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					                  The Northern Ireland Beginning Teacher Programme
                  BELB Induction/EPD Support Programme




                     EPD
                  PORTFOLIO




i-teach belfast                                                      1
EPD Portfolio
                  The Northern Ireland Beginning Teacher Programme
                  BELB Induction/EPD Support Programme




  “A teaching portfolio is a collection of
    authentic and diverse evidence of
 teaching competence that has been the
   subject of reflection, synthesis and
      selection for presentation to a
    professional audience for specific
                purposes.”

                          Teacher e-Portfolio
                   Working Group for Northern Ireland




i-teach belfast                                                      2
EPD Portfolio
                          The Northern Ireland Beginning Teacher Programme
                          BELB Induction/EPD Support Programme



                     EPD Portfolio Overview
Section 1: Personal/School Profile
                                     1   Personal Details
                                     2   School Details

Section 2: Continuing Professional
Development during EPD
                                     1   EPD 1 and 2 Reflective Learning Journal
                                     2   EPD 1 and 2 INSET/Professional Development Log
                                     3   Log of Extra Curricular Involvement during EPD
                                     4   EPD Classroom Observation Log


Section 3: Professional
Development Activity 1
                                     1   Planning for Teaching
                                               My Professional Needs as a Teacher

                                               PDA Details – Topic, Focus and Purpose

                                               Planning for Learning – Class, Learning
                                                Outcomes, Content etc

                                               Unit Planner/Scheme of Work

                                     2   Teaching for Learning
                                               PDA 1 Learning Journal

                                               Lesson Plans for Observed Lessons

                                               Reflective Self-Evaluation of Lessons

                                               Evidence 1 – Written Observation Feedback

                                               Evidence 2

                                               Evidence 3

                                     3   Review of My Teaching
                                     4   Reflection on My Practice
                                     5   Quality Assurance of PDA 1
                                         Confirmation of Completion of PDA 1




       i-teach belfast                                                                      3
       EPD Portfolio
                          The Northern Ireland Beginning Teacher Programme
                          BELB Induction/EPD Support Programme




Section 4: Professional
Development Activity 2
                                   1   Planning for Teaching
                                             My Professional Needs as a Teacher

                                             PDA Details - Topic, Focus and Purpose

                                             Planning for Learning - Class, Learning
                                              Outcomes, Content, Resources etc

                                             Unit Planner/Scheme of Work etc

                                   2   Teaching for Learning
                                             PDA 2 Learning Journal

                                             Lesson Plans for Observed Lessons

                                             Reflective Self-Evaluation of Lessons

                                             Evidence 1 - Classroom Observation Feedback

                                             Evidence 2

                                             Evidence 3

                                   3   Review of My Teaching
                                   4   Reflection on My Practice
                                   5   PDA 2 Quality Assurance
                                       Confirmation of Completion of PDA 2


Section 5: Completion of EPD
                                   1   Letter to Confirm Successful Completion of EPD




       i-teach belfast                                                                      4
       EPD Portfolio
                  The Northern Ireland Beginning Teacher Programme
                  BELB Induction/EPD Support Programme




                  Section 1




i-teach belfast                                                      5
EPD Portfolio
                        The Northern Ireland Beginning Teacher Programme
                        BELB Induction/EPD Support Programme



                              PERSONAL PROFILE



Name of EPD Teacher


DE Teacher Reference
Number


Address


Date of Commencing EPD




      i-teach belfast                                                      6
      EPD Portfolio
                           The Northern Ireland Beginning Teacher Programme
                            BELB Induction/EPD Support Programme



                                    EPD SCHOOL PROFILE

Please complete for each school in which employed during EPD


Name of School


Address of School


Duration of Employment in
School


Name of Principal


Name of Main Supporting
Teacher Tutor


Brief Description of School
This may include information on
the locality of the school, the
number of teachers, pupils
(including SEN pupils), free
school meals, links with the
community etc



Brief Description of
Classes/Subject(s) Taught
This may include brief details of
your experience in the context of
the needs of the pupil(s) and
class(es) for which you are
responsible and staff
development priorities




        i-teach belfast                                                       7
        EPD Portfolio
                  The Northern Ireland Beginning Teacher Programme
                  BELB Induction/EPD Support Programme




                  Section 2




i-teach belfast                                                      8
EPD Portfolio
                                                                                             The Northern Ireland Beginning Teacher Programme
                                                                                              BELB Induction/EPD Support Programme


                                                         EPD REFLECTIVE LEARNING JOURNAL

Reflecting on practice is core to the Induction/Early Professional Development programme and the Department of Education’s School Improvement Process
which places much emphasis on the importance of ‘quality teaching and learning in the classroom’ and the need for ‘teachers to reflect on their own
work and the outcomes of individual pupils’ (Every School A Good School: DE, 2009). You are encouraged to maintain a personal reflective learning
journal during EPD to record key things that you have learned, tried and critically reflected on as a result of participation in additional professional
development over and above that associated with the core EPD elements of the 2 Professional Development Activities.

