A Beginning Teacher's Guide to the Induction Process i-teach belfast
A Beginning Teacher's Guide to the Induction Process i-teach belfast
A Beginning Teacher's Guide to the Induction Process i-teach belfast
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<strong>Induction</strong> Support Programme for <strong>Beginning</strong> Teachers 2013-14<br />
The Role of Teacher Tu<strong>to</strong>r<br />
Your Teacher Tu<strong>to</strong>r or recognised supporting <strong>teach</strong>er should carry out <strong>the</strong><br />
following in support of you through <strong>the</strong> <strong>Induction</strong> programme:<br />
coordinate, manage, moni<strong>to</strong>r and evaluate, in liaison with <strong>the</strong> Principal,<br />
your <strong>Induction</strong> programme in school<br />
be a firm advocate <strong>to</strong> all in authority on behalf of you<br />
provide guidance <strong>to</strong> o<strong>the</strong>r key members of staff in school who also<br />
support your development through <strong>the</strong> <strong>Beginning</strong> Teacher programme<br />
ensure that you register for <strong>Induction</strong><br />
get <strong>to</strong> know you personally and professionally<br />
create an open, supportive and challenging climate<br />
provide you with information which outlines, for example, school aims,<br />
routines, policies and procedures on Child Protection, Health and Safety<br />
and Special Educational Needs. Much of this information will be<br />
contained in <strong>the</strong> school’s staff handbook<br />
help you <strong>to</strong> identify your professional development needs within <strong>the</strong><br />
context of <strong>the</strong> school and <strong>the</strong> classes you <strong>teach</strong> and ensure that <strong>the</strong>se<br />
are supported effectively<br />
guide you in your choice of appropriate ‘Areas for Development’ for your<br />
<strong>Induction</strong> Action Plans<br />
support you in <strong>the</strong> planning process and in <strong>the</strong> selection and evaluation<br />
of sources of evidence<br />
moni<strong>to</strong>r and evaluate your progress through direct classroom observation<br />
of your work and provide you with regular feedback and suggestions for<br />
fur<strong>the</strong>r development<br />
support you, through observation and discussion, in <strong>the</strong> important<br />
process of review and reflection, encouraging you <strong>to</strong> reflect critically on<br />
your <strong>teach</strong>ing and on <strong>the</strong> quality of your pupils’ learning<br />
keep <strong>the</strong> Principal and o<strong>the</strong>r key members of staff informed of your<br />
progress<br />
recommend <strong>to</strong> <strong>the</strong> Principal, as appropriate, your successful completion<br />
of <strong>Induction</strong><br />
17<br />
A <strong>Beginning</strong> Teacher’s <strong>Guide</strong> <strong>to</strong> <strong>the</strong> <strong>Induction</strong> <strong>Process</strong><br />
July 2013 edition
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