Teacher Tutor Resource Book - Belfast Education & Library Board

The Northern IrelandInduction and EPD ProgrammeTeacher TutorResource BookTeacher Tutor Resource BookSeptember 2012 edition1

Teacher Tutor Resource BookBELB Induction and EPD Support ProgrammeContents1. Introduction 042. The Role of the Teacher Tutor 052.1 Teacher Tutor Support of the Beginning Teacher 062.2 Skills, Qualities and Responsibilities 093. The Role of the Beginning Teacher3.1 Skills, Qualities and Responsibilities 104. Induction4.1 Aims of Induction 114.2 Effective Use of the Career Entry Profile 124.3 Induction Professional Development Portfolio 134.4 The Action Planning Process 184.5 Diagram of the Induction Process 205. Early Professional Development5.1 EPD: The Context 215.2 Aims of EPD 215.3 The Requirements of the EPD Process 225.4 The EPD Professional Development Activity 245.5 EPD Portfolio Framework 255.6 Diagram of the EPD Process 286. Classroom Observations6.1 Department of Education Findings and Recommendations 296.2 Stages in the Observation Process 306.3 Pre Observation Guidance 306.4 Guidance on Observing a Lesson 336.5 Post Observation Discussion and Feedback 346.6 Supporting the BT’s Reflective Practice throughObservation Feedback 357. Acknowledgements 37Teacher Tutor Resource BookSeptember 2012 edition 2

Teacher Tutor Resource BookBELB Induction and EPD Support ProgrammeAppendices1. Induction and EPD On-line RegistrationProcess 382. Induction Proformas and Reports2.1 Induction Reflective Learning Journal 402.2 List of Professional Development during Induction 412.3 Record of Extra Curricular Involvement during Induction 422.4 Observation of Good Practice Proforma 432.5 Action Plan Template and Guidance 452.6 Induction Lesson Self Evaluation 482.7 Induction Interim Review Report 502.5 Induction Summative Report 512.6 Wording to Confirm the Completion of Induction 523. EPD Proformas and Reports3.1 EPD Reflective Learning Journal 543.2 Log of Professional Development during EPD 553.3 Log of Extra Curricular Involvement during EPD 563.4 Observation of Good Practice Proforma 573.5 Professional Development Activity 593.6 PDA Learning Log 653.7 EPD Lesson Self Evaluation 673.8 Quality Assurance of the PDA 703.5 Confirmation of Completion of PDA 733.6 Wording to Confirm the Completion of EPD 744. Proformas for Classroom Observation4.1 Pre School Observation Proforma, Exemplar 1 774.2 Induction/EPD Proforma, Exemplar 2 794.3 Induction/EPD Proforma, Exemplar 2 814.4 Induction/EPD Proforma, Exemplar 3 824.5 Induction/EPD Proforma, Exemplar 4 844.6 Induction Proforma, Exemplar 1 874.7 Induction Proforma, Exemplar 2 894.8 EPD Proforma, Exemplar 1 90Teacher Tutor Resource BookSeptember 2012 edition 3

Teacher Tutor Resource BookBELB Induction and EPD Support Programme1INTRODUCTIONThis resource book is designed as a reference guide for Teacher Tutors who support BeginningTeachers through the Induction and Early Professional Development Programme. It has beenrevised by the BELB’s Induction/EPD Team and is based on a regional resource originallyprepared with the support of Teacher Tutors and Principals in a range of schools acrossNorthern Ireland. The contribution of these colleagues to the original document isacknowledged in section 7.The information on Induction and Early Professional Development relates to that containedwithin the ‘Teacher Education Partnership Handbook’ (TEPH) (DE, August 2010 edition)which has been updated to align it with the GTCNI Teacher Competences and Code of Valuesand Professional Practice (June 2007).This revised Teacher Tutor Resource Book also takes account of several other importantpublications, not least the ETI’s Evaluation Report on the Induction Programme forBeginning Teachers (Nov 2011), the Department of Education’s publication ‘TeacherEducation in a Climate of Change: the Way Forward’ (June 2010) and its schoolimprovement policy, ‘Every School A Good School’ (April 2009), all of which impact on theInduction and Early Professional Development programme in Northern Ireland.BELB Induction/EPD TeamGillian StewartNursery/Primary/Post Primary/SpecialTel: 90 564304Fax: 90 564078gillian.stewart@belb.co.ukKatherine JellyNursery/Primary/SpecialTel: 90 564189Fax: 90 564078katherine.jelly@belb.co.ukBill LatimerPost Primary/SpecialTel: 90 564042Fax: 90 564078william.latimer@belb.co.ukNIELB Induction and EPD website:www.education-support.org.uk/teachers/beginning-teachers/Teacher Tutor Resource BookSeptember 2012 edition 4

Teacher Tutor Resource BookBELB Induction and EPD Support Programme2THE ROLE OF TEACHER TUTORThe Teacher Tutor plays a pivotal role in supporting Beginning Teachers through theexpectations and requirements of the compulsory Induction and EPD programmes in NorthernIreland. Part of this role, exemplified further in sections 3 and 4, involves classroomobservation and coaching and mentoring which are important in helping teachers to selfevaluate,improve their practice and, ultimately, pupils’ learning.In recognising the centrality of the individual classroom teacher to raising standards andtackling underachievement, the Department of Education’s school improvement policy alsodraws attention to the need to use the talents and expertise of:‘… our best teachers in supporting the learning both of Beginning Teachers and of theirmore experienced counterparts.’Every School A Good School (DE, April 2009)As such, Teacher Tutors should be selected by schools on the basis of the highest personaland professional qualities and breadth of experience so that they are fully and confidentlyequipped to carry out the varied duties of this highly responsible role. The importance of thishas been recognised by the ETI in its ‘Evaluation of the Induction Programme forBeginning Teachers’ (Nov, 2011) which states that:‘In almost all of the schools visited, the Teacher Tutors are very clear about their role andcarry out effectively their responsibilities to a high standard. They provide very goodpastoral support to the BTs and help to create an appropriate balance between thedevelopment needs of the BT and the school’s priorities. The Teacher Tutors provide veryconstructive feedback on teaching observed, which is clearly focused on both on the BT’saction plan and the Teaching Competences. In a few instances, the follow‐up needed tosupport a small number of BTs who were less than secure in their teaching, wasinsufficient in both quality and quantity.’Evaluation of the Induction Programme for Beginning Teachers (ETI, Nov 2011)While new Teacher Tutors will be offered substitute cover to support them in their role, DE, inits Review of Teacher Education (2010), reiterates its earlier 2005 1 recommendation to schoolsthat the role of Teacher Tutor be established firmly in the school’s management structure andthat:‘Teacher‐Tutors [should] have sufficient time to organise and co‐ordinate support in linewith advice given in the Teacher Education Partnership Handbook.’Teacher Education in a Climate of Change: the Way Forward, Section 4.16 (DE, June 2010)1 ETI Survey Report on Induction and Early Professional Development of BTs (DE, 2005)Teacher Tutor Resource BookSeptember 2012 edition 5

Teacher Tutor Resource BookBELB Induction and EPD Support Programme2.1 Teacher Tutor Support of Beginning TeachersThe Teacher Tutor supports the Beginning Teacher by:Managing and Coordinating the School’s Induction/EPD SupportProgrammeLiaising with andSupporting other KeyStaffSupporting HODs, AOL/Key Stage Coordinators who will assistwith the Induction/EPD programme to: Ensure that they are fully aware of the Induction/EPDprocess, including the structure of the Induction ActionPlan and the EPD Professional Development Activity Ensure that they understand what is required of them tohelp BTs identify and meet their development needs, e.g.classroom observation, assessment of progress,completion of Induction/EPD quality assurance forms andreports, where appropriate Provide information and deliver/facilitate training, asappropriate, to help other members of staff improve theirskills in supporting BTs Assist the Principal in the Quality Assurance of theInduction Action Plans/Portfolios and EPD ProfessionalDevelopment Activities/PortfoliosProviding Pastoral Support to the BTBuildingRelationshipsGetting to know the BT personally and professionallyConsolidating relationships formed in the Induction yearor building new relationships with EPD teachers new tothe schoolFostering an open and supportive climate for the BT andkey support staff, where required, through: regular meetings & informal contact giving consideration to and negotiating an appropriateamount of non-contact time on behalf of the BTTeacher Tutor Resource BookSeptember 2012 edition 6

Teacher Tutor Resource BookBELB Induction and EPD Support ProgrammeDisseminating Key Information to the BTProviding Informationon the School & ELBInduction/EPDProgrammesProviding Informationon the SchoolGiving the BT details of: Their job description Pastoral and professional support available to them Key Induction/EPD forms and reports, particularly thestructure and guidance for the Induction Action Plan andthe EPD Professional Development Activity ELB courses and sub cover entitlementProviding details of: School aims, ethos, routines, administration, policies andprocedures, pupil issues, resources, health and safety,parents, auxiliary staff, coordinators, extra-curricularactivities, timetables etc SENCO provision Child protection issues, e.g. the designated teacher incharge of child protection.Providing Professional Support to the BTModelling Demonstrating good professional practice, e.g. teaching strategies, attitudes, values dealing with others – pupils, parents, colleagues Providing opportunities for the BT to observe moreexperienced classroom practitioners Leading by example - showing enthusiasm and optimismMentoring Sharing own knowledge and experience for the benefit ofthe BT’s professional development Discussing with the BT decisions, actions and methodsused in relation to their teaching Listening actively and asking focused questions Providing challenge Supporting the planning process – discussing andnegotiating appropriate Areas for Development for theInduction Action Plan and foci for the EPD PDA, writingschemes of work etcCoaching Helping the BT to unlock their own potential andmaximise their own performance Encouraging the BT to: reflect on their teaching and its impact on pupils’learning through the selection, review and evaluation ofappropriate evidence think out solutions to challenging situations in theirclassroom expand, refine and build new skills learn from what worksTeacher Tutor Resource BookSeptember 2012 edition 7

Teacher Tutor Resource BookBELB Induction and EPD Support ProgrammeMonitoring andFeedback share ideas to improve professional practice andcontribute to the pool of professional knowledge withinschoolAgreeing clear targets for the BT’s developmentEstablishing clear success criteriaObserving lessons/practice and providing supportivefeedback over a period of weeks and months, asappropriateDiscussing the evidence collected about pupils’ learningand what it reveals about practice in the classroomProviding formative written and verbal feedback over asustained period and summative feedback at the end ofthe Induction and EPD stagesOffering suggestions for continuing professionaldevelopmentReviewing the effectiveness of the school Induction/EPDsupport programmeTeacher Tutor Resource BookSeptember 2012 edition 8

2.2 Skills, Qualities andResponsibilities of theTeacher TutorFigure 1Regular meetings to: discuss issues/development needs help draw up action plan assist planning provide support arrange classroom observations review progress & reflect on teachingThe Teacher Tutor should: create an open supportive andchallenging climate co-ordinate and manage Induction/EPDprogramme liaise with other HOD, Key Stage andsubject co-ordinators to support andmeet the development needs of the BT provide regular feedback fromobservationmeetings monthly or as schoolarrangessupport ongoing as necessaryobservations planned, discussedand reviewedprogress reviewed at least twiceduring the year - prior to Interimand Summative reportsTeacher Tutor Resource BookSeptember 2012 edition9

3.1 Skills, Qualitiesand Responsibilitiesof the BeginningTeacherFigure 2register for Induction with ELB/CASSlink with Teacher Tutor and participate inthe CASS programmein consultation with the Teacher Tutordraw up a personal Induction Action Planlinked to her/his CEP, classroom needs,GTCNI competences and Code of Valuesand Professional Conductreview and reflect on teaching andlearning, adjusting plans in light of pupils’achievements.be open, enthusiastic about andreceptive to Induction/EPDimplement the Induction Action Planidentify and record critical incidents andevidence during Inductioncollect evidence of increasingprofessional competence in an InductionPortfolio (TEPH Section 4.3.6) which ispresented to the Principal and Chair ofseek ongoing advice, support, includingregular observation by the TeacherTutor and other designated staffself-evaluate and monitor professionaldevelopment in conjunction withTeacher Tutor and other key staffrecord professional development targetsand future needs linked to Interim andSummative reports.Teacher Tutor Resource BookSeptember 2012 edition10