        Date               Description of Activity/Experience                            Self Reflection                                 Action for the Future
                             For example, participation in school and      Include your thoughts and comments on the                  Note any issues arising out of this
                         external INSET, professional discussions with    value of the activity in relation to your holistic   activity/experience which you wish to discuss
                           colleagues, observations of other teachers,    development. Make a brief note of any impact         with your Teacher Tutor at professional review
                         visits to other schools, membership of working      it has had or will have on your practice.         meetings. Note any immediate action you may
                                              groups.                                                                                           wish to take.




       i-teach belfast                                                                                                                                                          9
       EPD Portfolio
                                                  The Northern Ireland Beginning Teacher Programme
                                                   BELB Induction/EPD Support Programme


                  LIST OF CONTINUING PROFESSIONAL DEVELOPMENT/INSET DURING EPD


Date                Title of CPD Activity          Venue                      Competences Developed




i-teach belfast                                                                                       10
EPD Portfolio
                                                        The Northern Ireland Beginning Teacher Programme
                                                        BELB Induction/EPD Support Programme


                       RECORD OF EXTRA CURRICULAR INVOLVEMENT DURING EPD


Date              Extra Curricular Activity   Target Class/Group of Pupils                     Venue




i-teach belfast                                                                                            11
EPD Portfolio
                            The Northern Ireland Beginning Teacher Programme
                            BELB Induction/EPD Support Programme



                        EPD CLASSROOM OBSERVATION LOG

Name of EPD Teacher:

Being Observed:


      Date         Period      Class     Room          Observer      Action Plan
                                                                       1 or 2




Observing Others:


             Date        Period        Class    Room          Observee




      i-teach belfast                                                              12
      EPD Portfolio
                          The Northern Ireland Beginning Teacher Programme
                          BELB Induction/EPD Support Programme



                         OBSERVATION OF GOOD PRACTICE -
                          CLASS/SCHOOL VISIT EVALUATION
This form is for your optional use should you have the opportunity to observe lessons delivered by
other colleagues in your own school or in another school which may support you in your holistic
development as a teacher during EPD or in the planning and delivery of your EPD Professional
Development Activities

Name of Beginning Teacher:

School Visited:                                  School Type:

Date of Visit:                                   Substitute Cover Used: YES             NO


 Please outline the reason for your choice of class to observe/school to visit




 Please give a brief outline of how your day was structured




 Please state the main learning outcomes from your experience of observing good
 practice




 Please indicate how this exercise will impact on your:
    Classroom Practice




       i-teach belfast                                                                         13
       EPD Portfolio
                          The Northern Ireland Beginning Teacher Programme
                          BELB Induction/EPD Support Programme




    Continuing Professional Development




 Please comment on the usefulness of this observation experience to your EPD
 programme




 Any other comments?




 Principal’s comments




Signature of EPD Teacher:

Signature of Principal:




       i-teach belfast                                                         14
       EPD Portfolio
                  The Northern Ireland Beginning Teacher Programme
                  BELB Induction/EPD Support Programme




                  Section 3




i-teach belfast                                                      15
EPD Portfolio
                  The Northern Ireland Beginning Teacher Programme
                  BELB Induction/EPD Support Programme




                  Section 3.1




i-teach belfast                                                      16
EPD Portfolio
                            The Northern Ireland Beginning Teacher Programme
                            BELB Induction/EPD Support Programme




                                       PERSONAL DETAILS


Name of EPD Teacher


Date of Commencing PDA 1


Name of School in which
PDA 1 is being delivered

Name of Teacher Tutor/
Supporting Teacher

                          MY PROFESSIONAL NEEDS AS A TEACHER

School Priorities
Reference here any priorities in the school development plan which relate directly to teaching and
learning in your classroom




Departmental or Key Stage Priorities
Reference here any priorities in your departmental or key stage developmental plan which relate
directly to teaching and learning in your classroom




My Professional Needs in the Context of these Priorities
Identify 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, formative
          assessment, learning styles, thinking skills etc




        i-teach belfast                                                                              17
        EPD Portfolio
                            The Northern Ireland Beginning Teacher Programme
                            BELB Induction/EPD Support Programme




                     PROFESSIONAL DEVELOPMENT ACTIVITY DETAILS

Phase
Enter here whether your PDA reflects practice in Nursery, Special, Key Stage 1, 2, 3, 4 or post 16




Topic
State the broad area which matches the focus for your PDA, e.g. Behaviour Management, Mental
Maths, Reading, Fieldwork, Formative Assessment etc




Focus
What do you expect your pupils to be able to achieve/experience as a result of your teaching?




