/EPD Support Programme

i-teach belfast
Promoting effective learning and
teaching in schools through the
provision of proactive, high
quality professional development
opportunities for Beginning
Teachers and Teacher Tutors
BELB, July 2013 Edition
24
BELB Induction/EPD Support Programme