Teacher Tutor Resource BookBELB Induction and EPD Support Programme4INDUCTION4.1 Aims of InductionThe Induction process is integral to the professional development of Beginning Teacherswithin the school context. There are a number of unique aspects of teaching which should beaddressed during Induction to ensure that Beginning Teachers embody the GTCNI Code ofValues and Professional Practice and develop as competent and reflective practitioners.Addressing these aspects will involve classroom, school focused and centre-based in-serviceprofessional development.The overall aim of Induction is to support Beginning Teachers in their first year in post, helpingthem to build on the knowledge and skills that they have developed during Initial TeacherEducation and to continue to address the GTCNI competences, as detailed in the GTCNIPublication, ‘Teaching: the Reflective Profession’ and in section 2 of the Interim TeacherEducation Partnership Handbook.Central to the Induction programme is the requirement of the Beginning Teacher to engage inplanning and reflective practice. This is promoted through the compilation, in consultation withthe Teacher Tutor, of an Induction Portfolio of evidence containing 2 personal action planslinked to the Career Entry Profile, evidence of planning, monitoring and evaluation as well asparticipation in ongoing professional development.Teacher Tutor Resource BookSeptember 2012 edition11

4.2 Effective Use of the Career Entry ProfileTeacher Tutor Resource BookBELB Induction and EPD Support ProgrammeThe Career Entry Profile (TEPH, section 3.9) is the responsibility of the Beginning Teacher andits use is intended to promote the BT’s ongoing career development by supporting theimportant transition from Initial Teacher Education to Induction. However, in its Review ofTeacher Education 2 (June 2010), the Department of Education draws attention to evidencewhich ‘suggests that the CEP is [still] not functioning effectively as a link between ITEand Induction.’ In 201, the ETI furthered identified that:‘There is a considerable variation in the quality of, and value placed on, the Career EntryProfile by the Beginning Teachers. The CEP template is not always adapted by some of theteachers to … their teaching post. In the best instances, the action plans associated withthe CEP are personalised once the BT is in a teaching post, demonstrate a goodunderstanding of the NI Curriculum, make appropriate reference to the GTCNI TeachingCompetences and are linked clearly to the school development plan. (Section 3.2)There is a need for Beginning Teachers to adapt the CEP template to the circumstances oftheir post and take responsibility for their own professional development.’ (p 7)Evaluation of the Induction Programme for Beginning Teachers (ETI, Nov 2011)BTs and schools therefore need toensure that more effective use ismade of the CEP, alongside theSchool Development Plan, to helpidentify targets for the Inductionaction plan and support the BT tobuild a strong and coherentframework for his/her ongoingpersonal and professionaldevelopment. The CEP should,therefore, be included in theInduction Portfolio for presentation tothe Principal and the Board ofGovernors.Figure 3: Exemplar OnlineCareer Entry Profile2 Teacher Education in a Climate of Change: the Way Forward. Section 3.6, p 24 (DE, 2010)Teacher Tutor Resource BookSeptember 2012 edition 12

Teacher Tutor Resource BookBELB Induction and EPD Support Programme4.3 Induction Professional Development PortfolioThe Induction PortfolioThe Teacher e-Portfolio Working Group for Northern Ireland defines a portfolio as:‘A collection of authentic and diverse evidence of teaching competence thathas been the subject of reflection, synthesis and selection for presentation to aprofessional audience for professional purposes.’Teacher e‐Portfolio Project for Northern Irelandhttp://www.tepni.comThis is similar to the DfES definition which defines a portfolio as:‘… a confidential and voluntary collection of material that records and reflectsyour work. It is a way of using past experiences and present activities todemonstrate and reflect on skills learnt, to identify future learning needs andpriorities and to inform and plan prospective development. It provides amechanism, together with performance review, for thinking about your practicein a planned and systematic way.’DfES: Guidance on Producing a Professional Development Recordwww.dfes.gov.uk/teachers/professional_developmentwww.teachernet.gov.uk/professionaldevelopmentPortfolio PurposeThe main purposes of the Induction portfolio are to provide the Beginning Teacher with aforum to: Present evidence of completion of the required elements of the Induction processincluding the action planning process illustrate how they reflect on their practice and ‘continue to improve as an effectiveadaptable practitioner, not only within, but beyond the classroom’ throughinvolvement in other professional development activities and experiences. This hasbeen highlighted as a priority by the ETI in its Evaluative Commentary: ‘The Language ofLearning’ on the promotion of Literacy and Numeracy by teachers in Initial TeacherEducation (p 7, May 2011) and also in its ‘Evaluation of the Induction Programme forBeginning Teachers (s 1.1, p 1, Nov 2011)Teacher Tutor Resource BookSeptember 2012 edition13

Portfolio Presentation FormatThe portfolio may be presented in printed ‘Word’format or in e-portfolio format. The ‘Word’ version ofthe framework is available to download from the‘Induction Programme Requirements’ page ofthe regional Induction and EPD website at:http://www.educationsupport.org.uk/teachers/beginningteachers/induction/induction-programme-requirements/Teacher Tutor Resource BookBELB Induction and EPD Support ProgrammeJust as many BTs will have already used e-portfolio processes during their teacher trainingin Northern Ireland to complete aspects of coursework and their Formative and Career EntryProfiles online, so too the option is available for them to continue using the secure, onlinePebblePad e-portfolio system in Induction (www.pebblepad.co.uk/tepni) as part of theongoing Northern Ireland Teacher e-Portfolio Project (Te-PNI). This DE funded projectfeatures prominently in theTeacher Education Review 3 as the way forward for teachers tomap and evidence their career wide professional development in one place. Teacher Tutorsof BTs who are using the e-portfolio will be issued with a user name and password andoffered one day’s substitute cover to attend a familiarisation workshop as well as follow upschool based support. In 2011, participants in the Induction EPD Strand of the projectwelcomed the following positive endorsement of their work by the ETI: ‘There are very good relationships between Teacher Tutors and the CASS Inductionofficers … in almost all cases, the TTs report that they benefit from CASS trainingfor their role as professional coaches, as well as for the use of the innovativeTeacher e‐Portfolio.’ (p 5, section 4.6) ‘The BTs value … the constructive and insightful feedback given, particularlythrough the Teacher e‐Portfolio.’ (p 5, section 5.4) ‘The BTs, who are discerning about what INSET courses to attend … mentioned, inparticular, the value of the courses on Behaviour Management, specific postprimary subject areas and the support provided for making effective use of theTeacher e‐Portfolio …’ (p 6, section 5.6) ‘The Teacher e‐portfolio is very well used by some BTs, many of whom had alreadyused it during ITE and wished to continue to do so. It enables them to keep andshare a rich (multi‐media digital) evidence base and record of their growingcompetence… Several BTs appreciated the online discussion groups and forums toenable them to share ideas and tips with each other on a regular basis…’ (p 6,section 5.7)Report on the ‘Evaluation of the Induction Programme for Beginning Teachers’(ETI, Nov 2011)3 (http://www.deni.gov.uk/index/teachers-pg/4-teachers-teachereducationreview_pg.htm)Teacher Tutor Resource BookSeptember 2012 edition 14

Teacher Tutor Resource BookBELB Induction and EPD Support ProgrammeInduction Portfolio FrameworkThe following suggested portfolio framework is offered as a guide to you and your BeginningTeacher as a possible way to structure the portfolio of evidence, whether in printed ‘Word’format or e-format. Your BT should feel free, in consultation with you, to adapt theframework while taking care to ensure that the end product contains evidence of the coreInduction requirements of action planning and reflective practice.Section 1: Personal/School Profile Personal Details Career Entry Profile School Details – information on the school(s) in which the BT is carrying out theirInduction and a brief description of their teaching remitSection 2: Continuing Professional Development during Induction A Reflective Learning Journal in which the BT should record important things thatthey have learned, tried and critically reflected on as a result of participation inadditional professional development activities during their Induction year over andabove the required elements of reflective practice in the context of 2 action plans,e.g. school and externally organised INSET, professional discussions withcolleagues, visits to other schools, observations of other teachers, membership ofworking groups etc A List of Professional Development/INSET during Induction A Record of Extra Curricular Involvement during Induction A Classroom Observation Log with notes of observations of other teachers, whereapplicable, in the BT’s own and/or in other schools Section 3: Induction Action Plan 1 Planning for Teaching‣ Consideration should ideally be given to professional development targetsarising out of the BT’s Career Entry Profile and/or school, key stage ordepartmental priorities when helping them to decide on an ‘Area forDevelopment’‣ 2 supporting examples of evidence of planning and preparation which relate tothe BT’s chosen ‘Area for Development’, e.g.:Lesson plans for observed lessonsWorksheetsTeacher Tutor Resource BookSeptember 2012 edition 15

Teacher Tutor Resource BookBELB Induction and EPD Support ProgrammeUnits of Work4-6 weekly plannersNB: Supporting evidence of planning may be included as attachments inhard copy portfolio format or as hyperlinks in e-portfolio format Teaching for Learning‣ Reflective self evaluation by the BT of:Lessons observed by you as Teacher Tutor, their Principal or otherrecognised supporting teacherA lesson taught at the start and another at the end of their action plan‣ Written observation feedback from you as Teacher Tutor, their Principal orother recognised supporting teacher using appropriate observation proforma.Lessons observed should relate to the ‘Area for Development’ on the BT’saction planNB: The Department of Education recommends 6 lesson observations during theInduction year with a minimum of 2 per action plan‣ 3 supporting samples of pupils’ work which illustrate pupil achievement againstthe success criteria and any challenges encounteredNB: The e-portfolio system more easily facilitates and supports the inclusion ofdigital evidence of pupils’ work such as photos, videos etc A Summative Self Evaluation of Action Plan 1 in which the BT should use theevidence and information gathered from the monitoring process to make judgementsabout their teaching in the context of their ‘Area for Development’ and to ascertainthe extent to which the success criteria have been achieved. They should commenton what worked well, what they would do differently and what changes they mightmake, where applicable, to improve their teaching A Summative Self Reflection on Action Plan 1 by the BT focusing on what theyfeel they have learned about themselves as a teacher and their own professionaldevelopment while working through their first action plan in termsof skills developed, knowledge furthered and needs identified etc The Induction Interim Review Report which should be completed at the end ofAction Plan 1 as an outcome of joint discussion between yourself and your BT withreference to the action plan and the GTCNI Competences, Code of Values andProfessional Practice. The Interim Report should highlight the BT’s areas of strengthand areas for continuing professional developmentTeacher Tutor Resource BookSeptember 2012 edition 16

Teacher Tutor Resource BookBELB Induction and EPD Support Programme Section 4: Induction Action Plan 2 The ‘Area for Development’ for this second action plan may emerge from theoutcomes of the summative evaluation and reflection process of Action Plan 1 or mayfocus on an entirely different professional development need, ideally one emerging,as before, from targets identified in the BT’s Career Entry Profile and/or in school,key stage or departmental priorities The same evidence should be included as for Action Plan 1, as detailed above underthe headings of Planning for Teaching, Teaching for Learning, Summative SelfEvaluation of Action Plan 2, Summative Self Reflection on Action Plan 2Section 5: Completion of Induction The Summative Report on Induction should be completed at the end of theInduction stage as an outcome of joint discussion between yourself, your BT andPrincipal with reference to the BT’s holistic professional development and actionplanning. This report will highlight their achievements and areas of strength, areasfor continuing professional development and interim plans for EPD Letter of Completion of Induction - this letter is signed by the Principal and theChair of the Board of Governors in the school in which the BT will have completedthe Induction programme. The letter should be sent by the school to the GTCNIto confirm their successful completion of Induction, a copy should be given to the BTand a further copy sent to the Induction/EPD team at the ELBIf completing the Portfolio in ‘Word’ format, a suggested framework is availableyou’reyour BT to to download and adapt from the ‘Induction Programme Requirements’ pageof the Regional Induction and EPD website for Beginning Teachers at:http://www.education‐support.org.uk/teachers/beginningteachers/induction/induction‐programme‐requirements/This framework contains file dividers and proformas for all the Induction forms includingthe Action Plan and reflective logs and journals.If completing the Induction Portfolio in e‐portfolio format, an exemplar e‐portfolio isalso available for your BT’s use and adaptation from the‘Induction and EPD Gateway’ on the Pebblepad e‐Portfolio system at:www.pebblepad.co.uk/tepniOnline proformas for all Induction forms and reports, including the Action Plan and theInterim and Summative Reports, are also available for your use in the ‘Forms’ area of the‘Create New’ menu in Pebblepad. The ‘Create New’ menu also offers a range of slicktools to help you scaffold your reflections and log your experiences and professionaldevelopment in a variety of creative and alternative ways to proformas in ‘Word’ format,through, for example, the ‘Blog, Thought, Activity’ and ‘Experience’ toolsTeacher Tutor Resource BookSeptember 2012 edition 17