Purpose
State briefly how you expect to develop as a teacher as a result of reflecting on your practice and in
the context of which GTCNI competences. It is recommended that you identify and focus on
competences which are appropriate to your PDA and which you will refer to in the final section
‘Reflection on my Practice’




           Competence Statement                                 EPD Phase Exemplar(s)




        i-teach belfast                                                                                  18
        EPD Portfolio
                            The Northern Ireland Beginning Teacher Programme
                            BELB Induction/EPD Support Programme



School Sourced Information
Within this section you should source and reference information about:
       Your key stage/subject/area of learning
       Relevant curriculum requirements
       Appropriate teaching strategies
       The abilities of pupils
       Pastoral issues
       Classroom management
       School policies etc

This may be sourced from background reading, INSET courses, school based staff development
sessions, the expertise of school colleagues or an ELB support officer. It may also be based on what
you already know about your pupils and what else you want to find out. Where textbooks or journals
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 LEARNING

Class, Pupil or Group(s) of Pupils
Make 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 Work
Where does the PDA fit into your existing scheme/unit of work?




        i-teach belfast                                                                                   19
        EPD Portfolio
                            The Northern Ireland Beginning Teacher Programme
                            BELB Induction/EPD Support Programme



Intended Learning Outcomes
Make a concise statement of the intended learning outcomes for your pupils, i.e. what you want your
pupils to know, understand and be able to do




Content
Briefly outline what you are going to teach




Teaching Strategies
Make 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 individual
        pupils
      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 standards




Resources including Educational Technology
Outline 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 Visitors
Clear reference should be made as to how it is anticipated the use of ET will enhance pupil learning




You may, if desired, attach examples of your planning to further exemplify your
content and intended use of teaching strategies and resources e.g.
      Unit planners and/or schemes of work
      Teaching materials (individually and commercially designed)


        i-teach belfast                                                                            20
        EPD Portfolio
                           The Northern Ireland Beginning Teacher Programme
                           BELB Induction/EPD Support Programme



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.
Choose a maximum of three sources. One source of evidence should be observation and
written feedback from your recognised supporting teacher. Other sources of evidence may
include:
         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
         Photographs




Evidence 1                Observation and Written feedback from Teacher Tutor/recognised
                          supporting teacher
Evidence 2

Evidence 3


My plans have been
discussed with and                         Name                              Designation
agreed by:
This person may be
your Teacher Tutor or
recognised supporting
teacher, Principal, VP,
Key Stage Coordinator
or HOD

Date


The next stages of Teaching, Reviewing and Reflecting are dependent upon the above
plans having been discussed with and agreed by your Teacher Tutor or other recognised
supporting teacher




        i-teach belfast                                                                           21
        EPD Portfolio
                  The Northern Ireland Beginning Teacher Programme
                  BELB Induction/EPD Support Programme




                  Section 3.2




i-teach belfast                                                      22
EPD Portfolio
                                                                                      The Northern Ireland Beginning Teacher Programme
                                                                                      BELB Induction/EPD Support Programme


                                                                PDA 1 LEARNING LOG
During the delivery of your PDA you should keep a log of key moments in your teaching which will help you to think more critically about your pupils’ learning
and your role in the learning process. Keeping a learning log can prompt you to ask pertinent questions about what is happening in your classroom such as
the following:
     Did the strategy/activity work? How do I know?
     How did my pupils benefit?
     What did I learn?
     What shall I keep doing? Why?
     What shall I stop doing or do differently? Why?
     What should I try for the first time? Why? When?

The following template is provided for your optional use and the completed example below is designed to guide you in the process. You may wish to adapt
the template for your own purposes or record your learning in another format, e.g. by devising a ‘blog.’ For those opting to complete 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.

             Date                     What was the Lesson                           What Happened?                                 What Next?
                                       Activity/Strategy?
  15 October 2010            Year 9 French Lesson on theme of ‘Au         The majority of pupils demonstrated       I will now wish to:
                             Café’                                         good command of the vocabulary             Set aside some discrete time to work
                                                                           taught and most worked                      with this Year 9 class to establish and
                             Pupils were tasked to work in groups of       enthusiastically and well in this more      agree a set of ground rules to promote
                             four to plan, rehearse and act out a          pupil centred and less teacher              successful collaborative group work
                             scene at a café to showcase some of           directed group learning activity           Provide increased opportunities for the
                             the target language they have learned in     However, 2 groups took longer than          pupils to apply these jointly negotiated
                             the Unit ‘Eating Out’                         others to agree roles and get down to       rules to group and team situations so
                                                                           the task                                    that they are able to work and learn
                                                                          This has reinforced the need for me to      with increasing effectiveness from
                                                                           engage in some specific classroom           each other
                                                                           management work with pupils to help
                                                                           them appreciate the importance of
                                                                           roles so that they are able to support
                                                                           each other more effectively in
                                                                           peer/group situations

        i-teach belfast                                                                                                                                           23
        EPD Portfolio
                                                      The Northern Ireland Beginning Teacher Programme
                                                      BELB Induction/EPD Support Programme



