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

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
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A Beginning Teacher’s Guide to the Induction Process
July 2013 edition