Teacher Tutor Resource Book - Belfast Education & Library Board

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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
Page 1 and 2: The Northern IrelandInduction and E
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Page 39 and 40: Appendix 2Induction FormsThe profor
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Page 43 and 44: Observation of Good Practice 2.4Cla
Page 45 and 46: Induction Action Plan 2.5This shoul
Page 47 and 48: practiceClassroom observationand fe
Page 49 and 50: Were there unexpected valuable outc
Page 51 and 52: Induction Summative Report 2.8(To b
Page 53 and 54: Appendix 3EPD FormsThe proformas in
Page 55 and 56: List of Continuing Professional Dev
Page 57 and 58: Observation of Good Practice during
Page 59 and 60: Professional Development Activity 3
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Page 63 and 64: Choose a maximum of three sources.
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Page 69 and 70: LEARNING OUTCOMESHow did pupils app
Page 71 and 72: REVIEWING AND REFLECTINGPlease comm
Page 73 and 74: Confirmation of Completion of Profe
Page 75 and 76: SCHOOL NAMESCHOOL ADDRESSThe Genera
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Lesson Observation Template - Pre-S
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Lesson Observation Template - Induc
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Classroom ManagementCommentsThe Ind
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Section 3Yes No CommentDevelopment
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