Handbook. For Probationers and Mentors Professional Values and Personal Commitment. Professional Skills and Abilities

Transcription

1 Teacher Induction Scheme Handbook For Probationers and Mentors Professional Values and Personal Commitment Professional Knowledge and Understanding Professional Skills and Abilities

2 WELCOME I am delighted to welcome the Probationers to the City of Edinburgh, Children & Families and I am really looking forward to working with you all, throughout this probationary period. This Handbook was designed to support both Probationers and their Mentors and I hope that you find the information pertinent and helpful, as you journey through the Induction Year. If you have questions or concerns regarding any aspects of Probation, then please do not hesitate to contact me at any of the contact details given below. Deirdre Ralston Development Officer: Early Teacher Professional Development Local Authority Development Officer: Deirdre Ralston City of Edinburgh Council Children and Families 1:2 Waverley Court 4 East Market Street Edinburgh EH8 8BG Tel: Deirdre.Ralston@edinburgh.gov.uk <><><><><><><><><><> CONTACTS The General Teaching Council for Scotland (GTCS) Clerwood House 96 Clermiston Road Edinburgh EH12 6UT Tel: gtcs.org.uk 2

3 Social Justice Integrity GENERAL INFORMATION Trust and Respect Professional Commitment 3

4 INTRODUCTION The Teacher Induction Scheme (TIS) provides a guaranteed one-year training post to every eligible Student graduating with a teaching qualification from one of Scotland's universities. GTC Scotland, in partnership with the Scottish Government Education Department, is responsible for the administration of the scheme. The scheme is not compulsory; Probationer Teachers can choose to follow the Flexible Route instead. The Teacher Induction Scheme allows Probationer Teachers to be considered for full registration within one school year (190 teaching days). It offers a number of benefits, including: a maximum class contact time of 0.8 full time equivalent (GTC Scotland endorsed) dedicated time set aside for professional learning access to an experienced Teacher for support throughout the induction year KEY PEOPLE INVOLVED IN THE INDUCTION YEAR GTC Scotland: Independent body to ensure education standards remain high. Local Authority Induction Manager: Responsible for managing the Induction Scheme Head Teacher: Has overall responsibility for the Probationer School Induction Manager (SIM): Responsible for leading and managing the Induction Scheme within the school The Supporter: Responsible for supporting the Probationer; one to one The Probationer: Responsible for maintaining the Profile and Portfolio 4

5 CODES The Code for Student Teachers This code is available for download at The Code of Professionalism and Conduct The Code of Professionalism and Conduct sets out the key principles and values for registered teachers in Scotland. Within GTC Scotland's wider framework of standards, this Code and commentary states not only to the profession but also to members of the public, the standard of conduct and competence expected of registered teachers. The Code does not set out to address every possible circumstance in which teachers might find themselves. It is however, intended that teachers are mindful of the Code in relation to the judgements which they will be called upon to make in situations which may occur both within and out with the classroom and although the behaviours described in this Code will be unthinkable to the vast majority of registered teachers and members of the public, GTC Scotland has a duty to identify them so that the boundaries of professional behaviour and conduct are clear. This code is available for download at Guidelines on the Use of Social Media These guidelines are available for download at 5

6 THE STANDARD FOR FULL REGISTRATION To become a fully registered teacher in Scotland, you are required to meet The Standards for Registration, which consists of The Standard for Provisional Registration (SPR) and The Standard for Full Registration (SFR) These standards are underpinned by the themes of Values, Sustainability and Leadership. Professional values are at the core of the Standards for Registration. They are integral to, and demonstrated through, all our professional relationships and practices. You have already met the Standard for Provisional Registration -previously known as the Standard for Initial Teacher Education (SITE) - and you will now need to spend time familiarising yourself with the Standard for Full Registration (SFR) The Standard for Full Registration sets out the qualities and capabilities expected of you during your induction year and provides a professional standard against which decisions can be made on whether to grant you full registration. Your induction experience should result in professional development in all three key elements of the SFR: Professional Values and Personal Commitment Professional Knowledge and Understanding Professional Skills and Abilities The Standard for Full Registration describes the requirements which Probationer Teachers are expected to meet to gain full registration with the GTC Scotland. The Standard for Full Registration serves three main purposes. It provides: a clear and concise description of the professional qualities and capabilities Probationer Teachers are expected to develop during the course of induction; a professional standard against which reliable and consistent decisions can be made on the fitness of Probationer Teachers for full registration with the GTC Scotland; a baseline professional standard which will apply to all Teachers as they progress throughout their careers. The key areas of the standard are listed below and the full standard is available for download at: 6

