Teacher Tutor
Information Pack for Supporting BT and EPD teachers
Victoria College Belfast
Hilary Woods
VCB
BT and EPD teachers
Outline of monthly meetings
September
October
November
December
January
February
March
April
May
June
Hilary Woods
1. Career entry profile – identification of strengths and
areas for improvement
2. Training days
3. Requirements of BT/EPD portfolio
4. Classroom management techniques
5. Record keeping and filing
6. Teacher well-being
1. BT - Choice of Induction Action Plan – two required
during Year 1
2. EPD - Choice of Professional Development Activity
(PDA) – one required during both Year 2 and Year 3
3. Organisation of observation of experienced teachers
4. Strategies for differentiation within classroom
1. Agree Action Plan/PDA
2. Organisation of classroom observation #1 (Head of
Department/Teacher Tutor)
3. Meeting pupils’ additional educational needs within
the classroom (role of SENCO)
1. Use of peer and self-evaluation
2. Achieving work-life balance
3. Effective use of ICT in classroom
1. Examination organisation – responsibilities
2. Feedback to pupils - boost individual achievement
1. BT – interim reports
2. Review of examination performance
3. Support for report writing and target setting
4. Positive relationships with parents – preparation for
Parents’ Meetings
1. BT – agree second Action Plan
2. EPD – review of PDA progress
3. Organisation of classroom observation #2 (Principal)
1. Contribution to extra-curricular activities
2. Time management
1. Review of year – identification of strengths and areas
for improvement
2. Support for report writing and target setting
1. EPD and BT – summative report
2. Review of portfolio
3. Organisation of meeting with Chairman of Board of
Governors
VCB
Induction
(N.B. all resources for portfolios, reports, lesson observations and so on
are available in electronic format from Mrs Woods)
Entitlement
Requirements of
induction
7 days of sub cover
At least 1 day should be used for professional
development in school e.g. to work on the portfolio
A beginning teacher could visit another
teacher/department/school for observation of
experienced teachers.
1.
2.
Portfolio of evidence
2 Action Plans
Induction Portfolio
During the induction process the beginning teacher should compile a portfolio
of professional development. This should include:
 Front cover (to include name, academic year, school and teacher’s
reference number)
 Divided sections
 Career-Entry Profile and Areas for Development
 the Induction Action Plan
 two examples of planning for teaching and learning and reflection.
These should relate to targets on the induction action plan, i.e. units of
work/topics /4-6 weekly plans which address
- content/process (re NI curriculum)
- learning outcomes
- how they will be assessed
- teaching approaches, what the children will do; what the teacher
will do
- resources, including Educational Technology (ET) where
appropriate
 three samples of pupils’ work with intended learning outcomes which
relate to the induction action plan. These may illustrate individual pupil
achievement and progression, common difficulties, range of
achievement etc
 written feedback from lessons observed by the teacher-tutor, other key
staff and the principal. The lessons should relate to targets on the
induction action plan. This will provide a basis for the interim and
summative reports
 Minutes of meetings (as appropriate)
NB: At least 2 observations should be carried out during the induction
year. One of these should be by the Principal.
 a record of attendance at courses and other opportunities for staff
development e.g. observations of other colleagues both within and
outside the school, ongoing staff development within the school
 evidence of involvement in extra-curricular activities where appropriate
Hilary Woods
VCB
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negotiated interim and summative reports
Induction Certificate confirming successful completion of induction
(from Principal and Chair of Board of Governors)
Areas for future development (to initiate EPD 1 and EPD 2 work)
Action Plans
There should be 2 action plans throughout the year. Each Action Plan should
focus on one aspect of practice – curriculum, management or behavioural.
There should be a balance between the 2 action plans so that two aspects of
professional aspect are covered e.g. Action Plan 1 focuses on curricular and
Action Plan 2 focuses on classroom management.
The GTCNI revised teacher competences are located on the BELB website at
http://www.belb.org.uk/teachers/i_epd_documents/r_teaching_the_reflective%
20_profession.pdf
Beginning teachers should identify an area of focus with a particular class that
will have a duration of between 4 – 6 weeks and then look for 1 or 2 related
competences from the full list.
GTCNI competences linked to areas of development are located here:
http://www.belb.org.uk/teachers/i_epd_documents/gtcni_revised_comptences
_signposting_grid.pdf
Action plans (see template) should contain:
 Areas for development
 Actions
 Support arrangements
 Success criteria
 Monitoring and evaluation
Classroom observations
Classroom observation should take place during each action plan. During the
year at least two observations should be undertaken and recorded as
evidence for the portfolio (see template). One of these must be undertaken
by the Principal. However, there may be additional observations of the
beginning teacher in the classroom that are also recorded.
