induction action plan 2010v2

inductionlanningp

4

What is 2?

Action Plans 2 Action Plans throughout the year Focus each on one aspect of practice, e.g.:

Curriculum Management Behaviour

Signpost 1 – 3 (maximum) competences per Action Plan Collect evidence of development over 4-8 week period

“A BT’s Guide to the Induction/EPD Process” pages 7-8 and 22-24

It always pays to plan ahead ! !

Plan

DoReview Reflect

Plan

DoReview

What to teach

How to teach

What pupils will learn?

Implement the strategies

Monitor progress

What went well – Why?

What didn’t go so well?

What you would do differently?

What pupils learned?

Reflect

Putting my action plan together

Area for Development

Competences

Success Criteria

Actions(Including timescales)

Support Arrangements

Monitoring

Evaluation

Self-Reflection

“The competences developed by the

GTCNI underpin high quality teaching

and provide a sense of identity for

classroom practitioners. They also

provide a common framework and

language that will assist teachers in the

process of self-reflection and in the

identification of their professional

development needs. Every School a Good School (DE, April 2009, p 35)

Every School a good School

N I Curriculum and the GTCNI Competences

Effective Learning and Teaching Competences 3, 6, 20, 21

Lesson Differentiation Competences 14,15

Classroom Management Competences 7, 19

Behaviour Management Competences 7, 22

Assessment for Learning Competences 14, 24, 25

Assessment/Recording/Reporting Competences 10, 11, 26, 27

Monitoring & Evaluation Competences 11, 16

ICT Competence 11

Personal Development Competence 23

Ethnic Minority Achievement Competences 8, 21

Special Needs Competences 9, 15, 21

A word from ……

Vox pop from a beginning teacher

Aspect of competence for Induction

Competence 20Teachers will use a range of teaching strategies and resources, including eLearning where appropriate, that enable learning to take place and which maintainpace within lessons and over time.

Use resources effectively to motivate and support all pupils’ learning.

Capture and maintain pupils’ attention, interest and involvement through the choice of teaching strategy and resources. Ensure good pace through careful planning and organisation.

FocusTo employ a range of teachingapproaches effectively that will enable pupils to fully develop/structure their written responses.

Use a range of teachingapproaches effectivelyto promote high levels oflearning and achievement.

To employ a range of teaching approaches effectively that will enable pupils to fully develop/structure their written responses.

Area(s) for Development

Success Criteria Actions Support Arrangements

Monitoring

Focus

Competences

Evaluation

Self Reflection


Competence 20

Teachers will use a range of teaching strategies and resources, including eLearning where appropriate, that enable learning to take place and which maintain pace within lessons and over time.

Use a range of teachingapproaches effectivelyto promote high levels oflearning and achievement

Success Criteria As a result of this action plan:

Lesson planning, organisation and delivery will show evidence of well considered, effective and creative use of a range of teaching strategies.

Lesson activities will be paced appropriately.

Pupils written responses to tasks will be more developed and appropriately structured.

Pupils will have have successfully participated in a variety of stimulating learning activities demonstrating; high levels of learning and

achievement greater enjoyment and satisfaction

for (Area of Learning)

How will you recognise that the planned learning has been accomplished



Monitoring

Focus

Competences

Evaluation

Self Reflection

Competence 20






Pupils will have have successfully participated in a variety of stimulating learning activities demonstrating high levels of learning and achievement

Pupils will have have successfully participated in a variety of stimulating learning activities demonstrating greater enjoyment and satisfaction for (Area of Learning)


Actions

What steps do you need to take to achieve your success criteria?

Collect some samples of pupils written work as a baseline.

Identify in discussion with other BTs and colleagues within school and as a result of personal reading and research appropriate strategies focused on developing written responses e.g. graphic organisers, thinking frames

Identify appropriate resources within my department

Attend regional ELB BT INSET for Area of Learning and/or local ELB BT courses on Effective Learning and Teaching for the NI Curriculum

Plan and deliver a series of lessons incorporating a range of learning/teaching strategies focused on raising achievement specifically development and structure of written responses.




Attend regional ELB BT INSET for Area of Learning and/or local ELB BT courses of

Effective Learning and Teaching for the NI Curriculum

Plan and deliver a series of lessons



Monitoring

Focus

Competences

Evaluation

Self Reflection

Competence 20















Support Arrangements Set time aside for personal reading and research

Consult with my HOD and departmental colleagues regarding existing learning and teaching strategies

Enlist the support of HOD and other colleagues to engage in classroom observation and post observation reflective discussion

Liaise with colleagues regarding the appropriateness of resources and strategies identified/developed for inclusion in action plan and lesson plans

Identify dates for INSET and liaise with teacher tutor to attend ELB INSET

What support will you need in order to complete your action plan?



Monitoring

Focus

Competences

Evaluation

Self Reflection

Competence 20















Set time aside for personal reading and research


Enlist the support of HOD and other colleagues to engage in classroom observation and post observation reflective discussion

Liaise with colleagues regarding the appropriateness of resources and strategies identified/developed for inclusion in action plan and lesson plans

Identify dates for INSET and liaise with teacher tutor to attend ELB INSET

• Planning – Scheme of work / lesson plans

• Examples of teaching strategies and resources

• planning discussions with my Teacher Tutor/HOD/AOL colleagues/ELB support officers

• observation of colleagues use of strategies and resources

• observation of pupils engagement with selected strategies and resources

• Samples of pupil feedback and completed work

• Written observation feedback from Teacher

• Tutor/HOD• Induction Interim and

summative reports• Evidenced in portfolio

At the start of this action plan pupils written responses were quite superficial and in particular pupils responses to the set tasks were not fully developed and they had difficulty in comparing and contrasting and evaluating their arguments.