7 The Standard for Full Registration - Summary 1 PROFESSIONAL VALUES AND PERSONAL COMMITMENTS OF ALL TEACHERS Social Justice Integrity Trust and Respect Professional Commitment 2 PROFESSIONAL KNOWLEDGE AND UNDERSTANDING 2.1 Curriculum Have a knowledge and understanding of the nature of the curriculum and its development Have knowledge and understanding of the relevant area(s) of pre-school, primary or secondary school curriculum Have knowledge and understanding of planning coherent and progressive teaching programmes Have knowledge and understanding of contexts for learning to fulfil their responsibilities in literacy, numeracy, health and wellbeing and interdisciplinary learning Have knowledge and understanding of the principles of assessment, recording and reporting 2.2 Education Systems and Professional Responsibilities Have knowledge and understanding of the principal features of the education system, education policy and practice Have knowledge and understanding of the school and learning communities in which they teach and their own professional responsibilities within them 2.3 Pedagogical Theories and Practice Have knowledge and understanding of relevant educational principles and pedagogical theories to inform professional practices Have knowledge and understanding of the importance of research and engagement in professional enquiry 7

8 3 PROFESSIONAL SKILLS AND ABILITIES 3.1 Teaching and Learning Plan coherent, progressive and stimulating teaching programmes which match learners needs and abilities Communicate effectively and interact productively with learners individually and collectively Employ a range of teaching strategies and resources to meet the needs and abilities of learners Have high expectations of all learners Work effectively in partnership in order to promote learning and wellbeing 3.2 Classroom Organisation and Management Create a safe caring and purposeful learning environment Develop positive relationships and positive behaviour strategies 3.3 Pupil Assessment Use assessment, recording and reporting as an integral part of the teaching process to support and enhance learning 3.4 Professional Reflection and Communication Read and critically engage with professional literature, educational research and policy Engage in reflective practice continually to develop and advance career-long professional learning and expertise 8

9 FLEXIBLE ROUTE PROBATIONERS Flexible Route Probationers are those who have either graduated in Scotland prior to June 2002, or trained out with Scotland... or for other or personal reason(s) they have opted out of the Induction Scheme. All information regarding this Route can be downloaded at: PROFESSIONAL UPDATE The General Teaching Council for Scotland (GTC Scotland) was tasked by the Scottish Government to introduce a scheme of re-accreditation for teachers. This is called Professional Update and all teachers will begin the process in August 2014 The key purposes of Professional Update are: to maintain and improve the quality of our teachers as outlined in the appropriate professional standard and to enhance the impact that they have on pupils learning. to support, maintain and enhance teachers continued professionalism and the reputation of the teaching profession in Scotland. Professional Update is based on effective, consistent Professional Review and Development (PRD) and high-quality professional learning, focused on outcomes for a teacher's own development, as well as aiming to improve outcomes for children and young people. The key elements of the Professional Update process are: Annual update of contact details to GTC Scotland Engagement in professional learning Self-evaluation against the appropriate GTC Scotland Standard Maintenance of a professional learning portfolio of evidence Discussion of impact of professional learning with line manager as part of the annual PRD process 5 year Professional Update sign off process Probationers will join the Professional Update scheme in their Post Probation year. 9

10 Social Justice Integrity ROLES and RESPONSIBILITIES Trust and Respect Professional Commitment 10

11 ~The Probationer As a Probationer you are expected to: develop the qualities and capabilities detailed in the in the Standard for Full Registration check that your teaching service meets the stipulated requirements be open and enthusiastic about and receptive to CPD (Professional Learning) and the probation process attend all core Probationer sessions organised but the City of Edinburgh Council and attend at least five optional courses attend weekly meetings with your Supporter maintain a CPD Tracking Record with professional development targets and future actions seek advice and guidance from your Supporter and other colleagues become familiar with the school s policies and improvement plan use your Professional Development Action Plan (PDAP), Supporter Meetings and Observed Teaching Sessions to support your learning and development review and reflect on teaching and learning and adjust plans and expectations in the light of your pupils achievements self-evaluate and monitor your professional learning and development with your Supporter and other staff identify and record appropriate critical incidents and evidence to use as a focus for discussion with your Supporter maintain a succinct, well organised, CPD Portfolio and ensure the relevant sections of the online profile are up to date ~The School Induction Manager and the Supporter Your in-school Supporter is a key figure in your development as a Probationer, acting as your primary support within the school. Supporters have a responsibility for helping you decide on your initial CPD (Professional Learning) Experiences and providing you with regular support and feedback. Supporters are expected to: know the Probationer professionally and personally provide pastoral support, when appropriate monitor and evaluate the quality and effectiveness of the school support programme create an open, supportive and challenging climate for discussion organise regular meetings focusing on the self-evaluation of the Probationer s progress and identifying strengths and areas for development monitor and evaluate progress through Observed Teaching Sessions using the three weekly cycle approach: ~Week 1 arrange and establish a clear and limited focus for the observation ~Week 2 carry out the observation ~Week 3 give constructive feedback ensure that opportunities are provided to address the Probationer s professional development needs and monitor the Probationer s attendance at Authority Core Sessions and Optional Courses. co-ordinate and manage the Probationer s Professional Development Action Plan oversee the development, implementation and review of the Probationer s Profile and Portfolio 11

