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

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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
Induction Support Programme for Beginning Teachers 2013-14 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 15 The Induction Timetable 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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