Teacher Tutor Resource BookBELB Induction and EPD Support Programme4.4 The Induction Action Planning ProcessThe action planning process, as highlighted in figure 1 below and further exemplified inAppendix 2.1, should be engaged in twice during the Induction stage by the BeginningTeacher, supported by you as Teacher Tutor.Area forDevelopmentSuccessCriteriaActions(includingtimescales)SupportArrangementsMonitoring(includingevidence inportfolio)Area forDevelopmentWhat do you wantto develop inrespect of yourteaching?Competence(s)Which GTCNIteachercompetence(s) areyou going to target(Max 1-3)EvaluationEvaluation is about the BT using the evidence and information they have gathered fromthe monitoring process to make judgements about their area for development and toascertain the extent to which their success criteria has been achievedSelf ReflectionWhat has your BT learned about themselves and their own professional development?To what extent did the action plan help them to further their professional knowledge, skillsand understanding and Identify other needs and areas for professional development?Figure 4: Induction Action Plan StructureThe process is designed to help the Beginning Teacher to:set appropriate professional targets through the selection of an ‘Area for Development’mapped against appropriate GTCNI competences and with reference to the CareerEntry Profile e.g. ‘Classroom Management’, ‘Use of a Range of Teaching Strategiesand Resources’, ‘Effective use of ICT’, ‘Effective Questioning’identify appropriate success criteria for their ‘Area for Development’assess the quality of provision within their classroom and plan appropriately for theirpupils’ learning in discussion you as their Teacher Tutor, their Head of Key Stage orHead of Department identify the actions and support arrangements they will take to help them plan anddeliver the lessons associated with their action planmonitor the effectiveness of their action plan in a number of ways including obtainingobservation feedback, gathering feedback from their pupils and evidence of pupils’ in aTeacher Tutor Resource Book18September 2012 edition

Teacher Tutor Resource BookBELB Induction and EPD Support Programmevariety of forms ranging from written work to photographs, videos and audiorecordings etc, as appropriateevaluate their action plan by using the information and evidence they have gatheredfrom the monitoring process to make judgements about their chosen ‘Area forDevelopment’ and determine the extent to which they have met their success criteriaand made a positive impact on pupils’ learningengage in a process of self reflection upon completion of their action plan evaluation todetermine what they have learned about themselves and their own professionaldevelopment, e.g. What skills did they exhibit/develop? To what extent did theprocess help them to expand their own professional knowledge and understanding andidentify further areas for professional development?Action planning should therefore be seen bythe Beginning Teacher as a tool to help them,with your support as Teacher Tutor, developtheir classroom practice and engage in thesystematic and important process of selfevaluation, self assessment and capacitybuilding. Such a process of self reflection isviewed by the Department of Education as animportant indicator of its school improvementpolicy which requires ‘teachers [to] reflect ontheir own work and the outcomes of individualpupils.’ This process will help the BT to decidewhat evidence of their action planning andreflective practice should go into theirInduction portfolio.By helping Beginning Teachers to achieve their full potential in terms of ongoing reflectionon and improvement of their classroom practice, the Induction programme supports theDepartment of Education’s new school improvement policy, ‘Every School a Good School’(DE, April 2009) which stipulates ‘high quality teaching and learning’ as one of four keycharacteristics of a good school.Teacher Tutor Resource BookSeptember 2012 edition19

Teacher Tutor Resource BookBELB Induction and EPD Support Programme4.5 Diagram of the Induction ProcessCareer Entry ProfileUsed to promote career development by the Beginning TeacherSchool Induction ProgrammeTo support the Beginning Teacher in the context of the school. The school registers theBeginning Teacher with the ELB on the uptake of a post at any stage of the yearELB Induction ProgrammeThe Beginning Teacher selects appropriateINSET in consultation with Teacher TutorAction PlansTo address specific teachingneedsPortfolioEvidence of professional developmentkept by the Beginning TeacherMonitoring and EvaluationThrough support, discussionclassroom observation.Interim ReportOutcome of joint discussion referring to the Action Plan and teacher competencesAction PlansTo address area(s) of continuing professional developmentPortfolioEvidence of professional developmentkept by the Beginning TeacherMonitoring and EvaluationThrough support, discussion andclassroom observation.Summative ReportIndicates the outcome of professional development during Induction and possible focus for EarlyProfessional Development.Successful Completion of InductionConfirmation of the Board of Governors on the recommendation of the principal.A copy of the ‘completion of Induction’ letter should be: Given to the Beginning Teacher Retained by the school Forwarded to The General Teaching Council for Northern Ireland3 rd Floor, Albany House, Great Victoria Street, Belfast, BT2 7AF Forwarded to the Induction/EPD Team at the Education and Library BoardTeacher Tutor Resource BookSeptember 2012 editionFigure 5: The Induction Process20

Teacher Tutor Resource BookBELB Induction and EPD Support Programme5EARLY PROFESSIONAL DEVELOPMENT5.1 EPD: The Context‘At the heart of becoming a teacher is, above all else, being a learner ‐ a life‐longlearner. Only by being a learner will we be able to grow professionally andpersonally. To learn, one has to ask questions, of oneself and of others, and to knowthat this process is valued and shared across the school. Reflecting on teachingprovides a focus for analysing and developing learning and teaching.’Teacher Education Partnership Handbook, Section 5EPD is the third stage of the continuous integrated process of teacher education whichcommences with Initial Teacher Education and progresses through the Induction stage.‘Similar to the Induction stage, the EPD stage is not an option but an essential part of“further training and professional development” in which all teachers are requiredto participate.’ (Reference: Terms and Conditions of Employment) Regulations (NI) 1987)Teacher Education Partnership Handbook (DE, Aug 2010 edition, p 90)5.2 Aims of EPDIn seeking to build on teachers’ ongoing development as skilled classroom practitioners,EPD sees the focus of reflection shift from ‘thinking about teaching,’ as in the Inductionyear, ‘to thinking about learning.’ EPD is designed to ensure that teachers continue toreceive the support from within the teaching profession which is characteristic of the bestpractice and which helps them to progress professionally. The programme focusesspecifically on the identification of professional development needs of the individual teacherTeacher Tutor Resource BookSeptember 2012 edition21

Teacher Tutor Resource BookBELB Induction and EPD Support Programmewithin the context of their school while taking cognisance of ‘Areas for ContinuingProfessional Development’ emerging from the Induction summative evaluation, reflectionand quality assurance process. This is deemed particularly important by the Department ofEducation which advocates, on the basis of ETI evidence, the need for schools to:‘… make greater use of Induction Portfolios to ensure continuity and progression inBeginning Teachers’ development from Induction to EPD. It is considered that theexisting arrangements will be improved by the use of the Teacher e‐Portfolio (T‐eP)which DE and its partners are currently developing and trialling … [This] would …provide a journal over time in which experiences in school and professional values andpractice can be reflected upon in terms of the competences expected of theprofession.’Teacher Education in a Climate of Change: The Way Forward, Section 3.6 (DE, June 2010)Professional Development for EPD teachers is about enhancing pupil learningthrough:increasing professional knowledgeincreasing awareness of the complexities of the school as a wholeviewing teaching as a process which undergoes constant refinement as a result ofcontinuous reflection on and analysis of pupil learning outcomesexercising responsibility and initiative for pupil learning outcomes using the teachercompetences as a focus for analysing, discussing & developing practicehaving an open, enquiring mind and the motivation to improvecontributing to an atmosphere of openness in the school by discussing and sharingpractice with othersbuilding relationships with learners and professional colleaguesinteracting with an ever widening network of professionals5.3 Requirements of the EPD ProcessUpon successful completion of Induction, EPD teachers are required to:register online for EPD with their local Education and Library Board for each of thetwo years of the programme. Online registration can be completed athttp://www.education-support.org.uk/teachers/iepdidentify and regularly review their professional development needs within the schoolcontext in consultation with their Teacher Tutor or their recognised supportingteacher who has overall responsibility for monitoring and quality assuring their workand progressTeacher Tutor Resource BookSeptember 2012 edition22

Teacher Tutor Resource BookBELB Induction and EPD Support Programmecompile, in consultation with their Teacher Tutor or recognised supporting teacher, aportfolio of evidence of ongoing professional development including participation inin-service training and extra curricular activities, alongside two classroom basedresearch activities (Professional Development Activities) See Appendix 3.1 for theProfessional Development Activity Proforma and GuidanceFigure 6ProfessionalDevelopmentActivityBoth PDAs should focus on learning and teaching. Education Technology should bepart of this process. As with the Induction Action Plan, the EPD ProfessionalDevelopment Activity lends itself naturally to the school improvement agenda whichadvocates that teachers should, as part of the self evaluation and capacity buildingprocess, agree, implement and review an annual plan to facilitate their professionaldevelopment(Reference: ‘Every School A Good School,’ p 31 DE, April 2009)complete the EPD stage successfully in order to be able to progress to PRSDTeacher Tutor Resource BookSeptember 2012 edition23

Teacher Tutor Resource BookBELB Induction and EPD Support Programme5.4 EPD Professional Development PortfolioAs with the Induction Portfolio your EPDteacher may present their EPD portfolio inprinted ‘Word’ format or in e-portfolioformat. The ‘Word’ version of theframework is available to download from the‘EPD Programme Requirements’ page ofthe regional Induction and EPD website at:http://www.educationsupport.org.uk/teachers/beginningteachers/early-professional-development/epd-programme-requirements/Alternatively, if your EPD teacher has been using the Pebblepad e-portfolio system as partof the DE funded Northern Ireland Teacher e-Portfolio Project (Te-PNI) to present evidenceof their professional development during Induction, then they should aim to do so again forEPD so that they can continue to build a record of their progression through this next stageof their career in the same place. Usernames and passwords issued during Initial TeacherTraining or Induction will remain the same for the EPD stage and beyond.An exemplar EPD e-portfolio framework has been created using the same suggestedframework as the Word version on the Pebblepad system and is available for your EPDteacher’s use and adaptation from the ‘Induction/EPD Gateway’ atwww.pebblepad.co.uk/tepni. All EPD forms and reports, including the ProfessionalDevelopment Activity and classroom observation templates, are equally available onPebblepad in the ‘Forms’ area of the ‘Create New’ menu for the use of the EPD teacher andTeacher Tutor. This menu also offers slick online alternatives to proformas in ‘Word’ such asthe ‘Blog, Activity, Experience’ and ‘Thought’ tools which your teacher can use to createjournals to support their reflections and provide evidence of their involvement in professionaldevelopment and extra curricular activities as referenced in the framework overleaf.Teacher Tutor Resource BookSeptember 2012 edition24

Teacher Tutor Resource BookBELB Induction and EPD Support Programme5.5 EPD Portfolio FrameworkSection 1: Personal/School Profile Personal Details School Details – information on the school(s) in which the teacher is carrying outtheir EPD, if different from Induction, and a brief description of their teaching remitSection 2: Continuing Professional Development during EPD A Reflective Learning Journal which the EPD teacher should create and use torecord important things that they have learned, tried and critically reflected on as aresult of participation in additional professional development activities during EPDover and above the required elements e.g. school and externally organised INSET,observations of other teachers, professional discussions with colleagues, visits toother schools, membership of working groups etc. They should also use thejournal to indicate briefly how they anticipate applying the information, knowledgeand skills gained to their future practice A List of Professional Development/INSET during EPD A Record of Extra Curricular Involvement during EPD A Classroom Observation Log with notes of observations of other teachers,where applicable, in their own and/or in other schools which may support theirholistic professional development and/or their planning and delivery of the EPD(PDAs) Section 3: Professional Development Activity 1This is the first of the two Professional Development Activities (PDAs) which your EPDteacher will carry out over the 2 years of EPD, one in EPD 1 and one in EPD 2. ThePDA structure allows the Teacher Tutor or recognized supporting teacher to recordtheir agreement at key points in the process and guides the teacher in the evidencingof their work using the ‘plan, teach, review, reflect’ model under the following headings: Planning for Teaching and Learning‣ Professional Needs as a Teacher – Your EPD teacher should outline theirneeds in the context of school, departmental or key stage priorities‣ PDA Details – your EPD teacher’s chosen ‘Topic, Focus’ and ‘Purpose’‣ Planning for Learning – Details of the class or group of pupils with whom thePDA will be carried out, the intended learning outcomes, background reading,teaching content, strategies and resourcesTeacher Tutor Resource BookSeptember 2012 edition25