When observing teaching, look for:
 High expectations
 A well structured lesson
 Direct teaching
 Classroom organisation
 Pace and timing
 Explanations of methods
 Use of subject vocabulary
Hilary Woods
VCB
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Variety of activity
Rehearsal of skills
Well organised group work
A manageable degree of differentiation
Use of resources
Hilary Woods
VCB
EPD 1 and 2
Entitlement
2 days during EPD1
2 days during EPD2
1 day per year will be used to attend BELB course
Requirements of EPD
1.
2.
3.
4.
5.
6.
7.
8.
Continue to develop practice with the focus moved from “how to
teach” to “how do my pupils learn”
 There should be a maximum of 3 competences per PDA.
 Each PDA should focus on a separate set of competences
 Choose the focus first that suits the school’s/department’s
priorities and then match the competences
Plan and evaluate learning and teaching
Complete 2 professional development activities (PDAs)
 One in EPD 1 and one in EPD 2
Use Education Technology to support learning
 EPD teacher must show use of ICT e.g. research on Internet or
preparing work for pupils
Gain information from a variety of sources
 This could involve attendance at extra courses over and above
EPD courses e.g. Revised Curriculum/subject specialism
Work with colleagues and the wider education community
Be observed
 At least two observations per PDA
 The observations should indicate a transition of improvement
Engage in personal reflection on practice and values
 Reflection should be meaningful and should impact on individual
as a teacher and what he/she does in the classroom
PDA
“The key to developing your practice is to focus on a specific issue, to
reflect on what is happening in your classroom and to ask questions in
order to improve.”
The PDA cycle follows four stages:
1.
planning;
2.
teaching;
3.
reviewing;
4.
reflecting.
EPD1 teacher chooses a PDA that is important to school and will be part of
the school improvement plan.
Planning
 Which class/group of pupils will be the focus?
Hilary Woods
VCB
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Where does the PDA fit into the scheme/unit of work? How long will it
take? The PDA should cover at least 4 - 6 weeks of teaching – either a
topic or unit of work.
What are the teaching strategies and resources?
What are the intended learning outcomes for the pupils?
How will it influence and improve classroom practice?
The PDA should have both:
 a focus (What do you expect the pupils to develop and to achieve?).
Examples include:
o using elements of ICT to improve pupils’ learning of a
mathematical functions;
o developing skills in pupils to write a structured report;
o improve independent/collaborative learning with pupils.

a purpose (What do you want to find out about your teaching and your
own professional needs?). Examples include:
o marking for improvement;
o awareness of Health and Safety procedures;
o developing relationships outside the classroom through the
school drama production;
o developing an awareness of the learning styles of pupils;
o developing skills in writing up a scheme of work.
Evidence for the portfolio:
1.
observation report
2.
feedback from a critical friend
3.
discussion with teacher-tutor
4.
lesson plans
5.
pupils’ work
6.
written evidence e.g. pupils’ reflection on an activity
7.
self-evaluation
8.
teaching materials (could use the Internet to research
materials)
9.
tape/recording
Reviewing and reflecting
(see Appendix A)
Reflection could be done at stages throughout the 4 – 6 week cycle:
 Look at the evidence – what does it tell you?
 What strategies worked?
 What changes would be made?
 What didn’t work?
Hilary Woods
VCB
September meeting
1.
2.
3.
4.
5.
6.
Ensure BT and EPD teachers are registered with BELB.
Outline timetable of training days and ensure forms are returned to
BELB.
Career Entry Profile
BT should bring a copy of this to first
meeting. Discuss strengths and development needs with the BT to
identify areas for professional development throughout the induction
year.
Summative Report
This should be discussed with the
EPD teacher to help focus attention on areas for development in
EPD 1 and 2.
Cover the requirements for the BT and EPD portfolio (templates will
be emailed to each teacher by Mrs Woods)
Classroom management techniques (distribute the Top 10 Tips for
NQTs Appendix H) and discuss any concerns at this stage.
Important to be consistent and to follow the College’s positive
behaviour policy.
Record keeping and filing
BT and EPD teachers should keep accurate records for each of
their classes:
 Daily attendance records
 Assessments – homeworks, coursework, end of unit tests,
January and May examination results
 Lesson plans (in addition to departmental schemes of work).
There should be an evaluation of lessons or units.
 Submission of coursework (particularly important for GCSE
students and this should be recorded in line with departmental
policy)
 Seating plans, if appropriate
In addition, a professional development folder should be kept as the basis for
the portfolio that will be submitted to the Chairman of the Board of Governors
as evidence of successful completion of Induction/EPD. This should include
observations and feedback and the BT/EPD’s reflections on these lessons.
