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 <strong>Induction</strong> Portfolio<br />
<strong>Induction</strong> Portfolio<br />
The Teacher e-Portfolio Working Group for Nor<strong>the</strong>rn Ireland defines a portfolio as:<br />
‘A collection of au<strong>the</strong>ntic and diverse evidence of <strong>teach</strong>ing competence that<br />
has been <strong>the</strong> subject of reflection, syn<strong>the</strong>sis and selection for presentation<br />
<strong>to</strong> a professional audience for professional purposes.’<br />
Teacher e‐Portfolio Project for Nor<strong>the</strong>rn Ireland<br />
http://www.tepni.com<br />
This is similar <strong>to</strong> <strong>the</strong> DfES definition which defines a portfolio as:<br />
‘… a confidential and voluntary collection of material that records and reflects<br />
your work. It is a way of using past experiences and present activities <strong>to</strong><br />
demonstrate and reflect on skills learnt, <strong>to</strong> identify future learning needs and<br />
priorities and <strong>to</strong> inform and plan prospective development. It provides a<br />
mechanism, <strong>to</strong>ge<strong>the</strong>r with performance review, for thinking about your<br />
practice in a planned and systematic way.’<br />
DfES: Guidance on Producing a Professional Development Record<br />
www.dfes.gov.uk/<strong>teach</strong>ers/professional_development<br />
www.<strong>teach</strong>ernet.gov.uk/professionaldevelopment<br />
Portfolio Purpose<br />
The main purposes of your portfolio are <strong>the</strong>refore <strong>to</strong> provide you with a forum <strong>to</strong>:<br />
Present evidence of completion of <strong>the</strong> required elements of <strong>the</strong> <strong>Induction</strong> process<br />
including classroom based action plan activities<br />
illustrate how you reflect on your practice and ‘continue <strong>to</strong> improve as an<br />
effective adaptable practitioner, not only within, but beyond <strong>the</strong> classroom’<br />
through involvement in o<strong>the</strong>r professional development activities and experiences.<br />
This has been highlighted as a priority by <strong>the</strong> Education and Training Inspec<strong>to</strong>rate<br />
(ETI) in its Evaluative Commentary ‘The Language of Learning’ on <strong>the</strong> promotion<br />
of Literacy and Numeracy by <strong>teach</strong>ers in Initial Teacher Education (p 7, May 2011)<br />
and also in its ‘Evaluation of <strong>the</strong> <strong>Induction</strong> Programme for <strong>Beginning</strong> Teachers (s<br />
1.1, p 1, Nov 2011)<br />
8<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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