Teacher Tutor Resource BookBELB Induction and EPD Support ProgrammeSupporting evidence of planning such as unit planners or schemes of work maybe included as attachments in hard copy portfolio format or as hyperlinks in e-portfolio format to further exemplify content and intended use of teachingstrategies and resourcesTeaching for Learning‣ Lesson Plans for Observed Lessons‣ Reflective Self-Evaluation of Lessons‣ Evidence of Pupil Learning – your EPD teacher should collect 3 sources ofevidence to enable them to monitor the progress of their pupils. All evidenceshould be annotated and relate to their chosen focus, purpose andcompetencesEvidence 1 should be written observation feedback from you, asTeacher Tutor, or other recognised supporting teacherEvidence 2 and 3 may be sourced from any of the following:- Written self evaluations by the BT of lessons delivered and/orobservations of pupils’ learning- Pupils’ work, including evidence of their use of EducationalTechnology- Pupil feedback e.g. questionnaires, recorded interviews- Videos, audio recordings, photographsNB: The e-portfolio system more readily facilitates andsupports the inclusion of this type of digital evidence‣ PDA 1 Learning Log – the EPD teacher should log any significant momentsduring the PDA which may challenge them to think more critically about theirpupils’ learning and their role in the learning processReview of Teaching – Your EPD teacher should make a brief record of theoutcomes of their discussion with you or their recognised supporting teacher of allof the above evidenceReflection on Teaching – Your EPD teacher should be encouraged to use theevidence and outcomes of the review discussion to make judgements about thelearning and teaching process and to ascertain the extent to which the focus andpurpose of their PDA have been achievedQuality Assurance of PDA 1 – This provides a formal mechanism for the TeacherTutor and the Principal to verify that the EPD teacher is developing as a skilful andreflective practitioner. The completed PDA, together with the supporting evidence,will be an important source of validation in the quality assurance process,Teacher Tutor Resource BookSeptember 2012 edition26

Teacher Tutor Resource BookBELB Induction and EPD Support Programmeconducted internally by Senior Management in your school and also externally,during inspection situations, by the Education and Training Inspectorate of theDepartment of Education.(Reference: Teacher Education Partnership Handbook, Section 5.9)Confirmation of Completion of PDA1 - This provides formal confirmation by theschool principal that the BT has successfully completed PDA 1 Section 4: Professional Development Activity 2 This second PDA should be carried out in EPD 2. Ideas for the focus and purposefor this second PDA may emerge from the EPD teacher’s evaluation of andreflection on PDA 1 as well as the outcomes of the formal quality assuranceprocess. The focus and purpose may also emerge from targets identified in school,key stage or departmental priorities The same ‘Plan, Teach, Review, Reflect’ model should be engaged in as for PDA1, as detailed above under the headings of:‣ Planning for Teaching and Learning‣ Teaching for Learning‣ Review of my Teaching‣ Reflection on my Teaching‣ Summative Self-Reflection on Action Plan 2‣ Quality Assurance of PDA 2‣ Confirmation of Completion of PDA 2Section 5: Completion of EPD Letter to Confirm the Successful Completion of EPD - this letter is signed by thePrincipal and the Chair of the Board of Governors in the school in which the teacherwill have completed the EPD programme. The school should complete the letterusing the wording provided on school headed notepaper, send it to the GTCNI toconfirm the teacher’s successful completion of EPD, give a copy to the teacher andsend a further copy to the Induction/EPD team at the BELB or in theappropriate Education and Library Board(Reference: Teacher Education Partnership Handbook, Section 5.11)Teacher Tutor Resource BookSeptember 2012 edition27

Teacher Tutor Resource BookBELB Induction and EPD Support Programme5.6 Diagram of the EPD ProcessEarly Professional DevelopmentSchool registers the EPD teacher and Teacher Tutor with the ELBProfessional Development ActivityThe EPD teacher should: become familiar with the structure and guidance of the ProfessionalDevelopment Activity (TEPH Section 5.5); discuss a topic for development (PDA focus and purpose) with the TeacherTutor. This could be a possible area identified in the Induction Summativereport /or in the school development plan; plan and carry out their teaching; be observed and receive feedback; Collect and collate evidence. Practice Reviewed and Reflected upon.Completion of PDA 1Completed PDA with supporting evidence should be presented to the Principal forquality assurance. (TEPH Section 5.7)Completion of PDA 1 should be confirmed in writing. (TEPH, Section 5.10)Professional Development Activity 2Further topic and focus chosen – possibly identified in PDA 1 section:‘Reflecting on my Practice.’Second PDA carried out as above using the same structure and guidance.Quality assurance of PDA 2 carried out.Successful Completion of EPDSuccessful completion is on the recommendation of the Principal and confirmed by the Board ofGovernors. A letter confirming successful completion (TEPH, Section 5.11) should be writtenand a copy: Given to the EPD teacherRetained by the school;Forwarded to:o The General Teaching Council for Northern Ireland, 3rd Floor Albany House, GreatVictoria Street, Belfast BT2 7AFo The Induction/EPD Team at the Education and Library Board.Figure 7: The Induction ProcessTeacher Tutor Resource BookSeptember 2012 edition28

Teacher Tutor Resource BookBELB Induction and EPD Support Programme6CLASSROOM OBSERVATION GUIDANCE6.1 DE Findings and RecommendationsThe ETI Evaluation Report on the Induction programme for Beginning Teachers (Nov, 2011),highlights the importance and value of classroom observation to the self-evaluation andlifelong learning process for teachers. It states that:‘… the Beginning Teachers are developing the skills to collaborate and reflect with thecolleagues who support them … and are developing an understanding of evaluation asa collective exercise. In the best practice, they benefit from observing other teachers,both in their own and in other areas of the curriculum …’ (p 3, section 3.4)‘The 2004 inspection report recommended that there should be a minimum of sixformal observations of the work of the BT during the Induction year. The evidencefrom this survey indicates that four observations are more common.’ (p 5, section 4.4)‘In the best, but infrequent instances, Beginning Teachers benefit from their moreexperienced colleagues who share and model their practice. All BTs would benefitfrom observing lessons taught by other teachers.’ (p 5, section 4.5)As a result of these findings, one of the six recommendations emerging from the evaluationreport is for:‘schools to establish flexible arrangements for Beginning Teachers tobe observed and to observe lessons … (p 7)Teacher Tutor Resource BookSeptember 2012 edition29

Teacher Tutor Resource BookBELB Induction and EPD Support Programme6.2 Stages in the Observation ProcessThere are three distinct stages in the formal classroom observation of the Induction and EPDteacher. These are as follows:1. Pre-observation discussion2. Lesson observation3. Post observation discussion and feedbackThe following guiding principles should be observed:Agree: When the observation will take placeWhat the focus will be (pre-observation discussion)Who will carry out the observationHow the observations will be carried outWhen/how feedback will be givenNote:1. A DVD/video resource on Induction/EPD classroom observation is available for loanon request from the BELB’s Induction/EPD Team2. Exemplar Observation Templates are available in Appendix 46.3 Pre-Observation Guidance for Principals, Teacher Tutors andSupport StaffSet Clear ExpectationsBoth the observer and the Induction/EPD teacher should be clear about:Why the observation is being undertaken i.e. a formal observation to observe the Induction/EPD teacher’s classroom practice promote professional development and dialogueThe observer’s role before and after the lesson i.e. clarification of roleWhat will happen to any notes or other records made during the observationClassroom observation should be linked to the Induction Action Plan or EPD ProfessionalDevelopment Activity, as appropriate, and take cognisance of the targeted GTCNICompetencesTeacher Tutor Resource BookSeptember 2012 edition30

Teacher Tutor Resource BookBELB Induction and EPD Support ProgrammeConduct a Pre-Observation Discussion with the Induction/EPD TeacherIt is important to plan well in advance of the classroom observation if the experience is to bemeaningful for both the Induction/EPD teacher and the observer.You should: Consider a quiet location to conduct the meeting Decide on the type of classroom observation template that you wish to use Be clear about the purpose of the observation, i.e. it should be linked to: the target(s) on the Induction Action Plan or the focus and purpose of the EPD Professional Development Activity (PDA) Discuss the lesson planning process with the Induction/EPD teacher, e.g. issuessuch as differentiation, meeting the needs of SEN pupils etc Discuss the range of teaching strategies to be deployed by the teacher – individualwork, pair work, collaborative group work, whole class Agree a strategy with the Induction/EPD teacher to inform the pupils of theobservation Prepare a brief statement to introduce yourself to the pupils at the start of the lessonand also a few words to say at the endTeacher Tutor Resource BookSeptember 2012 edition31

Teacher Tutor Resource BookBELB Induction and EPD Support ProgrammeSuggested Prompt Questions for Pre-Observation Discussion with theBeginning TeacherClassCan you tell me a little about this class?Have you any pupils on the Special Needs Register?Lesson PlanningCan you put the lesson you are planning to teach in context for me?What have you planned for this lesson?What are your intended learning outcomes for this lesson?How will you share these outcomes with the pupils?How will you know that the pupils have achieved these? What are your successcriteria?How do you plan to cater for differentiation?What teaching strategies are you planning to use?How do you intend to assess the learning from this lesson?What resources do you intend to use?How are you planning to manage the class?How will you manage your classroom assistant? (If applicable)Role of the ObserverDuring the lesson how do you see my role as observer?Where would you like me to sit?How can I be of help to you in the classroom?Professional Development – link with Induction Action Plan/EPD PDAWhat particular competences do you think this lesson will address?How does this lesson fit into your Action Plan/PDA?Can you remind me what the purpose of this lesson is for you as a teacher and how itfits into the topic?How do you see this helping/promoting your professional development i.e. Induction orEPD?Teacher Tutor Resource BookSeptember 2012 edition32

Teacher Tutor Resource BookBELB Induction and EPD Support Programme6.4 Guidance for Teacher Tutors, Principals and Support Staff onObserving a LessonGuidance Tips for the Induction and EPD TeacherYou may wish to share the following tips with your Induction/EPD teacher prior to theclassroom observation: All teachers find observation challenging. If you approach it positively you should find ita valuable and informative professional experience Try to keep your lesson as normal as possible e.g. don’t engage the pupils in a lengthywriting task if this is not what you usually do; I would be grateful to have a copy of the lesson plan in advance so that I can see howit is linked to your Induction Area for Development/EPD PDA focus; Consider pace and balance as essential elements of your lesson delivery; Trust your professional judgement. If changes are needed in light of pupil responses,don’t be afraid to adapt the lesson as appropriate; Some pupils’ behaviour may change due to my presence in the classroom, be aware ofthis and have a contingency plan; This is the lesson observation proforma I will be using. Try not to be put off by memaking notes on this at points during the lesson.Observer’s RoleThe following recommendations should be borne in mind in order to help you satisfactorilyfulfil your role as observer:Teacher Tutor Resource BookSeptember 2012 edition33

Teacher Tutor Resource BookBELB Induction and EPD Support ProgrammeBe sensitive to the fact that the BT/EPD teacher may be anxious, however well youmay have prepared and reassured the teacher in advance;Sit in a position from where you can observe the teacher and all of the pupils;Adhere to the agreed format regarding objectives, competences etc;Make notes of what you see at the time, using an appropriate observation proforma(agreed at the pre-observation discussion). Make as many notes as you can – it’seasy to forget to write because you are watching so carefully;Write down what you see with supporting evidence but be realistic about what you canrecord and observe in a limited period of time;Keep your focus on what the pupils are doing during the lesson and on what they arelearning as a result of the teaching. Your role is to monitor the effectiveness of theteaching process;Be aware that some pupils may find the situation unusual and may react to a visitor inthe classroom;Avoid participation unless otherwise agreed with the BT/EPD teacher;Give the teacher constructive feedback as soon as possible.6.5 Post Observation Discussion and FeedbackGiving Formal Post Observation FeedbackInvite discussion from the BT/EPD teacher on his/her self-evaluation of the lesson;Build on the teacher’s self evaluation to begin your feedback;Give fair emphasis to both strengths and development needs;Assist the BT/EPD teacher in an analysis of any challenges encountered;Refer to the agreed criteria/focus (negotiated during the pre-observation discussion);Be specific – be sure that the teacher is clear about what did or did not work well;Refer to evidence – notes on lesson observation proforma;Teacher Tutor Resource BookSeptember 2012 edition34