7.
Teacher well-being
Help and support is available from:
Teacher Tutor
discuss issues/concerns, help with planning, selfevaluation and reflection, parents’ meetings
Head of Subject
curricular issues, concerns about progress of
individual pupils or whole class, setting of
assessments/end of unit tests/examinations,
reporting, difficulties with submission of
coursework
Head of Year
pastoral issues concerning any pupil
Deputy Head
professional concerns, grievance procedure,
personal pastoral issues
Union Rep
union issues
Hilary Woods
VCB
TMR
confidential counselling service available to any
member of staff
October meeting
1.
Choice of Action Plan/PDA
BT/EPD teacher should decide in advance of this meeting and in conjunction
with Head of Subject the focus for the Action Plan or PDA and agree a rough
timescale for start and completion. For EPD 2 teachers the PDA may be
based around the completion of a task instead of delivering a unit of work e.g.
to organise a field trip or residential/extra-curricular activity.
Template should be completed for the November meeting
2.
Classroom observation
BT/EPD teacher should be encouraged to observe an experienced teacher
either from within their department or another department within the College,
or if appropriate in another school. Notes from the observations of others
should be included as evidence in the portfolio. Teacher tutor to discuss this
with BT/EPD teacher and organise observation if necessary. BT/EPD teacher
should also be provided with the classroom observation sheet that will be
used for their own lesson observations to see what criteria will be used for the
assessment.
3.
Strategies for differentiation
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Hilary Woods
Assessment for learning as a starting point for meeting
individual needs (see Appendix B)
Giving pupils choice in the classroom e.g. teaching pupils about
life in the trenches in WW1 by putting 3 clear choices on the
board:
i. Option A – produce a detailed and annotated crosssection of a trench
ii. Option B – construct a letter home to your friend who has
not yet joined up in which you try to warn him of what to
expect without either scaring him off or letting him know
how scared you are or that your are doubting what you
are doing
iii. Option C – read through an excerpt of Wilfred Owen’s
“Dulce et Decorum est” and try to explain what he means
by the different ideas
Taking account of different learning styles e.g. asking pupils how
they might explain an idea or concept to people who were
lacking in a major sense, such as sight, hearing, touch.
VCB
November meeting
1.
Agree Action Plan/PDA
Discuss with the BT/EPD teacher the type of evidence which will be required:
Examples of planning for teaching, learning and reflection which relate to the
targets on the action plans, e.g. units of work, topics, 4 – 6 weekly plans,
lesson plans, examples of worksheets/booklets which address:
 The content and process of the Northern Ireland Curriculum
 Learning outcomes
 How the learning outcomes will be assessed
 Teaching approached – what the teacher will do, what and how the
pupils will learn
 Resources, including the use of ICT where appropriate
 Samples of pupils’ work which relate to the Action Plan/PDA and which
illustrate individual pupil achievement and progression against the
learning outcomes, common difficulties, range of achievement etc.
2. Organisation of classroom observation #1 (Head of Subject/Teacher
Tutor)
Prior to the observation, the observer and teacher should meet to clarify the
purpose of the observation i.e. linked to the targets of the Action Plan or the
focus/purpose of the PDA.
The observer may discuss details such as how the teacher will plan for
differentiation within the classroom or the assessment for learning strategies
that should be employed in line with departmental policy.
BT/EPD teacher should organise the time for the observation, notify the
Teacher Tutor who will ensure that the Head of Subject receives the
observation pro-forma. A completed copy of the observation sheet should be
returned to the BT/EPD teacher and to the Teacher Tutor.
3. Meeting pupils’ additional educational needs within the classroom
(role of SENCO)
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Information about how to access information about AEN for pupils in
class.
Role of SENCO (Mrs Elwood) – communication with parents, teaching
strategies, target setting, additional time in examinations.
Hilary Woods
VCB
December meeting
1.
Use of peer and self evaluation (see Appendix E)
Pupils can only achieve a learning goal if they understand that goal and can
assess what they need to do to achieve it. So self-assessment is essential to
learning.
BT and EPD teachers need to:
 plan peer and self evaluation opportunities
 explain learning objectives and intended outcomes
 train pupils to peer and self-assess
 develop the habits and skills of collaboration
 encourage self-reflection on learning
2.
Achieving work-life balance
 Seek help from colleagues if you are feeling under pressure in
any aspect of your teaching – we have all been there and are
willing and able to help.
 TLR – how it operates.
Top tips for WLB & Stress
1.
Think of your day as 24 hours. Decide how much time you are going to spend
sleeping, eating, being with family, working, leisure and time for 'me'. This isn't
always easy, but try just 10 minutes for yourself at first, and build up.
2.