                                        PDA 1 LEARNING LOG

  Date            What was the Lesson                What Happened?                         What Next?
                   Activity/Strategy?          Did it work? How do I know?          What shall I keep doing?
                                               How did my pupils benefit?    What shall I stop doing or do differently?
                                                      What did I learn?        What should I try for the first time?




i-teach belfast                                                                                                           24
EPD Portfolio
                           The Northern Ireland Beginning Teacher Programme
                            BELB Induction/EPD Support Programme



                         REFLECTIVE EVALUATION OF LESSONS
In addition to keeping a learning log throughout your PDA, you may also wish to engage in the good
practice of evaluating individual lessons. You might, for example, choose to evaluate a lesson
towards the beginning and end of your PDA to help you to determine the extent of your pupils’
learning or you may, alternatively, wish to evaluate the lessons for which you have been observed to
provide you with a good basis on which to engage in feedback discussion with your Teacher Tutor.
This template is designed to assist you in this process. You may also draw up and use your own
format, if desired.

Name of EPD Teacher:

Lesson:                                                   Date:


 How were pupils made aware of the planned learning intentions and how was the
 success criteria shared and negotiated with them?




 What evidence demonstrates that the pupils understood the purpose and process of
 the task?




 How did they demonstrate self-management skills such as attentiveness,
 concentration, interest and attitude?




 What was their involvement in seeking and managing information?




       i-teach belfast                                                                           25
       EPD Portfolio
                       The Northern Ireland Beginning Teacher Programme
                       BELB Induction/EPD Support Programme



Were there opportunities for pupils to engage in problem solving, decision making
and creativity?




How were the pupils working effectively?




What learning groups were they arranged in/did they arrange themselves in?


Whole class                 Pairs                 Other

Groups                      Individual


How effective were these groups in actively supporting learning?




Which of the five E’s of ICT were used to help achieve the learning outcomes for
pupils?




Did the pupils respond well to the learning experiences? How did you judge their
response?




     i-teach belfast                                                                26
     EPD Portfolio
                       The Northern Ireland Beginning Teacher Programme
                       BELB Induction/EPD Support Programme



                              LEARNING OUTCOMES
How 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 if
possible)



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 outcomes




                                    SUPPORT
Do you need any help/support from other sources? E.g.
    Head of Department, Key Stage Coordinator, SENCO, Teacher Tutor, CASS
     etc
    Resources etc




     i-teach belfast                                                                27
     EPD Portfolio
                          The Northern Ireland Beginning Teacher Programme
                           BELB Induction/EPD Support Programme



 EVIDENCE 1: WRITTEN OBSERVATION FEEDBACK FROM OBSERVER

Insert completed observation reports received from your Teacher Tutor, Principal or other colleague
who has/have observed lessons relating to PDA 1




       i-teach belfast                                                                          28
       EPD Portfolio
                          The Northern Ireland Beginning Teacher Programme
                           BELB Induction/EPD Support Programme



                                         EVIDENCE 2

Insert your second evidence source which you have chosen to help you to monitor, review and reflect
upon pupil achievement, progression and any challenges encountered in relation to the focus and
intended learning outcomes of PDA 1




       i-teach belfast                                                                          29
       EPD Portfolio
                           The Northern Ireland Beginning Teacher Programme
                           BELB Induction/EPD Support Programme



                                         EVIDENCE 3

Insert your third evidence source which you have chosen to help you monitor, review and reflect upon
pupil achievement, progression and any challenges encountered in relation to the focus and intended
learning outcomes of PDA 1




       i-teach belfast                                                                           30
       EPD Portfolio
                  The Northern Ireland Beginning Teacher Programme
                  BELB Induction/EPD Support Programme




                  Section 3.3




i-teach belfast                                                      31
EPD Portfolio
                          The Northern Ireland Beginning Teacher Programme
                          BELB Induction/EPD Support Programme



                                    REVIEW OF PDA 1

You should make a brief record here of the outcomes of your discussion of the evidence from PDA 1
with your Teacher Tutor or recognised supporting teacher




       i-teach belfast                                                                        32
       EPD Portfolio
                  The Northern Ireland Beginning Teacher Programme
                  BELB Induction/EPD Support Programme




                  Section 3.4




i-teach belfast                                                      33
EPD Portfolio
                          The Northern Ireland Beginning Teacher Programme
                          BELB Induction/EPD Support Programme



                             SELF REFLECTION ON PDA 1

This 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 supporting
teacher.

Clarify precisely the extent to which the focus and purpose of your Professional Development
Activity have been achieved.

You should use the following prompt questions for guidance:
   1. What has this highlighted about pupil learning? You should refer to Sources of Evidence 1-3
      and your Learning Log
   2. How has this influenced your professional values and core values and commitment to
      learners, colleagues and the teaching profession?
       Ref: Code of Values and Professional Practice in ‘Teaching: The Reflective Profession’ , pp
      44-46 (GTCNI, 2009)
   3. How did the background information challenge and extend your thinking about teaching and
      learning?
   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 you
      targeted 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 you may
      address in the future?