Teacher Tutor Resource BookBELB Induction and EPD Support ProgrammeUse observation notes as evidence to focus the discussion;Deal positively with areas in need of development;Give time to identify support needed to develop these areas;In the light of the observation, re-negotiate targets if necessary;Be honest but sensitive!For InductionAfter the classroom observation and feedback sessions have taken place, the InductionAction Plan should be reviewed, further areas for development identified and follow-upsupport agreed and provided.For EPDAfter the lesson observation is carried out as part of the Professional Development Activitythe feedback from the Teacher Tutor should assist the EPD teacher to review his/herpractice, evaluate the learning taking place in the classroom and make relevant supportedchanges to professional practice where necessary.6.6 Supporting the Induction/EPD Teacher’s Reflective Practicethrough Observation FeedbackWhat did you learn?What did you plan toteach?What changes willyou make?How did you meet thelearning needs of allthe pupils?What did they learn?Are you going atthe right pace?How do you feel thechildren responded?Teacher Tutor Resource BookSeptember 2012 edition35

Teacher Tutor Resource BookBELB Induction and EPD Support ProgrammePromoting Formative and Summative ReflectionThe Teacher Tutor can assist the BT/EPD teacher to identify his/her development needsthrough lesson observation and feedback. The BT/EPD teacher should be encouraged to: reflect on his/her teaching and professional learning; evaluate pupils’ learning.In the case of Induction, the Beginning Teacher should collect evidence of this self reflectionin his/her Induction Portfolio (TEPH, Section 4.3.6). He/she may wish to write up a shortreflective report prior to meeting with the Teacher Tutor and/or Principal to discuss andagree the Interim Report and the Summative Report (TEPH, Sections 4.7 and 4.8). Atthe summative report stage, the BT should be invited to consider what areas he/she feelsneeds or would like to develop further and which might constitute a focus for the EPD PDA.In the case of Early Professional Development, the EPD teacher should equally continue tocollate evidence of personal reflection in his/her EPD Portfolio including notes of significantincidents during lessons linked to the PDA as well as a summative piece of critical selfreflection, all of which can be considered and discussed with the Teacher Tutor and Principalat the PDA quality assurance stage. Similarly, at the end of EPD, the teacher may beasked to consider what area(s) he/she would like or feels the need to develop and include inhis/her first Continuing Professional Development plan.Reflecting on Induction/EPD AchievementsIt is important that the BT/EPD teacher be encouraged to reflect on his/her achievements atthe end of the respective Induction and EPD stages in relation to: Planning; Classroom strategies; Teaching/Differentiation; Classroom organisation and management; Pupil learning; Learning intentions and outcomes; Assessment strategies; Wider school issues e.g. knowledge of policies, extra curricular activities.Teacher Tutor Resource BookSeptember 2012 edition36

Teacher Tutor Resource BookBELB Induction and EPD Support Programme7ACKNOWLEDGEMENTSThis Teacher Tutor handbook has been updated by the BELB from a regional resourceoriginally prepared with the support of Teacher Tutors and Principals named below.Acknowledgements:BELBHelen ScottDenise CarsonE.G. BuntingAdam SmythNEELBRobert W. BoydRobert YoungCatherine WegwermerKathy TonerSEELBMarianne GettyGordon LindsayDavid F.McCartneyIrene AchesonSELBGeraldine McCloryMargo CosgroveSr. Anne MurphyJosephine Mc MahonWELBKen ThompsonMarie CowanFormer Mersey Street Primary School, BelfastCedar Lodge Special School, Newtownabbey.Cullybackey High SchoolSt. Joseph’s Primary School, Crumlin.Forthill College, Lisburn.Brooklands Primary School, Dundonald.St. Mary’s High School, NewrySt. Joseph’s Convent Primary School, NewryOmagh County Primary School.Oakgrove Integrated CollegeThis revised booklet takes account of the following important publications which have morerecently impacted on the Induction and Early Professional Development process in NorthernIreland.Publications:DE (Nov 2011):DE (2010):DE (April 2009):GTCNI (2007) :‘Evaluation of the Induction Programme for Beginning Teachers’http://www.etini.gov.uk/index/surveys-evaluations.htm‘Teacher Education in a Climate of Change: the Way Forward’http://www.deni.gov.uk/index/school-staff/teachers-professionaldevelopment/4-teachers-teachereducationreview_pg.htm‘Every School A Good School’www.deni.gov.uk/index/85-schools/03-schools_impvt_prog_pg/03-everyschool-a-good-school-a-policy-for-school-improvement.htm‘Teaching: the Reflective Profession’ - www.gtcni.org.ukTeacher Tutor Resource BookSeptember 2012 edition37

Appendix 1Online RegistrationRegistration is now online for allBeginning Teachers in Northern Ireland at:http://www.education-support.org.uk/teachers/iepd/It is compulsory for ALL Beginning Teachers to participate in theInduction and Early Professional Development Programme and toregister online EACH YEAR of the programme with the Northern IrelandEducation and Library Boards (BELB, NEELB, SEELB, SELB, WELB)whether in full-time employment, temporary employment, teaching on aday to day basis or not currently in post.Registration can be completed at any stage during the year butpreferably before September or as soon as possible thereafter.As the employment circumstances of Beginning Teachers may varyduring the school year they will be expected to update the informationon their online registration accordingly.Teacher Tutor Resource BookSeptember 2012 edition38

Appendix 2Induction FormsThe proformas in this section have been included with others in anInduction Portfolio Framework which is available for the use and adaptation ofBeginning Teachers from the ‘Induction Programme Requirements’ page of theRegional Induction and EPD website at:The proformas may also be downloaded individually from either the‘Induction Forms’ page of the website at:or from the ‘Teacher Tutor Forms’ page at:http://www.education-support.org.uk/teachers/beginningteachers/induction/induction-programme-requirements/http://www.education-support.org.uk/teachers/beginningteachers/induction/induction-forms/http://www.education-support.org.uk/teachers/beginning-teachers/teachertutor/teacher-tutor-forms/Teacher Tutor Resource BookSeptember 2012 edition39

Induction Reflective Learning Journal 2.1INDUCTION REFLECTIVE LEARNING JOURNALReflecting on practice is core to the Induction/Early Professional Development programme and the Department of Education’s School ImprovementProcess which places much emphasis on the importance of ‘quality teaching and learning in the classroom’ and the need for ‘teachers to reflect ontheir own work and the outcomes of individual pupils’ (Every School A Good School: DE, 2009). You are encouraged to maintain a personalreflective learning journal during Induction to record key things that you have learned, tried and critically reflected on as a result of participation in additionalprofessional development activities over and above the core Induction requirements. This template is provided for your use and adaptation.DateDescription of Activity/ExperienceFor example, participation in school andexternally organised INSET, professionaldiscussions with colleagues, observations ofother teachers, visits to other schools,membership of working groups.Self ReflectionInclude your thoughts and comments on thevalue of the activity in relation to your holisticdevelopment. Make a brief note of any impactit has had or will have on your practice.Action for the FutureNote any issues arising out of thisactivity/experience which you wish to discusswith your Teacher Tutor at professional reviewmeetings. Note any immediate action you maywish to take.Teacher Tutor Resource BookSeptember 2012 edition40

List of Continuing Professional Development during Induction 2.2Date Title of CPD Activity Venue Competences DevelopedTeacher Tutor Resource BookSeptember 2012 edition41

Record of Extra Curricular Involvement during Induction 2.3Date Extra Curricular Activity Target Class/Group of Pupils VenueTeacher Tutor Resource BookSeptember 2012 edition42

Observation of Good Practice 2.4Class/School Visit Evaluation ProformaThis form is for the optional use of the BT should they have the opportunity to observelessons delivered by other colleagues in their own school or in another school which maysupport them in their holistic development as a teacher during Induction or in the planningand delivery of their Induction Action PlansName of Beginning Teacher:School Visited:School Type:Date of Visit: Substitute Cover Used: YES NOPlease outline the reason for your choice of class to observe/school to visitPlease give a brief outline of how your day was structuredPlease state the main learning outcomes from your experience of observing goodpracticePlease indicate how this exercise will impact on your:Classroom PracticeTeacher Tutor Resource BookSeptember 2012 edition43

Continuing Professional DevelopmentPlease comment on the usefulness of this observation experience to your InductionprogrammeAny other comments?Principal’s commentsSignature of Induction Teacher:Signature of Principal:Teacher Tutor Resource BookSeptember 2012 edition44

Induction Action Plan 2.5This should be complete as an outcome of joint discussion between the BT and Teacher Tutor with reference to the CareerEntry Profile, the GTCNI Competences, Code of Values and Professional Practice. (See GTCNI Publication: ‘Teaching: theReflective Profession’ and Sections 2 and 4 of the Interim Teacher Education Partnership Handbook)School:Target Class/Group:Area(s) for Development(Ref to Competencesand Career Entry Profile)Success CriteriaActions(Including timescales)Support ArrangementsMonitoring(Inc evidence inportfolio)Focus:Competences:EvaluationSelf Reflection by the Beginning Teacher(To be used as part of the basis for discussion when completing the Interim and Summative reports)What do you feel you have achieved (evidence in portfolio) and what areas do you feel you need to develop further?Name: _________________________ Beginning Teacher: _________________________ Teacher-Tutor: ________________Teacher Tutor Resource BookSeptember 2012 edition45

GUIDANCE FOR DRAWING UP AN INDUCTION ACTION PLANINDUCTION ACTION PLAN:[Topic/Theme for Development]Area(s) forDevelopmentSuccess CriteriaActions(including time scales)SupportArrangementsMonitoringWhat will my target look like whenit has been achieved?What do I have to do to makethis happen?What support will I need tohelp me implement myactions/achieve target?How will I monitor progress?The BT should set out exactlywhat it is they are going todo/want to achieve in terms oftheir teaching. They shouldconsider professionaldevelopment targets arising outof their Career Entry Profile,Key Stage or Departmentalpriorities within schoolCompetencesWhich teacher competence(s)are they going to address? TheBT can focus on the subsectionof a competence underInduction taken from Teaching:The Reflective Profession ‘The BT should consider indiscussion with the TeacherTutor:Priorities for developmentfrom their Career EntryProfileSchool Development PlanPrioritiesNeeds arising within theclassroom settingAt a later stage targets mayarise form Reflection on previousTeacher Tutor Resource BookSeptember 2012 editionWhat changes will there be inattitudes, behaviour, learning,achievement?Remember the BT should be ableto provide evidence in support ofthe success criteria.Consider:The specific improvements, skills,knowledge and learning outcomesfor: the pupils their own professionaldevelopment in the context oftheir chosen competences the impact on their teaching andclassroom management.The BT should set out whatthey are going to do in order toachieve their success criteria.They should be specific andavoid making generalstatementsConsider:PlanningTeaching StrategiesCollaboration withTeacher Tutor and otherteachers – HOD/KeyStage/subject coordinatorsCASS supportDelivery of lessonsTimingThe BT should set out whatsupport, additional help theywill need to implement theiractionsThis may involve attending aparticular course, carrying outresearch, consulting with acolleague or sourcinginformation from an externalagencyConsider:Participation in theInduction InsetProgrammeAssistance given byTeacher Tutor/HOD/KeyStage CoordinatorAdvice and guidancefrom CASSSupport of classroomassistantsOther external supportAppropriate resourcesMonitoring is about systematicallycollecting information that will helpthe BT determine if their ‘Area forDevelopment’ and success criteriaare being achieved during theteaching and learning process. Theyshould use this information to reporton their area for development and tohelp them evaluate. Monitoringstrategies might include:Keeping a reflective journal ofsignificant eventsEvaluating some of theirlessonsReceiving written lessonobservation feedback from theirTeacher Tutor/Principal/HODParticipating in monitoringdiscussions and meetings withtheir TT/HOD/KS CoordinatorGathering evidence of revisedlesson planning andunits/schemes of work etcRegularly monitoring, assessingand gathering evidence of theirpupils’ work, inc photosGathering pupil feedbackthrough questionnaires,interviews, video and audiorecordingsThe BT should include evidence of46

practiceClassroom observationand feedback.their monitoring strategies in theirportfolioEvaluationEvaluation is about the BT using the evidence and information they have gathered from the monitoring process to make judgements about their ‘Area for Development’ and toascertain the extent to which their success criteria has been achievedIt looks at what they set out to do, at what they have accomplished, and how they accomplished ItThey can use the information to inform what they would do differently and what changes/improvements they would make to your teachingThe BT should continue on additional sheets or complete in a separate section in their Induction Portfolio at the end of the whole action planning process, i.e. afterthe lessons have been taught and observations have been carried outSelf ReflectionHaving completed the evaluation of their action plan the BT should now take some time to reflect on the process that they have gone through. They may wish to give someconsideration to the following:o What have they learned about themselves and their own professional development?o What particular skills did they exhibit/develop?o To what extent do they feel they have furthered their knowledge and understanding of their chosen area for development?o Have they identified any other professional needs that they feel they need to develop as a result of this first action plan?o What do they now need to do to take their professional development needs forward?The BT’s self reflection can now be used as part of the basis for discussion with the teacher tutor when completing the interim and summative reportsThe BT should continue on additional sheets or complete in a separate section in their Induction Portfolio at the end of the whole action planning process, i.e. afterthe lessons have been taught and observations have been carried out.Name: _________________________ Beginning Teacher: _________________________ Teacher-Tutor: _______________________Signed SignedTeacher Tutor Resource BookSeptember 2012 edition47