If you take work home, set times when you will deal with this and be strict about
it. Don't get distracted and then allow the work to drag on all night/weekend. Make
sure you have a 'stop time' so that you can relax.
3.
Once you've built up on 10 minutes 'for me', try to spend 30 minutes
just doing nothing. If you can, let your mind drift.
4.
Clear your desk every evening and be less hassled when you get in the next day.
5.
Keep up to date with technological short cuts. Ask your IT department to advise.
6.
Delegate more - be honest, is there anything you can pass to the school office, or
the support assistants?
7.
Ban sticky notes from your desk. You'll be distracted and react to them, rather than
completing anything.
8.
Refuse to argue over small things. It's a waste of time to bicker and causes more
stress in the end.
9.
Above all - strike a balance: work out when you have to give 100% and when just
70% will be OK.
This article first appeared in Teaching Expertise, July 2004.
Hilary Woods
VCB
3.
Effective use of ICT in classroom
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Use of IWB – who to speak to for more training
Use of pupil email
Use of Intranet
Use of VLE
Resources for subject specific presentations should be available at
department level or try Times Education website (www.tes.co.uk) or
Teachers’ TV (www.teacherstv.co.uk)
Share resources with other colleagues within the department to reduce
planning time
January Meeting
1. Examination organisation – responsibilities
Outline of expectations of teaching staff during the examination period. This
will also be covered in the booklet distributed to all staff by Dr Barr.
 Preparation for examination (know what will be covered and that
classes are prepared)
 Departmental policy on practical assessments including orals
 Setting examinations and organising copies and class lists for
the examination office in good time
 Invigilation/staffroom duty
 Recording marks and feedback to pupils
 School/departmental policy on returning examination papers to
pupils – AFTER REVIEWING OF PUPILS’ PAPERS ALL
EXAMINATION PAPERS MUST BE RETAINED BY SCHOOL
FOR ALL YEAR GROUPS
 Importance of adhering rigidly to the reporting deadlines
2. Feedback to pupils - boost individual achievement
Qualities of effective feedback:
 Feedback is within a short-time of the
assessment/activity/test/homework, is accurate and helps correct
misunderstandings or skills deficits. Pupils should know when they can
expect their work to be commented on and returned.
 Feedback is reciprocal between teachers and learners and is best seen
as a dialogue. Comments should focus on criteria, are positive in
overall tone and are personalised, for example, using the pupil’s name.
 Feedback will guide pupils’ next activity or follow-up (e.g. finishing off,
practising certain skills, developing the work in certain ways, doing
corrections)
 Feedback will dovetail with points in a lesson, for example, final plenary
review
Hilary Woods
VCB
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Feedback will look forward as well as back
Feedback refers to explicit, clear criteria
Feedback will assist self- and/or peer assessment
Feedback will be varied, sometimes low key, sometimes intensive,
often spoken, sometimes written
Feedback will refer to the purpose of the activity
February meeting
1. BT – interim reports (Appendix C)
This should be completed by the Head of Subject and with reference to the
Induction Action Plan and first classroom observation notes. The report
should be the subject of a joint discussion with the BT and Teacher-Tutor.
A copy of the interim report to be retained by the Teacher Tutor and by the BT
as evidence for the portfolio.
2. Review of examination performance
Any concerns that the BT/EPD teacher has with individual pupils or classes
should be discussed with the Head of Subject and/or Head of Year.
3. Support for report writing and target setting
Year 11 GCSE individual pupil target setting should be carried out in line with
departmental policy and discussed with pupils. Sujbect teacher to engage in
dialogue with pupil to assist pupil in progressing towards this target by the
May examinations.
Guidelines on report writing will be distributed to all staff by Dr Barr but
BT/EPD teachers will require additional support by Head of Subject and/or
Teacher Tutor. Reports should be undergo quality control checking before
they are indicated as complete on Assessment Manager. The importance of
teachers using positive language and setting realistic targets should be
stressed.
4. Preparation for Parents’ Meetings (see Appendix F)
Explain format of parents’ meetings and making of appointments with classes
(particularly useful for very small classes or if a teacher has a large number of
pupils to see). BT/EPD teachers should discuss with Head of Subject in
advance of the meetings what type of points should be made about individual
pupil progress and/or the course. Explain what to do if any difficulties arise.
Hilary Woods
VCB
March meeting
1. BT – agree second Action Plan
As before
2. EPD – review of PDA progress
As before
3. Organisation of classroom observation #2 (Principal)
BT/EPD teacher should identify a number of appropriate classes related to
the Action Plan/PDA to enable Ms Slevin to select one to observe. This
information should be emailed to the Teacher Tutor who will liaise with Ms
Mawhinney to book this slot in Ms Slevin’s diary. Ms Slevin will forward a
completed copy of the classroom observation to the BT/EPD teacher and
a copy to the Teacher Tutor.