   Date of Completion of PDA:



       i-teach belfast                                                                         34
       EPD Portfolio
                  The Northern Ireland Beginning Teacher Programme
                  BELB Induction/EPD Support Programme




                  Section 3.5




i-teach belfast                                                      35
EPD Portfolio
                            The Northern Ireland Beginning Teacher Programme
                            BELB Induction/EPD Support Programme


                             QUALITY ASSURANCE OF THE
                         PROFESSIONAL DEVELOPMENT ACTIVITY

 To be completed by the School Principal in joint discussion with the EPD teacher and the
                                     Teacher Tutor

Name of EPD Teacher

Teacher Reference Number



                                         PLANNING


 Please 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 pupils




                                 LEARNING AND TEACHING


    To what extent does evidence from observation and discussion indicate that the pupils
     were engaged in the learning process?
    What evidence is there that the teacher is developing the identified competences?




       i-teach belfast                                                                      36
       EPD Portfolio
                         The Northern Ireland Beginning Teacher Programme
                         BELB Induction/EPD Support Programme



                              REVIEWING AND REFLECTING


Please 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 staff




                                       CORE VALUES


‘The GTCNI Code of Values and Professional Practice underpin the responsibilities and
aspiration of the profession in Northern Ireland and provide teachers with a framework to
apply 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) please
comment on the extent to which the EPD teacher has exemplified the Code of Values and
Professional Practice throughout EPD 1 and applied appropriate competences to his/her
Professional Development Activity.




      i-teach belfast                                                                          37
      EPD Portfolio
                           The Northern Ireland Beginning Teacher Programme
                           BELB Induction/EPD Support Programme



                                 AREAS FOR DEVELOPMENT


 Please identify areas for development linked to:
     Planning
     Teaching
     Reviewing and reflecting




Recommended for successful completion of EPD 1?          Yes      No

Signature of EPD Teacher:

Signature of Teacher Tutor:

Signature of Principal:

Date:




        i-teach belfast                                                       38
        EPD Portfolio
                             The Northern Ireland Beginning Teacher Programme
                             BELB Induction/EPD Support Programme


                      CONFIRMATION OF COMPLETION OF PDA 1

                          To be completed on school headed note paper


Name of EPD Teacher

Teacher Reference Number:

Commenced the first Professional Development Activity on … (START DATE) and
completed it on … (COMPLETION DATE).

This Professional Development Activity focused on. … (THEME) and enabled the teacher to
reflect on his/her effectiveness in relation to …

Education technology was included in order to …

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 Section 5
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 school
       Given to the EPD teacher




        i-teach belfast                                                                39
        EPD Portfolio
                  The Northern Ireland Beginning Teacher Programme
                  BELB Induction/EPD Support Programme




                  Section 4




i-teach belfast                                                      40
EPD Portfolio
                  The Northern Ireland Beginning Teacher Programme
                  BELB Induction/EPD Support Programme




                  Section 4.1




i-teach belfast                                                      41
EPD Portfolio
                            The Northern Ireland Beginning Teacher Programme
                            BELB Induction/EPD Support Programme



                                       PERSONAL DETAILS


Name of EPD Teacher


Date of Commencing PDA 2


Name of School in which
PDA 2 is being delivered

Name of Teacher Tutor/
Supporting Teacher

                          MY PROFESSIONAL NEEDS AS A TEACHER

School Priorities
Reference here any priorities in the school development plan which relate directly to teaching and
learning in your classroom




Departmental or Key Stage Priorities
Reference here any priorities in your departmental or key stage developmental plan which relate
directly to teaching and learning in your classroom




My Professional Needs in the Context of these Priorities
Identify 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, formative
          assessment, learning styles, thinking skills etc




        i-teach belfast                                                                              42
        EPD Portfolio
                            The Northern Ireland Beginning Teacher Programme
                            BELB Induction/EPD Support Programme



                     PROFESSIONAL DEVELOPMENT ACTIVITY DETAILS

Phase
Enter here whether your PDA reflects practice in Nursery, Special, Key Stage 1, 2, 3, 4 or post 16




Topic
State the broad area which matches the focus for your PDA, e.g. Behaviour Management, Mental
Maths, Reading, Fieldwork, Formative Assessment etc




Focus
What do you expect your pupils to be able to achieve/experience as a result of your teaching?