12 encourage the Probationer to reflect on their teaching and evaluate pupils learning complete in conjunction with the Head Teacher, relevant sections of the interim and final profile liaise with Local Authority Development Officer as appropriate ~Local Authority Development Officer for Early Teacher Professional Development The Local Authority Development Officer for Early Teacher Professional Development works on behalf of your employer (The City of Edinburgh) and is in close contact with the Head Teacher, inschool Supporter(s) and the GTC Scotland. ~The Head Teacher The Head Teacher works in conjunction with the Local Authority Manager and the Supporter to ensure that arrangements are in place for you in school. Their role includes: seeking to ensure that you get the opportunity of a varied teaching commitment enabling you and your Supporter to have time to discuss progress, ensuring access to appropriate professional development activities completing, in conjunction with the supporter, parts of the interim and final profile ~GTC Scotland The General Teaching Council for Scotland (GTC Scotland) is the independent regulatory body whose role is to ensure that Scotland's high standards of education are maintained and developed. They have a responsibility for managing the probation service and ultimately deciding whether or not a Probationer Teacher is awarded full registration. They support all Probationers by: collaborating with local authorities to ensure a consistent experience for all Probationers around Scotland constantly reviewing the probation process to ensure the needs of all involved are being met providing one-to-one advice through telephone calls and s to the Learning and Development Department giving detailed advice and guidance through this website GTCS is also responsible for: the Council's rules of provisional registration the preparation of recommendation concerning the probationary service of teachers in so far as these relate to the rules of provisional registration general control of the process whereby provisional registration is converted into full registration and the making of decisions in individual cases. SUPPORT THROUGH COACHING AND MENTORING What do we mean when we speak about coaching and mentoring support? 12

13 Coaching A coaching approach works from the basis that if you would like to achieve a particular goal or are looking for a solution to a particular challenge or issue, then your supporter will coach you and will ask questions which will help you to clarify your thinking and identify next steps. The Coach does not necessarily have to have the same knowledge base of the person being coached but will use questions to challenge thinking and promote reflection Mentoring Mentoring involves your Supporter advising you and sharing their knowledge, skills and experience in a particular area in order to support you to build expertise in that area. The Supporter may work collaboratively with you to share thinking and develop ideas. The Mentor should have relevant and similar experience to the person being mentored; act as a model and may offer advice. For example: At the start of the first term, the Probationer may need to call upon the mentoring skills of their Supporter and the school team, to gain knowledge and provide solutions to different issues as they present themselves. However, later on in the school year, the Probationer and their Supporter would move towards a stronger coaching approach, with the Supporter helping the Probationer to draw upon their growing experience, knowledge, skills and abilities to look for solutions to issues as they present themselves. Mentors know lots of answers while a Coach knows most of the questions Hook McPhail & Vass Social Justice Integrity 13

14 CLASS COMMITMENT Trust and Respect Professional Commitment WORKING TIME FOR PROBATIONERS 14

15 All pupils in Scotland are in school for 25 hours a week. However, full time class teachers are only contracted to be in contact with a class for 22.5 hours a week. Often, the 2.5 hours out of class are referred to as McCrone time, Non Class Contact Time or Reduced Class Contact Time. Probationer Teachers are fully entitled to this 2.5 hours non class contact time. However, unlike other full time Teachers, they do not teach the usual 22.5 hours. The 22.5 hours is divided into Class Contact Time and Professional Development Time - ~CLASS CONTACT TIME ~ a maximum of 0.8 full time equivalent (fte.) of 22.5 hours. = 18 hours The whole of the contact time should normally be spent with one class / subject. Where this is not possible, at least 80% of your timetable, i.e. at least 0.55 fte, should be spent in one class/subject ~PROFESSIONAL DEVELOPMENT TIME ~ 0.2 full time equivalent of 22.5 hours. = 4 hours.30 minutes Guidelines - 1/3 used for Team Teaching/collaborative working. 1/3 used to carry out enhanced planning & Preparation 1/3 used to engage in other core, CPD experiences ~1/3 = 1hrs.30 min ~ Decisions to be made by the Probationer on tasks and venue, in consultation with the Supporter Suggested non-contact activities Meetings with Mentor / Shadowing / Professional Reading / Team Teaching / Work on Portfolio / Reflection / Self Evaluation / Extra Curricular / Researching Resources / GTC Scotland Forums / Working Groups / GTCS Website / visits to other establishments / specialist provision e.g special schools, early years ~CONTINUING PROFESSIONAL DEVELOPMENT (Professional Learning) An additional contractual 35 hours of CPD per annum should be undertaken by all teachers including Probationers. ~ 35 hours a year ~ To include Personal professional development Attendance at National accredited courses Small scale school based C.P.D. Other C.P.D. activity based on an assessment of individual needs, taking account of school, local and National Priorities All C.P.D (Professional Learning) should take place at an appropriate time and place. WORKING TIME... EASY EXPLANATION! 15

16 All Teachers (which includes Probationers): Hours. Minutes Possible class contact could be McCrone Agreement allowance gives Therefore: All Teachers: actual contact may be However, Probationers are given a for Professional Development further Which leaves: Therefore Probationers actual (maximum) class contact time is - 18 hours Social Justice Integrity 16