April meeting
1. Contribution to extra-curricular activities
If appropriate, discuss ways in which the BT/EPD teacher could contribute to
the extra-curricular curriculum within the College:
 Boarding duty
 Accompanying pupils on school trip/travelling to a sporting
fixture
 Assisting with after-school sport
 Assisting with lunch time or after school activities
 Duke of Edinburgh expeditions
2. Time management
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Making effective use of study periods, rota periods, directed time.
Use of VLE, pupils conducting their own research and pupil email to
encourage more independent learning.
Sharing resources with colleagues.
Adapting resources from Learning NI, tes, Teachers’ TV and so on to
save time when preparing for lessons.
May meeting
1. Review of year – identification of strengths and areas for improvement
BT/EPD teacher may identify training needs in the light of this discussion.
It may be helpful to organise for further observation of classes with an
experienced teacher or to track a form class for a number of periods.
2. Support for report writing and target setting – as before
Hilary Woods
VCB
June meeting
1. EPD and BT – summative report (Appendix D)
This should be completed by the Head of Subject and the completed report
will form the basis of a joint discussion between the BT/EPD teacher and the
Teacher Tutor. A copy of the report to be retained by the Teacher Tutor and
the BT/EPD teacher as evidence for the portfolio.
2. Review of portfolio
BT/EPD teacher should have a day to complete the portfolio. This can be
electronic or paper-based. Teacher tutor should ensure that required
elements are in place.
3. Organisation of meeting with Chairman of Board of Governors
Liaise with Miss Mawhinney to organise a suitable day for the Chairman to
meet with all BT/EPD teachers, review portfolios and sign the completion of
induction/EPD1/EPD2 letter. (Appendix G) This meeting will usually take
place in the Drawing Room, Drumglass House during the month of June. All
paperwork must be available for the Chairman to sign in advance of the
meetings.
Hilary Woods
VCB
Appendix A
Reflecting on Practice
Developing competence through reflecting on practice contributes to improved
pupil experience and achievement and to quality learning and teaching.
 What one thing shall I keep doing? Why?
 What shall I stop doing or do differently? Why?
 What should I try for the first time? Why? When?
 Did it work? How do I know?
OUTLINE OF
STRATEGY
USED
STRATEGY
WORKED
STRATEGY UNSUCCESSFUL –
OUTLINE HOW IT COULD BE
AMENDED FOR FUTURE
PRACTICE
What am I learning about my teaching?
What am I learning about how my pupils learn?
Hilary Woods
VCB
Appendix B
Core elements of assessment for learning
Principle
Share learning
objectives with
pupils
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Help pupils to
understand the
standards they
are aiming for
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Involve pupils in
peer and selfassessment
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Provide
constructive
feedback
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Promote
confidence that
every pupil can
improve


Involve both
pupils and
teachers
working
together to
review and
reflect on
assessment
information

Hilary Woods
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Practice
Share with pupils the main learning objectives that
all, most and some students should aim to achieve
Use these as the basis for questioning, feedback
and in plenaries
Use feedback to set up the next stage in the learning
process
Match outcomes with success criteria and examples
of successful work produced by other pupils
Provide displays that show learning in progress as
well as the finished product
Convey images about what successful work looks
like
Give pupils plenty of opportunities to talk about what
they have learned
Encourage pupils to talk to a partner/group to share
perceptions of learning
Ask pupils to reflect on their learning or to explain
their thinking
Work out the next steps to take
Provide plenty of oral feedback and ensure that
pupils can make appropriate responses
Identify and celebrate what has been done well and
encourage pupils to build on this
Identify small, achievable steps to progress
Do everything possible to build confidence and selfesteem
Encourage pupils to explain their thinking and learn
from their mistakes within a secure and trusting
ethos
Encourage pupils of all ages to talk about their
learning experiences at the end of a lesson/course
Ask pupils of all ages to comment on their progress
and achievement
Teachers to adjust their planning and evaluate the
effectiveness of the methodologies and resources
used as a result of assessment/feedback information
VCB
Appendix C
Victoria College Belfast
Interim Review Report
Date
Signed (Beginning Teacher)
………………………………………………………
Signed (Teacher Tutor)
………………………………………………………
Signed (Principal)
………………………………………………………
Review of progress with areas for development and targets
a.
Achievements and area(s) of strength.
b.
Area(s) for continued professional development.
Hilary Woods
VCB
Appendix D
Victoria College Belfast
Summative Report on Induction
Date
Signed (Beginning Teacher)
………………………………………………………
Signed (Teacher Tutor)
………………………………………………………
Signed (Principal)
………………………………………………………
c.