Purpose
State briefly how you expect to develop as a teacher as a result of reflecting on your practice and in
the context of which GTCNI competences. It is recommended that you identify and focus on
competences which are appropriate to your PDA and which you will refer to in the final section
‘Reflection on my Practice’




           Competence Statement                                 EPD Phase Exemplar(s)




        i-teach belfast                                                                                  43
        EPD Portfolio
                            The Northern Ireland Beginning Teacher Programme
                            BELB Induction/EPD Support Programme


School Sourced Information
Within this section you should source and reference information about:
       Your key stage/subject/area of learning
       Relevant curriculum requirements
       Appropriate teaching strategies
       The abilities of pupils
       Pastoral issues
       Classroom management
       School policies etc

This may be sourced from background reading, INSET courses, school based staff development
sessions, the expertise of school colleagues or an ELB support officer. It may also be based on what
you already know about your pupils and what else you want to find out. Where textbooks or journals
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 LEARNING

Class, Pupil or Group(s) of Pupils
Make 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 Work
Where does the PDA fit into your existing scheme/unit of work?




        i-teach belfast                                                                                   44
        EPD Portfolio
                            The Northern Ireland Beginning Teacher Programme
                            BELB Induction/EPD Support Programme


Intended Learning Outcomes
Make a concise statement of the intended learning outcomes for your pupils, i.e. what you want your
pupils to know, understand and be able to do




Content
Briefly outline what you are going to teach




Teaching Strategies
Make 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 individual
        pupils
      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 standards




Resources including Educational Technology
Outline 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 Visitors
Clear reference should be made as to how it is anticipated the use of ET will enhance pupil learning




You may, if desired, attach examples of your planning to further exemplify your
content and intended use of teaching strategies and resources e.g.
      Unit planners and/or schemes of work
      Teaching materials (individually and commercially designed)


        i-teach belfast                                                                            45
        EPD Portfolio
                           The Northern Ireland Beginning Teacher Programme
                           BELB Induction/EPD Support Programme


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.
Choose a maximum of three sources. One source of evidence should be observation and
written feedback from your recognised supporting teacher. Other sources of evidence may
include:
         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
         Photographs




Evidence 1                Observation and Written feedback from Teacher Tutor/recognised
                          supporting teacher
Evidence 2

Evidence 3


My plans have been
discussed with and                         Name                              Designation
agreed by:
This person may be
your Teacher Tutor or
recognised supporting
teacher, Principal, VP,
Key Stage Coordinator
or HOD

Date


The next stages of Teaching, Reviewing and Reflecting are dependent upon the above
plans having been discussed with and agreed by your Teacher Tutor or other recognised
supporting teacher




        i-teach belfast                                                                           46
        EPD Portfolio
                  The Northern Ireland Beginning Teacher Programme
                  BELB Induction/EPD Support Programme




                  Section 4.2




i-teach belfast                                                      47
EPD Portfolio
                                                                                      The Northern Ireland Beginning Teacher Programme
                                                                                      BELB Induction/EPD Support Programme


                                                                PDA 2 LEARNING LOG
During the delivery of your PDA you should keep a log of key moments in your teaching which will help you to think more critically about your pupils’ learning
and your role in the learning process. Keeping a learning log can prompt you to ask pertinent questions about what is happening in your classroom such as
the following:
     Did the strategy/activity work? How do I know?
     How did my pupils benefit?
     What did I learn?
     What shall I keep doing? Why?
     What shall I stop doing or do differently? Why?
     What should I try for the first time? Why? When?

The following template is provided for your optional use and the completed example below is designed to guide you in the process. You may wish to adapt
the template for your own purposes or record your learning in another format, e.g. by devising a ‘blog.’ For those opting to complete 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.

             Date                     What was the Lesson                           What Happened?                                 What Next?
                                       Activity/Strategy?
  15 October 2010            Year 9 French Lesson on theme of ‘Au         The majority of pupils demonstrated       I will now wish to:
                             Café’                                         good command of the vocabulary             Set aside some discrete time to work
                                                                           taught and most worked                      with this Year 9 class to establish and
                             Pupils were tasked to work in groups of       enthusiastically and well in this more      agree a set of ground rules to promote
                             four to plan, rehearse and act out a          pupil centred and less teacher              successful collaborative group work
                             scene at a café to showcase some of           directed group learning activity           Provide increased opportunities for the
                             the target language they have learned in     However, 2 groups took longer than          pupils to apply these jointly negotiated
                             the Unit ‘Eating Out’                         others to agree roles and get down to       rules to group and team situations so
                                                                           the task                                    that they are able to work and learn
                                                                          This has reinforced the need for me to      with increasing effectiveness from
                                                                           engage in some specific classroom           each other
                                                                           management work with pupils to help
                                                                           them appreciate the importance of
                                                                           roles so that they are able to support
                                                                           each other more effectively in
                                                                           peer/group situations

        i-teach belfast                                                                                                                                           48
        EPD Portfolio
                                                      The Northern Ireland Beginning Teacher Programme
                                                      BELB Induction/EPD Support Programme



                                        PDA 2 LEARNING LOG

  Date            What was the Lesson                What Happened?                         What Next?
                   Activity/Strategy?          Did it work? How do I know?          What shall I keep doing?
                                               How did my pupils benefit?    What shall I stop doing or do differently?
                                                      What did I learn?        What should I try for the first time?




i-teach belfast                                                                                                           49
EPD Portfolio
                           The Northern Ireland Beginning Teacher Programme
                            BELB Induction/EPD Support Programme



                         REFLECTIVE EVALUATION OF LESSONS
In addition to keeping a learning log throughout your PDA, you may also wish to engage in the good
practice of evaluating individual lessons. You might, for example, choose to evaluate a lesson
towards the beginning and end of your PDA to help you to determine the extent of your pupils’
learning or you may, alternatively, wish to evaluate the lessons for which you have been observed to
provide you with a good basis on which to engage in feedback discussion with your Teacher Tutor.
This template is designed to assist you in this process. You may also draw up and use your own
format, if desired.