17 PROFILE / PORTFOLIO Trust and Respect Professional Commitment PROFILES AND PORTFOLIO 17

18 PROFILE = Pro Active File PORTFOLIO = Portrait of You! Online Profiles You are required to complete an online Profile which is the key document that charts your activities and progress during your induction year. You must update your profile weekly. Your Profile is submitted to the GTC Scotland in two stages: Your Interim Profile charts your progress during August December and is submitted in early- January Your Final Profile charts your progress during January May and is submitted in late May. Access to the Profile system is through your MyGTCS login, found in the top right hand corner of the website. Portfolio Probationers entering the profession and working in the City of Edinburgh should maintain a Professional Development Portfolio during their induction post. The Portfolio, along with the online Profile will help the Probationer structure short and long term targets, highlight successes and development needs throughout the induction year, and provide a framework for self evaluation in order to meet the Standard for Full Registration. The Portfolio will remain the property of the Probationer, to be continued and developed in post probation years, but should be shared at regular intervals with school staff such as Head Teachers, School Induction Managers (SIMs) and Supporters. The Portfolio is designed to run in parallel with the online Profile system facilitated by the General Teaching Council for Scotland (GTC Scotland). It should be noted that guidance and procedures relating to the induction year are regularly updated and it is the Probationer s responsibility to access the GTC Scotland web site for up to date information. PROFILE AND PORTFOLIO Complimentary Documents 18

19 The On Line Profile is divided into the following sections... and we suggest that your on line Profile and your CPD (Professional Learning) Portfolio should mirror each other: ONLINE PROFILE PORTFOLIO Section 1 Personal Details Personal Details copy from Profile Provisional Registration Certificate PVG Scheme Membership. Section 2 Initial Professional ITE Profile Development Action Plan IPDAP copy from Profile Section 3 Timetable Timetable copy from Profile Section 4 Supporter Meetings Agenda Minutes Meetings - copy from Profile Section 5 Observed Teaching Sessions Notes from pre observation discussion Lesson plan and evaluation of observed lesson Minutes from post observation discussion copy from Profile Section 6 CPD Tracking record Self Evaluations CPD Reflections CPD List - copy from Profile Section 7 Key Strengths and Areas for Development Key Strengths and Areas for Development - copy from Profile Section 8 Professional Development PDAP - copy from Profile Action Plan Section 9 Personal Evidence Section 9 of your Portfolio will be very personal to you. You can include in this section, any information or evidence from your probationary year that does not slot into another area of your profile. You may choose to include: A photograph of a display A photograph of an event you particularly enjoyed A letter from a parent or pupil Examples of action research or professional projects you undertake over the year Certificates from any accredited courses you attend An example of pupil work A letter from a colleague Any other little gems of wisdom you pick up along the way! Ensure that relevant permissions are given before including any of the above. REMINDER! 19

20 THE TWO P S PROFILE = Pro Active File <><><><><><><><><><><><><> PORTFOLIO = Portrait Social Justice Integrity 20

21 ONLINE PROFILE Trust and Respect INTRODUCTION Professional Commitment 21

22 The first screen you will see is the contents screen, which provides links to all other sections of your profile. (see table 1) Make sure you read the 'Guidance notes' section at the top of the page before you start each section. The profile contains a number of tools: print, view, edit. Notes and instructional text is displayed at the top and bottom of each screen. There are a number of global links situated in the top right hand corner of each screen: Contact us: use this if you need to contact the Probation Department Accessibility: view the accessibility statement Text size: use these links to increase or decrease the size of the text Guidance documentation: this section contains helpful guidance for completing your profile Back to MYGTCS: use this to return to your MYGTCS homepage gtcs.org.uk: use this to return to the main GTCS website Log off: for security and privacy reasons, especially if you share a computer at school, please ensure you log off before exiting your profile Important note As the online profile is a secure programme there is a 'time out', which will close down the programme after 80 minutes of perceived inactivity. Typing text is not accepted as activity for this programme so, if you enter large amounts of text without saving it or changing screen, you are liable to lose any unsaved changes when the time-out occurs. We recommend that you either save your work regularly or type your comments into a word processing document and then copy them across into your profile. Table 1 The following pages explain more fully each section of the on Line Profile SECTION 1: PERSONAL DETAILS 22

23 This section should be completed by you. Online Profile Instructions Before you can begin filling in your profile sections, we need you to verify the details we hold for you. Do this by clicking on the Personal Details link. In order to proceed with your profile these details must be verified. If you notice an error on the Supporter or Head Teacher details then please contact your Local Authority advising them of the name and registration number of the correct Supporter or Head Teacher. If the error is in the school details that we hold for you then please immediately however you must verify your details as Probation Department will still be able to make the amendments once verified. It is essential that you advise the Probation Department of any changes throughout the induction year. Portfolio Ensure that you have copies of the following in your Portfolio: Your personal details Your Provisional Registration Certificate Your PVG Membership. A print out from the online profile SECTION 2: INITIAL PROFESSIONAL DEVELOPMENT ACTION PLAN 23

