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

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