A Beginning Teacher's Guide to the Induction Process i-teach belfast

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Induction Support Programme for Beginning Teachers 2013-14 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 12 A Beginning Teacher’s Guide to the Induction Process July 2013 edition
Induction Support Programme for Beginning Teachers 2013-14 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 13 A Beginning Teacher’s Guide to the Induction Process July 2013 edition
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A Beginning Teacher's Guide to the Induction Process i-teach belfast

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