24 This section should be completed by you in collaboration with your Supporter and should be used to identify the professional learning and development targets covering the August December period. You should begin by using your Institute of Teacher Education (ITE) Profile which would have been completed at the end of your course, as a starting point for discussion between you and your Supporter Data from this Profile will be transferred electronically onto your Teacher Induction Scheme (TIS) Profile, in the Initial Professional Development Action Plan (IPDAP) section Some of you may come with a paper copy. This may be because you finished earlier in the year e.g. from Stirling University, or you may have had a retrieval placement to complete. This discussion with your Supporter should help identify your development needs by: analysing the different approaches to learning and teaching appropriate to the pupils and the community to which they belong specifying or defining what aspect(s) of learning and teaching are going to be addressed and what it is hoped is achieved planning what the starting point is and how this approach will be implemented and monitored evaluating your learning, record and identify next steps The targets and actions that are proposed should be SMART (specific, measureable, achievable, realistic and timed) and stated in a clear and focused manner. Once agreed, you should enter these targets or adapt the entries already in the IPDAP so that they are stated in a clear and focused manner N.B. Your ITE Profile may also be called: Profile for Entry to the Teaching Profession / Career-entry Profile / Standard for Provisional Registration Profile Online Profile Instructions Click the Add entry link from the main IPDAP page Select the appropriate area of the Standard for Full Registration (SFR) Enter the agreed target Enter any required action Note: At least one item should be recorded under each of the three areas of the SFR before your IPDAP can be submitted to your Supporter. Adding to the IPDAP Clicking on the Add Target / action link at the foot of the screen will save the target and return you to the main IPDAP page. To return to the main contents menu from here, click the Return to Profile link at either the top or the bottom of the screen. Portfolio Ensure that you have copies of the following in your Portfolio: Minutes from the discussion with your supporter A print out from the online profile SECTION 3: TIMETABLE This section should be completed by you in collaboration with your Supporter. 24

25 There are different timetables for primary and secondary. The timetable has been developed to automatically calculate classroom contact time only i.e. when you have sole teaching responsibility for your pupils. Your timetable must not exceed 0.8 of a full time Teacher s timetable, (18hours) or fall below 0.55 (12 hours and 23 minutes). If a timetable shows more or less than the stipulated percentage of classroom contact time then you will not be able to submit it for sign off. In this instance, please discuss this with your Supporter, PT, Head Teacher or GTC Scotland Probation Department ( probation@gtcs.org.uk). For primary Teachers The whole of the 0.8 FTE should normally be spent with one class. Where this is not possible, at least 80% of your timetable (0.55 FTE) should be spent in one class. For secondary Teachers Whether you are qualified in one or two subjects, you will have been allocated to a school in the Induction Scheme on the basis of one of your subjects. Your timetable should be equivalent to a maximum of 0.8 FTE of a main grade teacher's timetable. Where this is not possible, at least 55% of the timetable, (0.55 FTE) should be spent in the allocated subject. The GTCS advise that Probationer Teachers should not be asked to cover classes and should not extend their timetable beyond the maximum 0.8 Monday Holidays and In Service Days: Monday Holidays and In Service days are days that replace what the probationer would normally do. The rest of the working week should remain as timetabled. This means that if a probationer was supposed to be teaching on the Monday holiday, they would not be expected to teach any extra during that week. Likewise, if a probationer usually had CPD (Professional Learning time )/ NCT on the Monday, unfortunately they would not be given extra time out of class during the week. After the Submission of the Final Profile: You may choose to discuss with your Head Teacher or Supporter the idea of increasing your class contact time above 0.8fte. Although you have entered into a contact with your employer that you will maintain a 0.8/0.2 timetable for the whole of the induction year, you can use this time flexibly. As a form of CPD (Professional Learning) some of you 0.2 time could be used to gain additional teaching experiences e.g. team teaching, but all parties must be in arrangement. Online Profile Instructions Primary 25

26 The primary timetable is split into 3 sections, AM1, AM2, and PM and multiple entries can be made within each section (to a maximum of 3). Secondary Secondary Probationers are required to enter the number of periods per day (up to a maximum of nine periods) and the number of minutes for each of these periods. The system will then build a timetable specific to you. If you have more than nine periods in a day you will need to enter double periods as single periods and add the two times together to enable you to enter all your classes. The timetable will automatically populate with your first subject. However, where a second subject is being taught this will need to be input manually by you by selecting the Add Entry link and typing in the details. This subject will not be added into the equation for the 0.7 timetable. If you need to make changes you can click on reset and it will clear the contents of your timetable, however if you need to make changes once you have submitted your timetable for sign off you will need to contact GTC Scotland to reset it for you. Your timetable will automatically populate into your second and/or final profile where you will have the option to edit it prior to submission for sign off. Portfolio Ensure that you have copies of the following in your Portfolio: A copy of your timetable, annotated with any changes made throughout the term SECTION 4: SUPPORTER MEETINGS 26