Name of EPD Teacher:

Lesson:                                                   Date:


 How were pupils made aware of the planned learning intentions and how was the
 success criteria shared and negotiated with them?




 What evidence demonstrates that the pupils understood the purpose and process of
 the task?




 How did they demonstrate self-management skills such as attentiveness,
 concentration, interest and attitude?




 What was their involvement in seeking and managing information?




       i-teach belfast                                                                           50
       EPD Portfolio
                       The Northern Ireland Beginning Teacher Programme
                       BELB Induction/EPD Support Programme



Were there opportunities for pupils to engage in problem solving, decision making
and creativity?




How were the pupils working effectively?




What learning groups were they arranged in/did they arrange themselves in?


Whole class                 Pairs                 Other

Groups                      Individual


How effective were these groups in actively supporting learning?




Which of the five E’s of ICT were used to help achieve the learning outcomes for
pupils?




Did the pupils respond well to the learning experiences? How did you judge their
response?




     i-teach belfast                                                                51
     EPD Portfolio
                       The Northern Ireland Beginning Teacher Programme
                       BELB Induction/EPD Support Programme



                              LEARNING OUTCOMES
How 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 if
possible)



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 outcomes




                                    SUPPORT
Do you need any help/support from other sources? E.g.
    Head of Department, Key Stage Coordinator, SENCO, Teacher Tutor, CASS
     etc
    Resources etc




     i-teach belfast                                                                52
     EPD Portfolio
                          The Northern Ireland Beginning Teacher Programme
                           BELB Induction/EPD Support Programme



 EVIDENCE 1: WRITTEN OBSERVATION FEEDBACK FROM OBSERVER

Insert completed observation reports received from your Teacher Tutor, Principal or other colleague
who has/have observed lessons relating to PDA 2




       i-teach belfast                                                                          53
       EPD Portfolio
                          The Northern Ireland Beginning Teacher Programme
                           BELB Induction/EPD Support Programme



                                         EVIDENCE 2

Insert your second evidence source which you have chosen to help you to monitor, review and reflect
upon pupil achievement, progression and any challenges encountered in relation to the focus and
intended learning outcomes of PDA 2




       i-teach belfast                                                                          54
       EPD Portfolio
                           The Northern Ireland Beginning Teacher Programme
                           BELB Induction/EPD Support Programme



                                         EVIDENCE 3

Insert your third evidence source which you have chosen to help you monitor, review and reflect upon
pupil achievement, progression and any challenges encountered in relation to the focus and intended
learning outcomes of PDA 2




       i-teach belfast                                                                           55
       EPD Portfolio
                  The Northern Ireland Beginning Teacher Programme
                  BELB Induction/EPD Support Programme




                  Section 4.3




i-teach belfast                                                      56
EPD Portfolio
                          The Northern Ireland Beginning Teacher Programme
                          BELB Induction/EPD Support Programme



                                    REVIEW OF PDA 2

You should make a brief record here of the outcomes of your discussion of the evidence from PDA 1
with your Teacher Tutor or recognised supporting teacher




       i-teach belfast                                                                        57
       EPD Portfolio
                  The Northern Ireland Beginning Teacher Programme
                  BELB Induction/EPD Support Programme




                  Section 4.4




i-teach belfast                                                      58
EPD Portfolio
                          The Northern Ireland Beginning Teacher Programme
                          BELB Induction/EPD Support Programme



                             SELF REFLECTION ON PDA 2

This 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 supporting
teacher.

Clarify precisely the extent to which the focus and purpose of your Professional Development
Activity have been achieved.

You should use the following prompt questions for guidance:
   8. What has this highlighted about pupil learning? You should refer to Sources of Evidence 1-3
       and your Learning Log
   9. How has this influenced your professional values and core values and commitment to
       learners, colleagues and the teaching profession?
        Ref: Code of Values and Professional Practice in ‘Teaching: The Reflective Profession’, pp
       44-46 (GTCNI, 2009)
   10. How did the background information challenge and extend your thinking about teaching and
       learning?
   11. 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?
   12. To what extent do you feel you have developed in relation to the GTCNI competences you
       targeted for this PDA?
   13. How will the learning from this PDA influence your future classroom practice?
   14. What area(s) of development has (have) been highlighted through this activity which you may
       address in the future?