Self Evaluation of Lessons Relating to Action Plan 1 2.6It is good practice for the BT to evaluate a lesson towards the beginning and end of their actionplan to inform their practice and their pupils’ learning. They may, alternatively, choose to evaluatethe lessons for which they have been observed. This template is designed to assist them in thisprocess. They may also draw up and use their own format, if desired.Lesson:Date:What were the learning intentions for the lesson?What were the success criteria?Were pupils made aware of the planned learning intentions and success criteria?What teaching strategies did I use?Whole class Pairs *OtherGroups Individual *(Please specify)Summary of the opening, development and close of the lessonDid I achieve my learning intentions? How do I know this?Teacher Tutor Resource BookSeptember 2012 edition48

Were there unexpected valuable outcomes?Were any learning intentions not achieved? Why?What changes would I make to ensure that planned learning intentions are achievedin the future?Future ActionWhat are my strengths to build on?Are there areas I feel I need to develop?Are there things I might do differently?Support NeedsDo I need any help or support from my Key Stage Coordinator, HOD, Year Head,SENCO, Teacher Tutor, Child PsychologistAny Other Comments/Actions related to my Area for Development and targetedcompetences?Signature of Induction Teacher:Teacher Tutor Resource BookSeptember 2012 edition49

Induction Interim Review Report 2.7(To be completed on School Headed Note Paper)School ……………………………………………………………………………………………….Date…………………………………………………………………………………………………...Signed (Beginning Teacher)……………………………………………………………………..Signed (Teacher-Tutor)……………………………………………………………………………Signed (Principal)…………………………………………………………………………………..NB: Complete as an outcome of joint discussion between the beginning teacher andteacher-tutor, with reference to the Induction Action Plan, the GTCNI teacher competencesand Code of Values and Professional Practice. (See Pages 44-46, ‘Teaching: the ReflectiveProfession.’)a. Achievements and area(s) of strengthNo more than 100 wordsBullet points may be usedb. Area(s) for continued professional developmentNo more than 100 wordsBullet points may be usedONE COPY TO BE: Retained by the school Given to the Beginning TeacherTeacher Tutor Resource BookSeptember 2012 edition50

Induction Summative Report 2.8(To be completed on School Headed Note Paper)School ……………………………………………………………………………………………….Date…………………………………………………………………………………………………...Signed (Beginning Teacher)……………………………………………………………………..Signed (Teacher-Tutor)……………………………………………………………………………Signed (Principal)…………………………………………………………………………………..NB: Complete as an outcome of joint discussion between the beginning teacher andteacher-tutor and the principal with reference to both Induction Action Plans, the InterimReview Report and the GTCNI teacher competences and Code of Values and ProfessionalPractice (‘Teaching: the Reflective Profession’)a. Achievements and area(s) of strengthNo more than 100 wordsBullet points may be usedb. Area(s) for continuing professional developmentNo more than 100 wordsBullet points may be usedc. Interim plans for focusing Early Professional DevelopmentNo more than 100 wordsBullet points may be usedRecommended for Successful Completion of Induction Yes(Please delete as appropriate)NoONE COPY TO BE:Retained by the schoolGiven to the Beginning TeacherTeacher Tutor Resource BookSeptember 2012 edition51

Wording to Confirm the Successful Completion of Induction 2.9(To be completed on School Headed Note Paper)The following sample letter may be used to confirm successful completion of Induction. Itshould be sent to:The General Teaching Council for Northern Ireland3 rd FloorAlbany HouseGreat Victoria StreetBelfastBT2 7AFA copy should also be: Given to the Beginning Teacher Retained by the school Sent to the Induction/EPD Team at the Belfast Education and Library Board_______________________________________________________________________________________________________________________________________The General Teaching Council for Northern Ireland3 rd FloorAlbany HouseGreat Victoria StreetBelfastBT2 7AFSchool AddressThe Board of Governors of … (Insert School Name) confirms, on the recommendation ofthe Principal and in light of a satisfactory report on Induction which meets the criteria forthe completion of Induction described in the Teacher Education Partnership Handbook,that … (Insert name of Beginning Teacher and Teacher Reference number), hascompleted the Induction stage of teacher education and may begin Early ProfessionalDevelopment.Signed (Principal): …………………………………………………………………………Date: ………………………………………………………………………………………….Signed ………………………………………………….(Chairperson on behalf of theBoard of Governors of ………………………………………… (Insert School Name)Date: ………………………………………………………………………………………….Teacher Tutor Resource BookSeptember 2012 edition52

Appendix 3EPD FormsThe proformas in this section have been included with others in anEPD Portfolio Framework which is available for the use and adaptation ofEPD Teachers from the ‘EPD Programme Requirements’ page of theRegional Induction and EPD website at:The proformas may also be downloaded individually from either the‘EPD Forms’ page of the website at:or from the ‘Teacher Tutor Forms’ page at:http://www.education-support.org.uk/teachers/beginning-teachers/earlyprofessional-development/epd-programme-requirements/http://www.education-support.org.uk/teachers/beginning-teachers/earlyprofessional-development/epd-forms/http://www.education-support.org.uk/teachers/beginning-teachers/teachertutor/teacher-tutor-forms/Teacher Tutor Resource BookSeptember 2012 edition53

EPD Reflective Learning Journal 3.1Reflecting on practice is core to the Induction/Early Professional Development programme and the Department of Education’s School ImprovementProcess which places much emphasis on the importance of ‘quality teaching and learning in the classroom’ and the need for ‘teachers to reflect ontheir own work and the outcomes of individual pupils’ (Every School A Good School: DE, 2009). You are encouraged to maintain a personalreflective learning journal during EPD to record key things that you have learned, tried and critically reflected on as a result of participation in additional aprofessional development activities over and above the core EPD requirements.DateDescription of Activity/ExperienceFor example, participation in school andexternal INSET, professional discussions withcolleagues, observations of other teachers,visits to other schools, membership of workinggroups.Self ReflectionInclude your thoughts and comments on thevalue of the activity in relation to your holisticdevelopment. Make a brief note of any impactit has had or will have on your practice.Action for the FutureNote any issues arising out of thisactivity/experience which you wish to discusswith your Teacher Tutor at professional reviewmeetings. Note any immediate action you maywish to take.Teacher Tutor Resource BookSeptember 2012 edition54

List of Continuing Professional Development during EPD 3.2Date Title of CPD Activity Venue Competences DevelopedTeacher Tutor Resource BookSeptember 2012 edition55

Record of Extra Curricular Involvement during EPD 3.3Date Extra Curricular Activity Target Class/Group of Pupils VenueTeacher Tutor Resource BookSeptember 2012 edition56

Observation of Good Practice during EPD 3.4Class/School Visit Evaluation ProformaThis form is for the optional use of the EPD teacher should they have the opportunity toobserve lessons delivered by other colleagues in their own school or in another schoolwhich may support them in their holistic development as a teacher during EPD or in theplanning and delivery of their EPD Professional Development ActivitiesName of Beginning Teacher:School Visited:School Type:Date of Visit: Substitute Cover Used: YES NOPlease outline the reason for your choice of class to observe/school to visitPlease give a brief outline of how your day was structuredPlease state the main learning outcomes from your experience of observing goodpracticePlease indicate how this exercise will impact on your:Classroom PracticeTeacher Tutor Resource BookSeptember 2012 edition57

Continuing Professional DevelopmentPlease comment on the usefulness of this observation experience to your InductionprogrammeAny other comments?Principal’s commentsSignature of EPD Teacher:Signature of Principal:Teacher Tutor Resource BookSeptember 2012 edition58

Professional Development Activity 3.5PERSONAL DETAILSName of EPD TeacherDate of Commencing PDA 1Name of School in whichPDA 1 is being deliveredName of Teacher Tutor/Supporting TeacherMY PROFESSIONAL NEEDS AS A TEACHERSchool PrioritiesReference here any priorities in the school development plan which relate directly to teaching andlearning in your classroomDepartmental or Key Stage PrioritiesReference here any priorities in your departmental or key stage developmental plan which relatedirectly to teaching and learning in your classroomMy Professional Needs in the Context of these PrioritiesIdentify here the priority which you feel is an appropriate focus for this PDA. Take account of: Issues raised in your summative report on Induction School priorities and departmental/key stage priorities The needs of the pupils and classes which you are responsible for teaching Other recent school-based staff development e.g. literacy, numeracy, ICT, formativeassessment, learning styles, thinking skills etcTeacher Tutor Resource BookSeptember 2012 edition59

PROFESSIONAL DEVELOPMENT ACTIVITY DETAILSPhaseEnter here whether your PDA reflects practice in Nursery, Special, Key Stage 1, 2, 3, 4 or post 16TopicState the broad area which matches the focus for your PDA, e.g. Behaviour Management, MentalMaths, Reading, Fieldwork, Formative Assessment etcFocusWhat do you expect your pupils to be able to achieve/experience as a result of your teaching?PurposeState briefly how you expect to develop as a teacher as a result of reflecting on your practice and inthe context of which GTCNI competences. It is recommended that you identify and focus oncompetences which are appropriate to your PDA and which you will refer to in the final section‘Reflection on my Practice’Competence StatementEPD Phase Exemplar(s)School Sourced InformationWithin this section you should source and reference information about:Teacher Tutor Resource BookSeptember 2012 edition60

Your key stage/subject/area of learningRelevant curriculum requirementsAppropriate teaching strategiesThe abilities of pupilsPastoral issuesClassroom managementSchool policies etcThis may be sourced from background reading, INSET courses, school based staff developmentsessions, the expertise of school colleagues or an ELB support officer. It may also be based onwhat you already know about your pupils and what else you want to find out. Where textbooks orjournals etc are used, the appropriate references should be included, e.g. author, date, title,publisher, pages.You may present information in this section as either a short piece of prose or in bullet point format.PLANNING FOR LEARNINGClass, Pupil or Group(s) of PupilsMake a factual note of the pupil(s) or group(s) of pupils with whom you intend to carry out this PDA(for Data Protection purposes, you are advised not to identify pupils by name)Timescale and Relationship with Scheme of WorkWhere does the PDA fit into your existing scheme/unit of work?Intended Learning OutcomesMake a concise statement of the intended learning outcomes for your pupils, i.e. what you wantTeacher Tutor Resource BookSeptember 2012 edition61

your pupils to know, understand and be able to doContentBriefly outline what you are going to teachTeaching StrategiesMake a note of the teaching strategies you will use. You may, for example, consider: The variety of methods used for grouping pupils, e.g. mixed ability/gender, random,interest etc Peer support activities to meet the variety of needs, e.g. ability and needs of individualpupils Ensuring that the pace and scope of activities match the time and resources available Encouraging pupils to extend their skills and knowledge by setting high standardsResources including Educational TechnologyOutline the resources you will use to carry out this PDA, e.g. Books Word Processing PowerPoint, Data Projector Whiteboard TV Digital Media, e.g. Internet, CD Rom, Video, Video Conferencing, Digital Camera Classroom VisitorsClear reference should be made as to how it is anticipated the use of ET will enhance pupil learningYou may, if desired, attach examples of your planning to further exemplify yourcontent and intended use of teaching strategies and resources e.g. Unit planners and/or schemes of work Teaching materials (individually and commercially designed)Evidence you will Use to Monitor Learner Engagement and Progress(i.e. the impact of your teaching on pupils’ learning)Record here the evidence you will collect to enable you to monitor the progress of your pupils.Teacher Tutor Resource BookSeptember 2012 edition62

