Teacher Tutor Resource Book - Belfast Education & Library Board

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