27 This section of the profile will be completed by you to keep a record of your weekly meetings with your Supporter. You should also include the minutes from any other meetings you have with members of the school management team that relate to your personal development. The majority of these weekly supporter meetings should involve very focused discussions concentrating on targets and actions identified in your Initial Professional Development Action Plan. A new record should be made for each meeting between you and your Supporter. One or two key focus areas from the SFR should be identified. Some aspects of the SFR will come up more regularly than others, depending on your specific targets. Remember to ensure that you address every aspect of the SFR over the life of each profile. You are responsible for drafting the agenda and taking the minutes for your supporter meetings. On occasion, your Supporter may wish to add an item to the agenda. Ensure that you give your Supporter adequate time to consider and contribute to the agenda. It can be useful to note who submitted each item onto the agenda. After each meeting, use your minutes to update your online profile and submit to your Supporter for sign off. Consider using the proforma overleaf to set your agenda and keep your minutes. Remember, a meeting should always start by following up progress made on the action points from a previous meeting Online Profile Instructions Select at least one key focus from the drop down menu and no more than two. This screen displays the date of the meeting, the key focus code, the agreed action and the status of the record. Clicking on a key focus code will bring up an explanation of the key focus. You are able to Edit, Delete and submit an individual record to your Supporter for sign off. The agreed actions and any additional information should be included in the relevant fields. Upon clicking the Add Meeting button, you will be returned to the list of Supporter meetings. Records can be edited or deleted at any time prior to submission for sign off. To access a record, click on the Edit Tool. To delete a record simply hit the Delete key. You will be asked to confirm that you wish to delete the record. Add meetings by completing this section for each meeting on an ongoing basis, once completed submit for sign off. The Supporter should sign off each individual meeting regularly. At the end of the term when all meetings have been completed and signed off, the section must be submitted in it s entirety to be signed off by the Supporter. If the status of a meeting shows Signed Off, then no further edits will be possible. Do not submit the entire section until you are in the final process of completing your profile, if you do submit in error then please contact the Probation Department and it can be re-set for you. Portfolio Ensure that you have copies of the following in your Portfolio: A copy of the agenda and minutes for each meeting A print out from your online profile SUPPORTER MEETING RECORD SHEET 27

28 Date agenda submitted to supporter: Date of meeting: Time of meeting: Venue of meeting: Present at meeting: Actions from last meeting: Agenda: Points for Discussion: Actions for next meeting: Signed Probationer: Signed Supporter: SUPPORTER MEETING RECORD SHEET EXEMPLAR - PRIMARY 28

29 Date agenda submitted to supporter: 9 September 2014 Date of meeting: 16 September 2014 Time of meeting: 1.30p.m. Venue of meeting: Quiet Room Present at meeting: Fran (Probationer) and Joe (Supporter) Actions from last meeting: Updated Profile to date Phoned Museum re: class visit Agenda: 1 Shadowing P7 Language Lesson 2 Feedback re: Optional Course: ASL 3 Liaison time with Pupil Support Assistants Points for Discussion: 1) Joe has asked Neil, P7 Teacher arranged for Friday a.m. Action: Speak with Neil (Thank You! and anything required?) 2) Showed Joe CPD Record of course Lots of ideas given Joe suggested speaking with Jean the ASL Teacher re: putting ideas into practice especially with John in my class Action: Ask Jean re: suitable time to meet 3) Difficult finding time to meet with Claire and Paul (Pupil Support Assistants) Action: Joe will speak with the Head Teacher re: arranging some extra cover for them Joe asked if I would like to share my Portfolio with him at the next meeting and I agreed to bring it with me Actions for next meeting: 1. See Neil re: Friday 2. Ask Jean re: meeting 3. Joe to speak with HT re: Pupil Support Assistants *Report on Museum Visit *Bring Portfolio Signed Probationer: Fran Tick Signed Supporter: Joe King SUPPORTER MEETING RECORD SHEET EXEMPLAR - SECONDARY 29

30 Date agenda submitted to supporter: 9 December 2014 Date of meeting: 16 December 2014 Time of meeting: a.m. Venue of meeting: DHT Office Present at meeting: Luke (Probationer) and Ella (Supporter) Actions from last meeting: Updated Portfolio Spoke to Sara re: additional resources Agenda: 1. Profile KS / AD and PDAP 2. S4 Reports 3 5th Observation Points for Discussion: 1) Ella explained that Key Strengths.. is the one section that she completes Action: Remove text from Key Strengths... section 2) Showed Ella sample of reports Ella advised re: setting out in a more succinct way and showed me her reports from previous years Action: amend reports in line with advice from Ella 3) Asked Ella if prepared Lesson Plan was suitable in light of Christmas preparations Action: Ella will change the date of observation to allow for Christmas Concert Ella suggested that I might shadow S4 lesson by Curriculum Leader before my observation with This class Actions for next meeting: 1. Complete my sections of the Profile 2. Amend reports ready to hand in 3. Find out new date for Observation Signed Probationer: Luke Over Signed Supporter: Ella Mentry 30