Choose a maximum of three sources. One source of evidence should be observation andwritten feedback from your recognised supporting teacher. Other sources of evidence mayinclude: Observation/written assessments of pupil learning Examples of pupils’ work Audio recordings or video footage of teaching Pupil feedback e.g. recorded interviews and/or questionnaires PhotographsEvidence 1Evidence 2Observation and Written feedback from Teacher Tutor/recognisedsupporting teacherEvidence 3My plans have beendiscussed with andagreed by:This person may beyour Teacher Tutor orrecognised supportingteacher, Principal, VP,Key Stage Coordinatoror HODDateNameDesignationThe next stages of Teaching, Reviewing and Reflecting are dependent upon the aboveplans having been discussed with and agreed by your Teacher Tutor or other recognisedsupporting teacherREVIEWINGYou should make a brief record here of the outcomes of your discussion of the evidencefrom PDA 1 with your Teacher Tutor or recognised supporting teacherTeacher Tutor Resource BookSeptember 2012 edition63

REFLECTIONThis section should draw together your main findings with reference to your supporting evidence,your PDA 1 learning log and your review discussions with your Teacher Tutor or other supportingteacherClarify precisely the extent to which the focus and purpose of your Professional DevelopmentActivity have been achievedYou should use the following prompt questions for guidance:1. What has this highlighted about pupil learning? You should refer to Sources of Evidence 1-3and your Learning Log2. How has this influenced your professional values and core values and commitment tolearners, colleagues and the teaching profession?Ref: Code of Values and Professional Practice in ‘Teaching: The Reflective Profession’, pp44-46 (GTCNI, 2009)3. How did the background information challenge and extend your thinking about teaching andlearning?4. How did discussions with your teacher tutor and other colleagues encourage you to use alternative approaches? challenge your practice? develop you as a member of a team?5. To what extent do you feel you have developed in relation to the GTCNI competences youtargeted for this PDA?6. How will the learning from this PDA influence your future classroom practice?7. What area(s) of development has (have) been highlighted through this activity which youmay address in the future?Teacher Tutor Resource BookSeptember 2012 edition64

PDA Learning Log 3.6During the delivery of the PDA the EPD teacher should keep a log of key moments in their teaching which will help them to think more critically about theirpupils’ learning and their role in the learning process. Keeping a learning log can prompt them to ask pertinent questions about what is happening in theirclassroom such as the following: Did the strategy/activity work? How do they know? How did the pupils benefit? What did the teacher learn? What shall they keep doing? Why? What shall they stop doing or do differently? Why? What should they try for the first time? Why? When?The following template is provided for the optional use of the EPD teacher and the completed example below is designed to guide them m in the process.The teacher may wish to adapt the template for their own purposes or record their learning in another format, e.g. by devising a ‘blog.’ For those opting tocomplete their portfolio in e-format, the Pebblepad e-portfolio system offers slick and creative online tools to record reflections such as the ‘Blog’, ‘Experience’and ‘Activity’ tools.DateWhat was the LessonActivity/Strategy?15 October 2010 Year 9 French Lesson on theme of ‘AuCafé’Pupils were tasked to work in groups offour to plan, rehearse and act out ascene at a café to showcase some ofthe target language they have learned inthe Unit ‘Eating Out’What Happened? The majority of pupils demonstratedgood command of the vocabularytaught and most workedenthusiastically and well in this morepupil centred and less teacherdirected group learning activity However, 2 groups took longer thanothers to agree roles and get down tothe task This has reinforced the need for me toengage in some specific classroommanagement work with pupils to helpthem appreciate the importance ofroles so that they are able to supporteach other more effectively inpeer/group situationsWhat Next?I will now wish to: Set aside some discrete time to workwith this Year 9 class to establish andagree a set of ground rules to promotesuccessful collaborative group work Provide increased opportunities for thepupils to apply these jointly negotiatedrules to group and team situations sothat they are able to work and learnwith increasing effectiveness fromeach otherTeacher Tutor Resource BookSeptember 2012 edition65

PDA Learning LogDateWhat was the LessonActivity/Strategy?What Happened?Did it work? How do I know?How did my pupils benefit?What did I learn?What Next?What shall I keep doing?What shall I stop doing or do differently?What should I try for the first time?Teacher Tutor Resource BookSeptember 2012 edition66

Reflective Self Evaluation of PDA Lessons 3.7In addition to keeping a learning log throughout your PDA, the EPD teacher may also wish toengage in the good practice of evaluating individual lessons. They might, for example, choose toevaluate a lesson towards the beginning and end of their PDA to help them to determine the extentof their pupils’ learning or they may, alternatively, wish to evaluate the lessons for which they havebeen observed to provide them with a good basis on which to engage in feedback discussion withtheir Teacher Tutor. This template is designed to assist them in this process. They may also drawup and use their own format, if desired.Name of EPD Teacher:Lesson:Date:How were pupils made aware of the planned learning intentions and how was thesuccess criteria shared and negotiated with them?What evidence demonstrates that the pupils understood the purpose and process ofthe task?How did they demonstrate self-management skills such as attentiveness,concentration, interest and attitude?What was their involvement in seeking and managing information?Teacher Tutor Resource BookSeptember 2012 edition67

Were there opportunities for pupils to engage in problem solving, decision makingand creativity?How were the pupils working effectively?What learning groups were they arranged in/did they arrange themselves in?Whole class Pairs OtherGroupsIndividualHow effective were these groups in actively supporting learning?Which of the five E’s of ICT were used to help achieve the learning outcomes forpupils?Did the pupils respond well to the learning experiences? How did you judge theirresponse?Teacher Tutor Resource BookSeptember 2012 edition68

LEARNING OUTCOMESHow did pupils apply their new learning and understanding?How were pupils able to evaluate and share their learning?Which if any, of the shared expected outcomes were not achieved? (Give reasons ifpossible)Overall, what went well? (Give evidence)What would you do differently to support your pupils through this topic again?Identify briefly any unexpected valuable pupil outcomesSUPPORTDo you need any help/support from other sources? E.g. Head of Department, Key Stage Coordinator, SENCO, Teacher Tutor, CASSetc Resources etcTeacher Tutor Resource BookSeptember 2012 edition69

Quality Assurance of the Professional Development Activity 3.8(To be completed for PDA 1 in EPD 1 and again for PDA 2 in EPD 2)Name of EPD TeacherTeacher Reference NumberPLANNINGPlease comment on the extent to which: The focus and purpose of the PDA were clearly stated The professional needs of the teacher were clearly identified and were, as appropriate,related to the school’s priorities and the key stage/departmental priorities The selected teacher competences were related to the focus Planning for learning was effective and appropriate to the needs of the pupilsLEARNING AND TEACHINGTo what extent does evidence from observation and discussion indicate that the pupilswere engaged in the learning process?What evidence is there that the teacher is developing the identified competences?Teacher Tutor Resource BookSeptember 2012 edition70

REVIEWING AND REFLECTINGPlease comment on the extent to which the EPD teacher, throughout the EPD process, has been: developing as a critical, reflective practitioner encouraged to engage in a process of professional dialogue with other members of staffCORE VALUES‘The GTCNI Code of Values and Professional Practice underpin the responsibilities andaspiration of the profession in Northern Ireland and provide teachers with a framework toapply the competences in a professional context.’(Every School A Good School, DE, April 2009, p 35)With reference to the GTCNI Publication: ‘Teaching: the Reflective Profession’ (pp 44-46) pleasecomment on the extent to which the EPD teacher has exemplified the Code of Values andProfessional Practice throughout EPD 1 and applied appropriate competences to his/herProfessional Development Activity.Teacher Tutor Resource BookSeptember 2012 edition71

AREAS FOR DEVELOPMENTPlease identify areas for development linked to: Planning Teaching Reviewing and reflectingRecommended for successful completion of EPD? Yes NoSignature of EPD Teacher:Signature of Teacher Tutor:Signature of Principal:Date:Teacher Tutor Resource BookSeptember 2012 edition72

Confirmation of Completion of Professional Development Activity 3.9(To be completed on school headed notepaper for PDA 1 in EPD1 andPDA 2 in EPD 2)Name of EPD teacher: ……………………………………………………………Teacher Reference Number: ……………………………………………………commenced the (first or second) Professional Development Activity on …(START DATE) and completed it on … (COMPLETION DATE).This activity focused on. … (THEME) and enabled the teacher to reflect on his/hereffectiveness in relation to ….Education technology was included.The teacher was supported within the school by:……………………………………………………………….. (Name and status)……………………………………………………………….. (Name and status)……………………………………………………………….. (Name and status)who provided quality assurance for Early Professional development as outlined in section5.6 of the Teacher Education Partnership Handbook – ‘Professional Development Activity:Guidance Section B – Quality Assurance of the PDA.’.Signed (Principal): ………………………………………………………………………….Date: …………………………………………………………………………………………..A copy of this report should be:Retained by the schoolGiven to the EPD teacherTeacher Tutor Resource BookSeptember 2012 edition73

Wording to Confirm the Successful Completion of EPD 3.6(To be completed on school headed notepaper at the end of EPD 2)The following wording may be used to confirm successful completion of Early ProfessionalDevelopment. It should form the basis of a letter which should be sent on school headednotepaper to:The General Teaching Council for Northern Ireland3 rd FloorAlbany HouseGreat Victoria StreetBelfastBT2 7AFA copy of the letter of completion should be:Given to the Beginning TeacherRetained by the schoolSent to the Induction/EPD Team at the Belfast Education and Library BoardTeacher Tutor Resource BookSeptember 2012 edition74

SCHOOL NAMESCHOOL ADDRESSThe General Teaching Council for Northern Ireland3 rd FloorAlbany HouseGreat Victoria StreetBelfastBT2 7AFThe Board of Governors of … (Insert School Name) confirms, on the recommendation of thePrincipal, that:Name of Beginning Teacher: ……………………………………………………………...Teacher Reference Number: ……………………………………………………… ……..has successfully completed Early Professional Development.The first Professional Development Activity focused on … (Insert Topic) and enabled the teacherto reflect on his/her effectiveness in relation to …. Education Technology was included in order to…The PDA was completed between … (Insert Start Date) and … (Insert Completion Date).The second Professional Development Activity focused on (Insert Topic) and enabled the teacherto reflect on his/her effectiveness in relation to …. Education Technology was included in order to…The PDA was completed between … (Insert Start Date) and … (Insert Completion Date).The Beginning Teacher was supported in the school by…………………………………………………………….. ………….... (Name and Status)………………………………………………………………………….. (Name and Status)…………………………………………………………………………... (Name and Status)who provided quality assurance for Early Professional Development as outlined in Section 5.6 ofthe Teacher Education Partnership Handbook – ‘Professional Development Activity: GuidanceSection B – Quality Assurance of the PDA.’.Signed (Principal): …………………………………………………………………………………..Date: ……………………………………………………………………………………………………Signed: (Chairperson on behalf of the Board of Governors of … School)………………………………………………………………………………………….. ………………Date: ………………………………………………………………………………………………Teacher Tutor Resource BookSeptember 2012 edition75

Appendix 4Exemplar ProformasforClassroom ObservationThe proformas in this section may be downloaded either collectively from the‘Teacher Tutor Resource Materials’ page of the BELB’s website at:http://www.belb.org.uk/Teachers/i_tt_materials.asp?sm=26Teacher Tutor Resource BookSeptember 2012 edition76