Achievements and area(s) of strength
d.
Area(s) for continued professional development
e.
Interim plans for focusing early professional development
Recommended for successful completion of induction?
Hilary Woods
Y/N
VCB
Appendix E
Peer and Self Evaluation
Questions to encourage pupils to ask at the end of a unit/lesson include:
 Have I understood or used the objective?
 Where could I improve this work?
 How can I change my work to improve it?
Peer and Self Assessment Prompts
Find one word you
are really proud of
and underline it.
Yo u h a
v
identify e three minu
t
think yo two places w es to
h
u ha
e re
read th ve done this w you
em to y
our par ell and
tners.
er
ur partn
o
y
h
it
w
ss
Decide
e succe n
h
t
f
o
h
whic
e bee
you hav h and
ia
r
e
it
r
c
l wit
ccessfu help or
most su
ds
ne nee
o
r.
h
ic
h
w
n furthe
e
k
a
t
e
could b
Yo u h
a
to fin ve five m
d on
i
place nutes
you c
w
here
ould
im
Write prove .
yo u r
impro
v
botto ement at
m of
your the
work.
Examples of self-assessments:
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

What will I do to make my work better?
o Descriptions that include …
How will I try to find out if I don’t understand?
o Talk to …
o Look up …
I will aim to ..
o Volunteer to answer a question in class every …
Strategies for peer and self-evaluation:
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Understanding criteria
Pair/group discussion
Reflection on learning
Confidence levels (traffic lights)
Explaining thinking (how did you get that answer?)
Hilary Woods
VCB
Questions pupils could ask each other:
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What are your targets?
Can you show me a success?
Is there something you could improve?
How can we use the success criteria to help us improve it?
What helped you when something got tricky?
What do you need more help with?
What were you most pleased with?
What have you learnt that is new about …..?
What did you enjoy?
What did you find most difficult?
Are there any questions we should ask?
Questions pupils could ask themselves:







What can I remember and understand?
What are my strengths and weaknesses?
How am I doing?
What did I really have to think about?
How do I know when I have learned something?
What do I need to improve?
Am I working in the best way for me?
Hilary Woods
VCB
Appendix F
Parents’ Evening Survival Guide
As the pupils generally accompany their parents, I think the key thing is to be
honest and also to give praise where it is due. I also introduce myself and
offer to shake hands (just to make them feel welcome!). Have your mark
book to hand, but don’t let them read it (some parents will attempt to do this
upside down!) If you have a pupil who you know is not working hard or
concentrating well in class, a good opener might be to ask the pupil “How do
you feel you are working in this subject?”.
You should be prepared to talk about:
1.
Examination performance
Some parents will have the report with them so it is a good idea to refresh
your memory on what you wrote. You may want to show parents the
pupil’s examination paper to let them see some areas of concern such as:
 questions unanswered;
 sections poorly answered due to lack of revision;
 poor presentation of work.
Don’t give the paper to the parent to keep, as we may be asked by an
examination board for evidence of a predicted grade if an actual paper goes
missing.
Parents may want to know what grade at GCSE/AS/A level the mock
examination result equates to, so you may want to print out roughly what the
grade boundaries are for your subject.
2.




Preparation and personal organisation
How well homeworks are completed;
Homeworks completed on time;
Coursework up-to-date;
Pupil brings correct books and other equipment with them to class.
3.
Behaviour and attitude – you could also mention attendance and
punctuality to class if you are concerned about this.
4.
Test results/homework marks
 If you have time, work out the class average for tests to give the
parents an idea of how well the pupil is performing.
 Be able to give strategies for how the pupil can improve and
make progress in these areas – past papers, questions from text
book, ensuring all notes are up to date, scheduling a proper
revision timetable and not being distracted by mobile phone,
internet or television.
Hilary Woods
VCB
5. Ability to study the subject to GCSE or AS level
For Year 10 and year 12 pupils, subject choice decisions will have to be
made shortly so you may get some questions about GCSE or AS level.
We advise pupils and their parents that it is necessary to achieve at least a
grade B in the subject at GCSE in order to study it in Sixth Form. If
specific careers advice is required, direct them to any member of the
Careers Department (Mr O’Brien, Mr Thompson, Mrs Woods, Mrs
Turkington, Mrs Lavery or Dr Vasey. You can borrow a copy of the subject
booklet from the Front Office.
