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Beginning Teachers & Early Professional Development

A Policy for Beginning Teachers and Early Professional Development

Rationale:

This policy has been drawn up within the school’s ethos of promoting Early Professional Development for newly qualified teachers.  It is intended that the policy meets the teachers’ needs which will enable them to meet the school’s Mission Statement which is  “to meet the needs of each child’s learning within a caring and stimulating environment, where uniqueness and specific talent are respected, nurtured and developed.”

Aims of this policy:

  • To enable the new teacher to develop holistically within an atmosphere of mutual respect, trust and corporate responsibility
  • To complement the School’s Development Plan
  • To be included as part of the school’s professional development plan
  • To clarify the roles and responsibilities of staff and governors involved in the process of Induction and Early Professional Development (EPD)
  • To provide a policy which reflects current guidance for both Beginning Teachers and EPD teachers
  • To encourage and develop a self-evaluative attitude and reflective practice with BTs and EPDs who work in the school

Target Audience:

  • Whole school staff
  • Governors
  • Teachers participating in Induction and EPD
  • Other partners and the wider educational network involved in the Induction and EPD process

Context:

  • The school appreciates the developmental needs of the newly qualified teacher and wishes to fully engage in the process whenever the opportunity arises.
  • The school recognises this statutory obligation in accordance with the policies of the SEELB for the development of staff (Ref: Teachers (Terms and Conditions of Employment) Regulations (NI) 1987).
  • The school follows the guidelines set out in the Teacher Education Partnership Handbook

Beginning Teachers

When a BT is employed for a period of 10 weeks or more

The school will:

  • Ensure that he/she is registered in SEELB’s Induction programme so that they can attend courses
  • Monitor the teacher’s progress in relation to the core criteria and the appropriate competences and to confirm or not confirm successful completion of induction
  • Give feedback on classroom practice based on classroom observation
  • Provide a planned programme of guidance and professional development (as set out in the TEPH booklet)
  • Provide opportunities both to observe and to disseminate good practice
  • Notify the relevant authorities of the BT’s completion of induction

The BT is expected to:

  •  Ensure that he/she is registered in SEELB’s Induction programme
  • Link with the school’s teacher-tutor and participate in the CASS programme
  • In consultation with the teacher-tutor draw up a personal action plan linked to his/her Career Entry Profile, classroom needs, School Development Plan, core criteria and teacher competences;
  • Implement the induction action plan which will focus on the teaching in the classroom;
  • To reflect observed good practice in their classroom teaching
  • Collect evidence of increasing professional competence in an induction portfolio, which should be presented to the principal and chair of the Board of Governors.

When a BT is employed as a substitute teacher for fewer than 4 weeks, but whose contracts are extended incrementally:

The school will support the process as far as is practicable by:

  • Informing the SEELB as soon as possible that we have a BT in this situation and gain information about relevant courses
  • Discussing the Career Entry Profile and / or Interim Report from the previous school
  • Giving feedback on classroom practice based on at least one period of classroom observation
  • Agreeing to and implementing a short term action plan
  • Arranging attendance at appropriate courses

The BT is expected to:

  • Alert the principal and / or teacher tutor to their position and to the need for discussion of induction requirements should the contract be extended
  • Register with the SEELB explaining the circumstances
  • Compile a careful record of the range of teaching experiences acquired

When a BT is employed as a substitute teacher on a day to day basis:

The school will:

  • Support him / her as far as possible
  • Check that the BT is registered with SEELB or other ELB
  • Check the Career Entry Profile

The BT is expected to:

  • Register with SEELB
  • Provide the principal with his / her Career Entry Profile
  • Ask to meet with the Teacher Tutor

Early Professional Development Teachers

The school recognises EPD as the third stage of teacher education and will seek to build on the initial and induction experiences of the EPD teacher.

When an EPD teacher is employed:

The school will:

  • Ensure that he/she is registered in SEELB’s EPD programme so that they can attend courses
  • Monitor the teacher’s progress in relation to the core criteria and the appropriate competences and to confirm or not confirm successful completion of the EPD programme
  • Give feedback on classroom practice based on classroom observation
  • Provide opportunities both to observe and to disseminate good practice
  • Provide a planned programme of guidance and professional development (as set out in the TEPH booklet)

The EPD teacher is expected to:

  • Ensure that he/she is registered in SEELB’s EPD programme
  • Link with the school’s teacher-tutor and participate in the CASS programme
  • In consultation with the teacher-tutor draw up a personal action plan linked to his/her Career Entry Profile, classroom needs, School Development Plan, core criteria and teacher competences;
  • Implement the EPD action plan which will focus on the learning and teaching in the classroom;
  • Within the time available complete one or two Professional Development Activities (PDAs) which will both focus on learning and teaching and the use of educational technology
  • To reflect observed good practice in their classroom teaching
  • Collect evidence of increasing professional competence in an EPD portfolio, which should be presented to the principal and chair of the Board of Governors.

Board of Governors

The Principal will advise the Chair of the Board of Governors of the progress of all BTs and EPD teachers employed in the school.

If appropriate the Chair, on the recommendation of the Principal, will confirm the completion of Induction of Beginning Teachers and of completion of Early Professional Development.

This policy will be reviewed regularly and amended when the school has been notified of any changes as directed by the partnership.