31 SECTION 5: OBSERVED TEACHING SESSIONS You will have 9 observed teaching sessions over the year; five between August and December and four between January and May. At least two observations should be done by someone other than your Supporter. Ensure that anyone who observes you has access to the observation guidance below. Before the Observed Teaching Sessions In conversation with your Supporter at your Observation Planning Meeting, at least a week in advance, establish the date, time and duration of the observation, as well as a clear and limited focus (specific area of the SFR) for the observation, usually linked to your IPDAP or PDAP targets. You will find that your teaching observations focus upon Professional Skills and Abilities so be sure to gather additional evidence against the other areas of the SFR. Discuss the criteria for the observation in full with your Supporter (see criteria overleaf). Discuss your lesson ideas and plans in advance. Discuss how you will address each aspect of the observation criteria. Ensure the observer has a copy of your lesson plan well in advance and identify the role of the observer in the lesson (team teacher, silent observer, working with a group etc.). During the Observed Teaching Session There are a variety of ways to carry out observations. Ideally, the Supporter would integrate into the lesson in a team teaching type role, working alongside you and experiencing first-hand how you have delivered the lesson. Start the lesson at the agreed time, even if the observer arrives late. Offer the observer the relevant observation sheet at the start of the lesson along with the lesson plan. Stay calm and focused. Don t panic if things start to go wrong; your observer will make allowances for nerves. Remember, observations are designed to support your development, not as an opportunity to see you fail! Ensure that you thoroughly plan the learning and teaching on either side of your observed lesson just in case your observer arrives early or stays late! After the Observed Teaching Session A post-observation meeting, perhaps during your next weekly supporter meeting, enables you and your Supporter a period of reflection. Your observation feedback should be given to you within a week. The meeting would include: A detailed explanation of how the lesson progressed and met the criteria An opportunity for you to explain why you worked in a certain way and to share your perception of the session. The identification of strengths The identification of development needs arising and/or the recognition that a new area of development should be focused on. Your observer will give you back a copy of the relevant observation sheet. Be sure to enter the information onto your online profile and submit for sign off. 31

32 Online Profile Instructions A new record should be made for each record of observed teaching using the comments made by the observer about strengths and areas for development. The following details are required for each entry: Date of meeting (dd/mm/yyyy) Start and end time of the session Key focus (minimum of 1, maximum of 2) The class taken The curricular area Strengths Areas for development Add observations by completing this section after each session, once completed submit for sign off. The Supporter should sign off each individual observation. At the end of the term when all observations have been completed and signed off, the section must be submitted in it s entirety to be signed off by the Supporter Portfolio A copy of your lesson plan Ensure that you have copies of the following in your Portfolio: A copy of the completed Observation Sheet REMINDER The observed sessions should have a pre-arranged, clear focus, addressing specific key areas of the SFR. ~ August December recommended 5 observations ~ January June recommended 4 observations It is advised that the Observations should be conducted as a 3 week cycle Week 1 identify the Focus Week 2 the Observation Week 3 Feedback given OBSERVED TEACHING RECORD Teaching and Learning 32

33 Date of Observation Planning Meeting: Notes from Observation Planning Meeting: Date of Observation: Time of Observation Duration of Observation: Observer: Observer Designation: Class: Subject/Curricular Area: Area to Develop Professional Actions Observer Comment Strength Begin to.. Continue to Plan coherent, progressive and stimulating teaching programmes which match learners needs and abilities plan appropriately, in different contexts and over differing timescales, for effective teaching and learning in order to meet the needs of all learners, including learning in literacy, numeracy, health and wellbeing and skills for learning, life and work Communicate effectively and interact productively with learners, individually and collectively model appropriate levels of literacy and numeracy in own professional practice; use a range of communication methods, including a variety of media, to promote and develop positive relationships to motivate and sustain the interest and participation of all learners; communicate appropriately with all learners, and promote competence and confidence in literacy; demonstrate effective questioning strategies varied to meet the needs of all learners, in order to enhance teaching and learning; Area to Develop Professional Actions Observer Comment Strength Begin to.. Continue to.. 33

34 communicate the purpose of the learning and give effective explanations at the appropriate level(s) for all learners; create opportunities to stimulate learner participation in debate and decisionmaking about issues which are openended, complex, controversial or emotional; reflect on the impact of personal method of communication on learners and others in the learning community Employ a range of teaching strategies and resources to meet the needs and abilities of learners consistently select creative and imaginative strategies for teaching and learning appropriate to the interests and needs of all learners, as individuals, groups or classes; skilfully deploy a wide variety of innovative resources and teaching approaches, including digital technologies and, where appropriate, actively seeking outdoor learning opportunities; justify consistently and evaluate competently professional practice, and take action to improve the impact on all learners; create opportunities for learning to be transformative in terms of challenging assumptions and expanding world views Have high expectations of all learners ensure learning tasks are varied, differentiated and devised to build confidence and promote progress of all learners, providing effective support and challenge; identify effectively barriers to learning and respond appropriately, seeking advice in relation to all learners needs as required; show commitment to raising learners expectations of themselves and others and their level of care for themselves, for others and for the natural world. Area to Develop Professional Actions Observer Comment Strength Begin to.. Continue to Work effectively in partnership in order to promote learning and wellbeing 34

35 establish a culture where learners meaningfully participate in decisions related to their learning and their school; create and sustain appropriate working relationships with all staff, parents and partner agencies to support learning and wellbeing, taking a lead role when appropriate. Date of Observation Feedback Meeting: Signed Probationer: Signed Observer: OBSERVED TEACHING RECORD Classroom Organisation and Management 35

