Presentation demonstrating the action planning process for beginning teachers in Northern Ireland. This is the non animated version

1. induction lanning p 4

2. What is 2 ?

4. It always pays to plan ahead ! !

5. Plan Do Review Reflect

6. Plan Do Review 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

7. Putting my action plan together

8. Area for Development Competences Success Criteria Actions (Including timescales) Support Arrangements Monitoring Evaluation Self-Reflection

9. “ 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

10. N I Curriculum and the GTCNI Competences Competences 9, 15, 21 Special Needs Competences 8, 21 Ethnic Minority Achievement Competence 23 Personal Development Competence 11 ICT Competences 11, 16 Monitoring & Evaluation Competences 10, 11, 26, 27 Assessment/Recording/Reporting Competences 14, 24, 25 Assessment for Learning Competences 7, 22 Behaviour Management Competences 7, 19 Classroom Management Competences 14,15 Lesson Differentiation Competences 3, 6, 20, 21 Effective Learning and Teaching

11. A word from …… Vox pop from a beginning teacher

12. Aspect of competence for Induction 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 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. Focus To employ a range of teaching approaches effectively that will enable pupils to fully develop/structure their written responses. Use a range of teaching approaches effectively to promote high levels of learning and achievement. To employ a range of teaching approaches effectively that will enable pupils to fully develop/structure their written responses.

13. To employ a range of teaching approaches effectively that will enable pupils to fully develop/structure their written responses. 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 teaching approaches effectively to promote high levels of learning and achievement Self Reflection Evaluation Focus Competences Monitoring Support Arrangements Actions Success Criteria Area(s) for Development

20. 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.

21. 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. 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.

22. 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. 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.

28. A word from …… A vox pop from a beginning teacher

29. What will my action plan look like? Jigsaw Activity

35. For my focus I could do …. For my focus I am thinking about ….

36. For this action plan I am going to focus on collaborative group work and …….. 20 a c 19 a b a b c 15 Focus Area 1 Aspect Competence

37. Who’s watching you ?

38. Observations Ideally two classroom observations should take place during each action plan 2

40. A word from …… A vox pop from a beginning teacher

41. What records do I need to keep ?

43. Career-Entry Profile PORTFOLIO MONITORING THE INDUCTION PROCESS Agree Induction Action Plan Interim Report Agree 2 nd Induction Action Plan Summative report COMPLETION OF INDUCTION School-Based Support and INSET

44. A word from …… A vox pop from a beginning teacher