   Date of Completion of PDA:



       i-teach belfast                                                                         59
       EPD Portfolio
                  The Northern Ireland Beginning Teacher Programme
                  BELB Induction/EPD Support Programme




                  Section 4.5




i-teach belfast                                                      60
EPD Portfolio
                            The Northern Ireland Beginning Teacher Programme
                            BELB Induction/EPD Support Programme


                             QUALITY ASSURANCE OF THE
                         PROFESSIONAL DEVELOPMENT ACTIVITY

 To be completed by the School Principal in joint discussion with the EPD teacher and the
                                     Teacher Tutor

Name of EPD Teacher

Teacher Reference Number



                                         PLANNING


 Please 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 pupils




                                 LEARNING AND TEACHING


    To what extent does evidence from observation and discussion indicate that the pupils
     were engaged in the learning process?
    What evidence is there that the teacher is developing the identified competences?




       i-teach belfast                                                                      61
       EPD Portfolio
                         The Northern Ireland Beginning Teacher Programme
                         BELB Induction/EPD Support Programme



                              REVIEWING AND REFLECTING


Please 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 staff




                                       CORE VALUES


‘The GTCNI Code of Values and Professional Practice underpin the responsibilities and
aspiration of the profession in Northern Ireland and provide teachers with a framework to
apply 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) please
comment on the extent to which the EPD teacher has exemplified the Code of Values and
Professional Practice throughout EPD 1 and applied appropriate competences to his/her
Professional Development Activity.




      i-teach belfast                                                                          62
      EPD Portfolio
                           The Northern Ireland Beginning Teacher Programme
                           BELB Induction/EPD Support Programme



                                 AREAS FOR DEVELOPMENT


 Please identify areas for development linked to:
     Planning
     Teaching
     Reviewing and reflecting




Recommended for successful completion of EPD?            Yes      No

Signature of EPD Teacher:

Signature of Teacher Tutor:

Signature of Principal:

Date:




        i-teach belfast                                                       63
        EPD Portfolio
                           The Northern Ireland Beginning Teacher Programme
                           BELB Induction/EPD Support Programme



                      CONFIRMATION OF COMPLETION OF PDA 2

                   To be completed by the school on school headed note paper


Name of EPD Teacher

Teacher Reference Number:

Commenced the first Professional Development Activity on … (START DATE) and
completed it on … (COMPLETION DATE).

This Professional Development Activity focused on. … (THEME) and enabled the teacher to
reflect on his/her effectiveness in relation to …

Education technology was included in order to …

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 Section 5
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 school
       Given to the EPD teacher




        i-teach belfast                                                                64
        EPD Portfolio
                  The Northern Ireland Beginning Teacher Programme
                  BELB Induction/EPD Support Programme




                  Section 5




i-teach belfast                                                      65
EPD Portfolio
                         The Northern Ireland Beginning Teacher Programme
                          BELB Induction/EPD Support Programme



    LETTER TO CONFIRM THE SUCCESSFUL COMPLETION OF EARLY
                 PROFESSIONAL DEVELOPMENT
              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 Professional
Development. It should form the basis of a letter which should be sent on school headed
notepaper to:

The General Teaching Council for Northern Ireland
3rd Floor
Albany House
73-75 Great Victoria Street
Belfast
BT2 7AF

A copy of the letter of completion should be:

      Given to the EPD Teacher
      Retained by the school
      Sent to the Induction/EPD Team at the Education and Library Board




       i-teach belfast                                                                66
       EPD Portfolio
                          The Northern Ireland Beginning Teacher Programme
                          BELB Induction/EPD Support Programme



                                                                         SCHOOL NAME
                                                                      SCHOOL ADDRESS
The General Teaching Council for Northern Ireland
3rd Floor
Albany House
73-75 Great Victoria Street
Belfast
BT2 7AF

The Board of Governors of … (Insert School Name) confirms, on the recommendation of
the Principal, 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
teacher to 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
teacher to 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

                                                             (Insert Name and Status)

                                                             (Insert Name and Status)

                                                             (Insert Name and Status)

who provided quality assurance for Early Professional Development as outlined in Section
5.6 of the Teacher Education Partnership Handbook – ‘Professional Development Activity:
Guidance Section B – Quality Assurance of the PDA.’.

Signed (Principal):

Date:

Signed: (Chairperson on behalf of the Board of Governors of … School)



Date:

        i-teach belfast                                                                 67
        EPD Portfolio
                  The Northern Ireland Beginning Teacher Programme
                  BELB Induction/EPD Support Programme




  “Teachers, like children and everyone
    else, feel the need to grow in their
  competences; they want to transform
 experiences into thoughts, thoughts and
   reflections, and reflections into new
        thoughts and new actions.”

                            Loris Malaguzzi
        Founder of the Reggio Emilia Approach to Early Education,
                               1920-1994




i-teach belfast                                                      68
EPD Portfolio

				
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