DON’T
 Discuss pastoral issues – refer the matter to the relevant Head of
Year
 Discuss other pupils in the class
 Allow any criticism of your teaching or any departmental policy –
invite the parent to speak to the member of SLT on duty
 Discuss any other member of staff
DO


Be prepared to back up any comments you make with evidence
Be as honest and as positive as possible
Hilary Woods
VCB
Appendix G
Confirmation of completion of Induction
The Board of Governors confirms, on the recommendation of the Principal,
that ?name?, TR??????, has successfully completed Newly Qualified
Teacher Induction and may begin early professional development.
The first Newly Qualified Teacher activity focused on ?????. This activity
enabled the teacher to reflect on ????????. This activity was completed
between ?month ? and ?month? 2007/2008.
The second Newly Qualified Teacher activity focused on ?????. This was
clearly linked to the ???? wherein pupils are encouraged to ????. This
activity was completed between ?month? and ?month? 2008.
The completed Newly Qualified Teacher induction activities are available to
the Board of Governors.
The teacher was supported within the school by:
1.
2.
Mrs H Woods, Teacher Tutor
Ms P Slevin, Principal
who provided quality assurance for Newly Qualified Teacher induction as
outlined in Section 4.1 of the Teacher Education Partnership Handbook, Aims
D Induction and the Effective Use of the Careers Entry Profile.
Copies of this letter have been:
 Given to the beginning teacher
 Sent to Teachers’ Administration and Salaries Branch, Waterside
House, 75 Duke Street, Londonderry, BT47 1FP
 Retained by the school.
Signed
___________________________________
_______________
(Principal)
Date
Signed
_________________________________
_____________
(Chairman of the Board of Governors)
Date
Hilary Woods
VCB
CONFIRMATION OF COMPLETION OF
PROFESSIONAL DEVELOPMENT ACTIVITY
The Board of Governors confirms, on the recommendation of the Principal,
that __________________________ has successfully completed EPD1.
??????????, TR?????, commenced the first Professional Development
Activity in ?Month/Year? and completed it on ?date?.
This activity focused on ????? . ????
The teacher was supported within the school by:
1.
2.
3.
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:
___________________________________
Chairman of the Board of Governors
Date:
___________________________________
Hilary Woods
VCB
Appendix H
Top 10 tips for NQTs
1.
Be in charge …
As the teacher, and the adult, you are ‘in charge’. It is your classroom and
you must actively and consciously make the rules and decisions, rather
than letting them happen out of habit, poor organisation or at the whim of
the pupils.
Demonstrate your ‘in-chargeness’ by the position you take in the room;
keep on your feet as much as possible and be where you can watch
everything that is going on. Pupils should be convinced you have eyes in
the back of your head! Pick up the good things they are doing (see
number 3 below). Keep moving around the classroom to establish
yourself as the focal point of interest and authority.
Remember that the pupils need to feel safe; they can only do this if you
are in charge. Do not justify or apologise for your rules, your standards or
your insistence on compliance.
2.
Use positive classroom rules …
Pupils need to know what is expected of them in your classroom.
Establish a set of rules, no more than 4 or 5, which make desired
behaviour explicit; display them prominently in the room and refer to them
frequently so that they don’t disappear into the wallpaper!
The rules should tell the pupils what to do, rather than what not to do, e.g.

Don’t call out.

Put up your hand and wait to speak.

Don’t walk around the classroom.

Stay in your seat.

Don’t break things

Look after classroom equipment.
Praise good behaviour and refer to the rule being followed. Use the rules
to point out inappropriate behaviour, “Remember our rule about …”
Have a ‘feature’ rule every now and then, written on the board and tied to
a special individual or class reward to be given to pupils who follow the
rule.
3.
Make rewards work for you …
Give pupils relevant reward for desirable behaviours, starting tasks,
completing tasks, following class rules, etc. The goal is to establish the
HABIT of co-operation. Standards can be subtly raised once the habit has
been established. The easiest, quickest and most appreciated reward is
descriptive praise.
Hilary Woods
VCB
Other possible rewards, beside those used as a school-wide system are
 A note home to parents;
 Name on a special chart which earns a later tangible reward;
 Being given special responsibilities;
 Being allowed to go first;
 Having extra choices.
4.
Catch them being good …
Praise is the most powerful motivator there is. Praise the tiniest steps in the
right direction. Praise often, using descriptive praise, for example, “It can be
annoying having to look up words in the dictionary. I can see you are getting
impatient but the dictionary is still open in front of you. You haven’t given up.”
Or, “I can see you don’t want to come in from break, but you are facing the
right direction for coming in.” Be willing to appreciate the smallest of effort
and explain why it pleases you.
Pupils will not think you are being too strict and will not resent your firm
decision making if you remember to smile, to criticise less and to praise more.
Tell the pupils there will be positive consequences for positive behaviour, then
follow through and show them.