36 Date of Observation Planning Meeting: Notes from Observation Planning Meeting: Date of Observation: Time of Observation Duration of Observation: Observer: Observer Designation: Class: Subject/Curricular Area: Area to Develop Professional Actions Observer Comment Strength Begin to.. Continue to Create a safe, caring and purposeful learning environment ensure their classroom or work area is safe, well-organised, well-managed and stimulating, with effective use of display regularly updated; plan and organise effectively available space to facilitate whole-class lessons, group and individual work and promote independent learning; use outdoor learning opportunities, including direct experiences of nature and other learning within and beyond the school boundary; enable learners to make full use of wellchosen resources, including digital technologies to support teaching and learning; know about and apply appropriately health and safety regulations as an integral part of professional practice. Area to Develop Professional Actions Observer Comment Strength Begin to.. Continue to Develop positive relationships and positive behaviour strategies 36

37 demonstrate care and commitment to working with all learners; demonstrate a secure knowledge and understanding of the wellbeing indicators; show in-depth awareness of educational research and local and national advice, and use in a consistent way, a variety of strategies to build relationships with learners, promote positive behaviour and celebrate success; implement consistently the school s positive behaviour policy including strategies for understanding and preventing bullying, and manage pupil behaviour in and around the school, in a fair, sensitive and informed manner; seek and use advice from colleagues and promoted staff, as appropriate, in managing behaviour; evaluate and justify their approaches to managing behaviour and, when necessary, be open to new approaches to adapt them; recognise when a learner s behaviour may signify distress requiring the need for further support, and take appropriate action.. Date of Observation Feedback Meeting: Signed Probationer: Signed Observer: OBSERVED TEACHING RECORD Pupil Assessment 37

38 Date of Observation Planning Meeting: Notes from Observation Planning Meeting: Date of Observation: Time of Observation Duration of Observation: Observer: Observer Designation: Class: Subject/Curricular Area: Area to Develop Professional Actions Observer Comment Strength Begin to.. Continue to Use assessment, recording and reporting as an integral part of the teaching process to support and enhance learning systematically develop and use an extensive range of strategies, approaches and associated materials for formative and summative assessment purposes, appropriate to the needs of all learners and the requirements of the curriculum and awarding and accrediting bodies; enable all learners to engage in self evaluation and peer assessment to benefit learning; record assessment information in a systematic and meaningful way in order to enhance teaching and learning and fulfil the requirements of the curriculum and awarding bodies; use the results of assessment to identify development needs at class, group and individual level and as a basis for dialogue with learners about their progress and targets; Area to Develop 38

39 Professional Actions Observer Comment Strength Begin to.. Continue to.. produce clear and informed reports for parents and other agencies which discuss learners progress and matters related to personal, social and emotional development in a sensitive and constructive way. Date of Observation Feedback Meeting: Signed Probationer: Signed Observer: SECTION 6: CPD ( also referred to as [Career Long] Professional Learning) 39

40 Your CPD record allows you to record each CPD experience undertaken throughout the year. Section 6 will be the biggest area in your portfolio. This section will record the progress you have made in your practice and thinking throughout your probationary year. CPD Opportunities should address your development needs, maximise your strengths and enable you to meet the challenges of teaching in the 21 st Century. You will need to record each CPD experience under one or two areas of the SFR as well as ensuring your CPD activities match your IPDAP/PDAP targets. It s important to consider how you best utilise the 0.2 (4 ½ hours) element of your timetable. You could consider sharing it over a term. You will need to be flexible to ensure that you receive the appropriate experiences in the school setting and, therefore, the following groupings have been provided only as a broad guide. 1hr.30 min used for team teaching / collaborative working 1hr.30 min used to carry out enhanced planning and preparation 1hr.30 min used to engage in other, core, CPD experiences Team teaching/collaborative working This will be an opportunity to gain a broader knowledge and understanding of the work of the whole school by learning from others. You may choose to shadow and observe colleagues or team teach. In the initial stages, you will spend time shadowing in your own school but after Christmas may have the opportunity to visit a wider variety of schools and Children and Families colleagues. Enhanced Planning and Preparation The use of the word enhanced is important as this should not be time spent on, for example, keeping up with marking. This is time when you can undertake enhanced planning and additional study. You may choose to familiarise yourself with all professional reading resources at your disposal or study new learning and teaching strategies. Engaging in other CPD (Professional Learning) experiences Other CPD experiences will include core experiences organised with your local authority, cluster, school or department as well as personal experiences that have been identified through personal reflection and following discussions with your supporter. You may choose to undertake: classroom based research, work with pupils with normal class contact time such as an after school club, lead staff development for others, develop school policies or reports, work on special projects with parents or the wider community and attending courses, meetings, workshops, conferences, other training events, visit other establishments or provision including special schools and early years centres. Self Evaluation Self evaluation is a crucial part of your induction process. Honest, thorough and regular self evaluation will help to ensure that you get the best experience possible from your induction year and set you on the path to becoming a lifelong reflective practitioner. There are examples of self evaluation toolkits overleaf to help you self evaluate although you may choose to use another example or even make a tool yourself! 40