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

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Induction Support Programme for Beginning Teachers 2013-14 school-based support to assist BTs in the implementation of the ‘plan, teach, review, reflect’ cycle provide opportunities to meet with other BTs school and centre-based training and support for Teacher-Tutors and Principals in the management and co-ordination of the Induction programme including guidance on observing lessons and giving feedback guidance to schools with BTs who may require more intensive support support for teachers re-entering the profession and also for teachers who qualified outside Northern Ireland Contacts Belfast Education and Library Board Katherine Jelly Nursery/Primary/ Special Tel: 90 564189 Fax: 90 564078 katherine.jelly@belb.co.uk Gillian Stewart Nursery/Primary/Post Primary/Special Tel: 90 564304 Fax: 90 564078 gillian.stewart@belb.co.uk Regional Induction and EPD website: http://www.education-support.org.uk/teachers/iepd/ 20 A Beginning Teacher’s Guide to the Induction Process July 2013 edition
Induction Support Programme for Beginning Teachers 2013-14 What to do if … You are employed in a school for a year or more: What to do if … Ensure that you are registered for Induction with the Education and Library Board in which the school is located Link with the school’s Teacher Tutor and participate in the CASS programme Draw up, in consultation with the Teacher Tutor 2 personal action plans linked to your Career Entry Profile. These should be linked to your Career Entry Profile, classroom needs, core criteria and teacher competences Implement the Induction Action Plan Collect evidence of increasing professional competence in an Induction portfolio which should be presented, on request, to the Principal and the Chair of the Board of Governors 21 You are employed for a period of at least 10 weeks: You are initially appointed as substitute teachers for fewer than 4 weeks but whose contracts are extended incrementally, at the end of 4 weeks: You are involved in day to day substitute teaching: Ensure that you are registered for Induction with the Education and Library Board in which the school is located Link with the school’s Teacher Tutor and participate in the CASS programme as appropriate Draw up, in consultation with the Teacher Tutor, 2 a personal action plans linked to your Career Entry Profile, classroom needs, core criteria and teacher competences Implement the Induction Action Plan Collect evidence of increasing professional competence in an Induction portfolio which should be presented to the Principal and the Chair of the Board of Governors Alert the Principal and/or Teacher Tutor to your position and to the need for discussion of Induction requirements, as appropriate, should the contract be extended Register with the Education and Library Board explaining your circumstances Compile a careful record of the range of teaching experiences gained and a log of professional development activities engaged in including details of school and centre-based courses It is difficult for Beginning Teachers who are carrying out day-today substitute teaching to engage with the breadth of the teacher competence framework and to participate fully in the Induction programme. However, in this situation you should: Register with the Education and Library Board where you live so that you can receive information about courses Keep a careful record of the range of teaching experiences gained Keep a log of your development in relation to the core criteria and teacher competence framework with particular reference to demonstration of professional development 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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