I identified and selected a number of thinking frames which I felt would motivate, support and challenge pupils’ learning and impact on their writing.

Evaluation is about using the evidence and information you have gathered from the monitoring process to make judgements about your area for development and to ascertain the extent to which your success criteria has been achieved.

I noted from observing pupils during the lesson that their engagement with selected strategies was greater than in lessons prior to my action plan – pupils were more focused on task when they were using the thinking frames. This was also borne out by my teacher tutor who commented how the class seemed more focused.

Feedback from pupils was also positive they commented that the thinking frames helped them to think more about what they were writing and they spent more time structuring their answers.

A comparison of pupils work indicated that their responses were more developed and they made more compare/contrast statements and marshalled their arguments more accurately.


Feedback from pupils was also positive they commented that the thinking frames helped them to think more about what they were writing and they spent more time structuring their answers.

A comparison of pupils work indicated that their responses were more developed and they made more compare/contrast statements and marshalled their arguments more accurately.




Monitoring

Focus

Competences

Evaluation

Self Reflection









Enlist the support of HOD and other colleagues to engage in classroom observation and post observation reflective





At the start of this action plan pupils written responses were quite superficial and in particular pupils responses to the set tasks were not fully developed and they had difficulty in comparing and contrasting and evaluating their arguments. I identified and selected a number of thinking frames which I felt would motivate, support and challenge pupils’ learning and impact on their writing.I noted from observing pupils during the lesson that their engagement with selected strategies was greater than in lessons prior to my action plan – pupils were more focused on task when they were using the thinking frames. This was also borne out by my teacher tutor who commented how the class seemed more focused.Feedback from pupils was also positive they commented that the thinking frames helped them to think more about what they were writing and they spent more time structuring their answers.A comparison of pupils work indicated that their responses were more developed and they made more compare/contrast statements and marshalled their arguments more accurately.

Prior to completing my action plan I would have explained the written task to the class and then allowed them time to complete the task. What I found was that pupils responses were not properly structured and developed and pupils found it difficult to compare and contrast. I had read an article in the TES on learning strategies and felt they could help me in the classroom. I discussed this with my HoD and an English teacher who used thinking frames.

Self Reflection Allows you to think about how

you have developed professionally as a teacher. Think about:

• What have you learned about yourself and your own professional development?

• What particular skills did you exhibit/develop?

• To what extent do you feel you furthered your knowledge and understanding of your chosen area for development?

• Have you identified any other professional needs that you feel you need to develop as a result of this action plan process?

• What do you now need to do to take your professional development needs forward?

From using thinking frames with the pupils I realised that I was ‘rushing’ pupils into their written work. The thinking frames provided an important link between the activity explanation and the pupils writing. They gave pupils time to think and structure their written responses before committing their thoughts to writing.








I monitored the pupils’ written work over the period and there was an increase in the quality of the responses. Answers were better structured and pupils’ were able to compare and contrast with more examples and a broader range of examples.










Monitoring

Focus

Competences

Evaluation

Self Reflection









Enlist the support of HOD and other colleagues to engage in classroom observation and post observation reflective





At the start of this action plan pupils written responses were quite superficial and in particular pupils responses to the set tasks were not fully developed and they had difficulty in comparing and contrasting and evaluating their arguments.

Prior to completing my action plan I would have explained the written task to the class and then allowed them time to complete the task. What I found was that pupils responses were not properly structured and developed and pupils found it difficult to compare and contrast. I had read an article in the TES on learning strategies and felt they could help me in the classroom. I discussed this with my HoD and an English teacher who used thinking frames.From using thinking frames with the pupils I realised that I was ‘rushing’ pupils into their written work. The thinking frames provided an important link between the activity explanation and the pupils writing. They gave pupils time to think and structure their written responses before committing their thoughts to writing.

A word from ……

A vox pop from a beginning teacher

Now have a go

For my focus I could do ….For my focus I could do ….

For my focus I am thinking about ….

For my focus I am thinking about ….

Focus Area 1

Aspect

Competence

For this action plan I am going to focus on collaborative group work and ……..

20

a

c

19

a

b

a

b

c

15

Who’s watching you?

Observations Ideally two classroom observations should take place during each action plan

2

Classroom Observation

Before: Meet with your Teacher Tutor Discuss lesson objectives,

content, strategies etc Agree on a focus

After: Share your own views on

your lesson with your TT Receive oral feedback from

your TT. It should: Accentuate the positive

good practice observed, Good and varied use of

strategies/resources Suggest strategies to further

develop professional skills & practice

Receive written observation report from Teacher Tutor

During: Teacher Tutor makes notes

on: Agreed area of focus Good practice observed Suggested areas for

development

A word from ……


What records do I need to keep

?

Records to Keep!

A copy of the Action Plans

Interim Report – completed after the first action plan

Summative report – completed after the second action plan and

at the end of the Induction Process

Confirmation of Successful Completion of Induction from the

Board of Governors

Letter of completion of Induction – one copy retained by the

school, one by the BT, one sent to the GTCNI and one to the

BELB’s Induction/EPD Team

Career-Entry Profile

THE INDUCTION PROCESS

Agree Induction Action Plan

Interim Report

Agree 2nd Induction Action Plan

Summative report

COMPLETION OF INDUCTION

Sch

oo

l-B

ased

Su

pp

ort

an

d I

NS

ET

A word from ……


induction action plan 2010v2

Education

pupils learning

range of teaching strategies

range of teaching approaches

written responses

use resources

samples of pupils

pupils attention

teachwhat pupils