Lesson Observation Template - Pre-School Induction & EPD 4.1Name of Induction/EPD Teacher: ……………………………………………………….Date: …………………………………………………………………………......................Class: ……………………………………………………………………………………….PROFESSIONAL KNOWLEDGE ANDUNDERSTANDINGCOMMENTPlanning and LeadingThe Induction/EPD Teacher’s Planningfor Learning: Is based on the observations of thechildren’s learning and their stages ofdevelopment. It takes account of theneeds of individual children. Takes account of the Pre-SchoolCurricular Guidance and seeks topromote a broad and balancedcurriculum. Takes account of information fromparents, other members of staff andcolleagues. Is shared with the classroom assistant.Teaching and LearningThe Induction/EPD Teacher: Creates a stimulating learningenvironment with appropriate learningopportunities to support and challengethe learning of the young children. Interacts naturally and sensitively with thechildren to develop their language andthinking skills. Provides a positive role model as alearner and encourages the children tobecome enthusiastic learners. Presents resources well and providesstimulating opportunities for indoor andoutdoor play which take account of healthand safety issues. Is aware of the importance of buildingeffective home-school links in support ofthe learning and teaching process.Teacher Tutor Resource BookSeptember 2012 edition77

AssessmentThe Induction/EPD Teacher: Is aware of the importance of observingchildren, recording significant events andlinking these to future planning. Gives progress reports to parents bothformally at individual meetings andinformally on a day-to-day basis. Records observations as a means ofbuilding up a picture of the children’sprogress.PROFESSIONAL VALUES ANDPRACTICEThe Induction/EPD Teacher: Enjoys working with young children andunderstands how they learn/ Can work as part of a team to meet theneeds of individuals. Builds positive relationships withchildren, colleagues, parents and otherprofessionals. Is aware of health and safety issues andchild protection procedures.ADDITIONAL COMMENTSCOMMENTName of Observer: ……………………………………………………………………Signature of Observer: ………………………………………………………Teacher Tutor Resource BookSeptember 2012 edition78

Lesson Observation Template – Induction & EPD 4.2Name of Induction/EPD Teacher: …………………………………………………Date: …………………………………………………………………………......................Class: ……………………………………………………………………………………….PROFESSIONAL KNOWLEDGE ANDUNDERSTANDINGCOMMENTPlanning and LeadingPlanning is consistent with schoolpolicy and Key Stage/Dept ObjectivesLearning outcomes were appropriate &clearly stated & reflected uponthroughoutPlanning is differentiated to enable allpupils, including those with SpecialEducational Needs, to meet thelearning objectivesLearning and TeachingThe Induction/EPD Teacher: Used a range of teaching strategiesand resources effectively, including e-learning where appropriate, tomotivate and meet the needs of allpupils and support their learning Encouraged, captured and maintainedpupils’ attention, interest andinvolvement through the choice ofappropriate teaching strategies andresources Made effective use of a range ofclassroom management modes:‣ Whole Class‣ Group Work‣ Pair Work‣ Individual Work Effectively deployed, organised &guided the work of non-teaching staff,as appropriate, to support pupils’learningTeacher Tutor Resource BookSeptember 2012 edition79

Promoted a standard of positivebehaviour that enabled all pupils tolearn Forged a positive relationship with thepupilsUsed clear and accurate speech Maintained pace throughout the lessonAssessmentThe Induction/EPD Teacher: Used a range of assessmentstrategies to evaluate pupils’ learning,inform planning & make teaching moreresponsive to pupils’ needsUsed a range of effective and targetedquestioning techniquesGave constructive feedback to helppupils reflect on and improve theirlearningPROFESSIONAL VALUES ANDPRACTICEPunctualityAttitude to workWillingness to ask for help and acceptadviceADDITIONAL COMMENTSCOMMENTTeacher Tutor Resource BookSeptember 2012 edition80

Lesson Observation Template – Induction & EPD 4.3Name of Induction/EPD Teacher: ………………………………………………………..Name of Observer: ………………………………………………………………………….Date: …………………………………………………………………………........................Class: ………………………………………………………………………………………….PlanningComment Lesson has been appropriately planned anddifferentiated to take account of what pupilsknow, understand & can do Appropriate learning outcomes have beenset to enable all pupils to participate,including those with Special EducationalNeeds, as appropriateTeaching and LearningComment The learning outcomes were clearlystated with appropriate clarity of purposefor activities A variety of teaching strategies andresources were used to motivate pupils andsupport their learning Lesson activities were well sequencedClassroom ManagementComment Effective use was made of a range ofstrategies to promote positive behaviour Effective use was made of a range ofclassroom management techniques, e.g.whole class, collaborative group work,pair work, individual work Class discussion was managedeffectively, e.g. pupils were successfullyencouraged to contribute to discussions Positive teacher/pupil and pupil/pupilrelationships were fosteredAssessmentComment Effective use was made of a range ofassessment strategies to evaluate pupils’learning & inform planning & help them toimprove on their learning Effective use was made of a range ofquestion techniquesAdditional Comments including Suggested Areas for Further ProfessionalDevelopmentTeacher Tutor Resource BookSeptember 2012 edition81

Lesson Observation Template – Induction & EPD 4.4Name of Induction/EPD Teacher: …………………………………………………Date: …………………………………………………………………………......................Class: ……………………………………………………………………………………….Teaching and LearningCommentsThe Induction/EPD Teacher:1. Creates a stimulating andinteractive learning environment2. Sets appropriate learningoutcomes for all pupils3. Provides clarity of task and goodsequence of activities4. Provides the pupils withaccessible yet challenginglearning experiences5. Makes effective use of a range ofteaching skills – explaining,questioning, demonstrating,facilitating etc.6. Uses a range of teachingstrategies to maintain variety andpromote pupil involvement –collaborative group work, pairwork, individual & whole class7. Identifies and responds to pupils’differences and differentiates bytask or outcome as appropriate8. Recognises learning difficultiesand responds appropriately9. Ensures continuity andprogression in pupils’ learningTeacher Tutor Resource BookSeptember 2012 edition82

Classroom ManagementCommentsThe Induction/EPD Teacher:1. Develops effective workingrelationships with pupils2. Establishes a positive classroomethos3. Captures pupils’ attention, interestand involvement4. Establishes clear rules andexpectations for pupils’ behaviour5. Deals effectively withinappropriate behaviour6. Manages time and spaceeffectively7. Uses the classroom layout to fitthe teaching strategies8. Makes appropriate and safe useof physical and other resources.Summary CommentSuggestions for Further Professional DevelopmentSigned (Observer): ………………………………………………………………….............Signed (Induction/EPD Teacher): ………………………………………………………Teacher Tutor Resource BookSeptember 2012 edition83

Lesson Observation Template – Induction & EPD 4.5Name of BT: ……………………………………………………… InductionEPDSubject/Area of Learning: ………………………………………………………………………….Key Stage: …………………………………… Year/Class: ……………………………………….Observation of lesson/period: …………………………………………………..........................Date: …………………………………………... Time: ………………………………………………Section 1PlanningYes No Comment1. The lesson content relates to curriculumrequirements, schemes & examinationsyllabus, as appropriate.2. The lesson plan builds on prior subjectknowledge/skills.3. Clear objectives are identified for the lesson.4. Teaching strategies are outlined in thelesson plan.5. Lesson plan identifies evaluation &assessment of learning outcomes.Section 2Lesson Introduction – the Induction/EPDTeacher:Yes No Comment1. Ensures that the class settles & starts thelesson promptly.2. Clearly explains the expected learningoutcomes.3. Communicates clear instructions for thepupils.4. Recaps/Revises previous learning asappropriate.5. Prepares appropriate support resources.Teacher Tutor Resource BookSeptember 2012 edition84

Section 3Yes No CommentDevelopment of Lesson – the Induction/EPDTeacher:1. Presents key ideas using suitable vocabulary& appropriate examples matched to classability.2. Uses effective and differentiated questioning.3. Challenges, stimulates and motivates pupils’learning.4. Demonstrates appropriate use of texts,resources & ICT to support learning.5. Listens to & responds well to pupils.6. Provides opportunities for pupil interaction.7. Uses differentiated learning strategies forgroups & individuals.8. Ensures that all pupils are on task.Section 4Lesson PlenaryYes No Comment1. The lesson plenary was effective2. The teacher assessed whether the pupilsachieved the learning outcomes.3. There is evidence of a variety of assessmentmethods to inform planning.4. Tasks/assignments are marked &constructive feedback given.5. The class exit was orderly.Teacher Tutor Resource BookSeptember 2012 edition85

Section 5Classroom EnvironmentYes No Comment1. Pupil seating/groups are matched to learningtasks as appropriate.2. Resources are organised and accessible.3. ICT is used to promote learning.4. Classroom displays encourage learning.Section 6Classroom Ethos1. There are good teacher/pupil, pupil/pupilrelationships.Yes No Comment2. There is a co-operative and supportiveatmosphere.3. The classroom atmosphere is conducive tolearning.4. The teacher uses praise to promote positiveattitudes.5. Pupils are courteous.6. Pupils show initiative & take responsibility fortheir learning.7. The teacher acts to pre-empt inappropriatebehaviour.The above findings represent a true and accurate record of the lesson. YesNoSigned (Observer): …………………………………………………………………........................Signed (Induction/EPD Teacher): ………………………………………………………………………Date: …………………………………………………………………………………………………...Teacher Tutor Resource BookSeptember 2012 edition86

Lesson Observation Template – Induction 4.6Name of Induction Teacher: …………………………………………………………Targeted GTCNI Competences for Development through Action Plan:Date and Time of Observation: …………………………………………………………Class Observed: ………………………….. Key Stage: ………………………………Role and Name of Observer: ……………………………………………………………FOCUSCOMMENTArea for DevelopmentSettling of ClassClear Introduction(Learning Outcomes)Progress/Development ofLessonsTeaching Strategies –Whole Class, Groups, Pairs,Individual ModeActivities to Motivateand EncourageAppropriate ResourcesTransition from oneActivity to AnotherTeacher Tutor Resource BookSeptember 2012 edition87

ClassroomOrganisation/ManagementRelationshipsPupil BehaviourMovement aroundClassUse of Teacher VoiceManagement ofResourcesHomeworkObservation Feedbacka) Induction Teacher’s Analysis of Lesson (bullet points)b) Observer’s Review of Lessonc) Agreed follow-up (linked to Induction Action Plan)Signature of Teacher Tutor: ……………………………………………………………..Signature of Induction Teacher: ………………………………………………………Date: …………………………………………………………………………………………Teacher Tutor Resource BookSeptember 2012 edition88

Lesson Observation Template – Induction 4.7Name of Induction Teacher: ……………………………………………………….Date: …………………………………………………………………………......................Class: ……………………………………………………………………………………….Context (Refer to Area(s) for Development in Action Plan)Evidence (Refer to Success Criteria and Monitoring and Evaluation in Action Plan)Teacher ActivityPupil Engagement in LearningProcessSelf EvaluationSigned (Observer): …………………………………………………………………….Signed (Induction Teacher): ………………………………………………………Teacher Tutor Resource BookSeptember 2012 edition89

Lesson Observation Template – EPD 4.8Name of Beginning Teacher: …………………………………………………………Targeted GTCNI Competences for Development through the ProfessionalDevelopment Activity (linked to the PDA Focus and Purpose):Date and Time of Observation: …………………………………………………………Class Observed: ………………………….. Key Stage: ………………………………Role and Name of Observer: ……………………………………………………………AreaCOMMENTPDA FocusPDA PurposeSettling of ClassClear Introduction(Learning Outcomes)Progress/Development ofLessonsTeaching Strategies –Whole Class, Groups, Pairs,Individual ModeActivities to Motivateand EncourageAppropriate ResourcesTransition from oneActivity to AnotherTeacher Tutor Resource BookSeptember 2012 edition90

ClassroomOrganisation/ManagementRelationshipsPupil BehaviourMovement aroundClassUse of Teacher VoiceManagement ofResourcesHomeworkObservation Feedbackd) EPD Teacher’ s Analysis of Lesson (bullet points)e) Observer’s Review of Lessonf) Agreed follow-up (linked to Induction Action Plan)Signature of Teacher Tutor: ……………………………………………………………..Signature of Beginning Teacher: ………………………………………………………Date: …………………………………………………………………………………………Teacher Tutor Resource BookSeptember 2012 edition91

Teacher Tutor Resource BookSeptember 2012 edition92