Stick to your guns and don’t be bullied into giving rewards that haven’t been
earned.
Some positive behaviours are easily overlooked. Try to remember to praise
pupils for:
 Homework in on time;
 Homework in late but at least it’s in;
 Working quietly;
 Good attendance;
 Neat desk;
 Not swinging on chair;
 Smiling;
 Contribution to class discussion;
 Helping another pupil;
 Not laughing at another pupil’s mistakes;
 Promptly following your instructions;
 Wearing uniform correctly;
 Using common sense.
Use the reward systems of the school consistently and fairly.
5.
Be specific and clear in your instructions …
Get a pupil’s full attention before giving instructions. Make sure everyone is
looking at you and not fiddling with a pencil, turning around, looking at a book
Hilary Woods
VCB
etc. Only give instructions once; repeating can unwittingly train a pupil to not
bother to listen properly the first time. Smile as you give instructions.
Don’t be too wordy and don’t imply choice when there actually isn’t a choice
by tacking “Okay?” on the end, or sound as though you are merely
suggesting, “Would you like to …?” “How about …?” “Don’t you think you
should …?”
Be very clear in all your instructions and expectations. Have a pupil repeat
them back to you.
6.
Deal with low level behaviours before they get big …
Low level, or minor, behaviour infringements will escalate if they are not dealt
with quickly and consistently. A pupil’s behaviour is reinforced when he gets
attention for it, but don’t be tempted to ignore it. Find a calm and quiet way to
let the child know that you see exactly what he is doing and that there is a
consequence, without making a fuss, getting upset or sounding annoyed.
Give your instructions once only. If the pupil continues to misbehave, instead
of repeating your original instruction, try one or more of these actions:





Point to a place (e.g. on the board, on a post-it in the pupil’s book, a
note on your desk) where you wrote down the original instruction at the
time you first gave it;
Use a description of reality, “Alfie, you are tapping your ruler.”
Stop everything and look at the pupil pointedly and wait for them to
figure out why;
Descriptively praise those who are behaving appropriately, praise the
target pupil as soon as he complies;
Ask the other pupils what is needed (the squirm factor).
Always follow through, even on minor infractions, so that pupils know there is
no point in testing you. They should know what will happen. Only give
second chances after a period of good behaviour.
7.
The consequences of non-compliance …
Help the pupil to do whatever you’ve asked him to do. If he has thrown
pencils on the floor, help him to pick them up.
If a pupil does not obey instructions straight away, do not give up. Keep
waiting. Praise every little step in the right direction, even the absence of the
wrong thing. For example, if you’ve just asked a pupil to stand up and he’s
not doing it, you could say, “You’re not talking now, thank you.”
Do not protect the pupil from the consequences of his action or lack of action.
The pupil is making a choice and you will have told him this, and given a clear
warning of the consequence.
Hilary Woods
VCB
A consequence should be uncomfortable but not upsetting enough to breed
more resentment. The purpose of the consequence is to prompt the pupil to
think “I wish I hadn’t done that.”
Have a repertoire of easy to implement and monitor consequences. These
might include:
 Loss of choices (e.g. where to sit);
 Loss of break time;
 Loss of a privilege;
 Sitting in silence for a set amount of time.
8.
Find a “best for both outcome” …
Avoid confrontational situations where you or the pupil has to back down.
Talk to the pupil in terms of his choices and the consequences of the choices,
and then give them “take up” time.
“Fred, I want you to leave the room. If you do it now we can deal with it
quickly. If you choose not to then we will use your break time to talk about it.
It’s your choice. I’ll meet you outside the door in two minutes.” Then walk
away and wait.
“Jane, put your mobile phone on my desk. If you choose not do to that it will
be confiscated.” Then walk away and wait.
9.
Establish ‘start of lesson’ routines …
Never attempt to start teaching a lesson until the pupils are ready. It’s a
waste of everyone’s energy, giving the impression its’ the teacher’s job to
force pupils to work and their job to resist, delay, distract, wind up etc. Often
this task avoidance is a ‘smoke screen’ hiding worries about what you are
going to ask them to do.
Have a routine way of starting a lesson; a quiet activity that pupils can get
right down to, without needing any explanation. Handwriting, copying the
WALT and WILF from the board, vocabulary practice, mental arithmetic are
good activities to set a quiet tone. Do not allow discussion or be drawn into
discussion yourself – say there will be time for that later and make sure you
follow this through.
If you take time to establish this, lessons will start themselves. You won’t
have that battle at the beginning of every lesson to get yourself heard.
10.
Manage the end of the lesson …
Do not run your lesson right up to the last minute and then have to rush
because the next class is waiting. Allow time to wind down, answer
questions, put equipment away, refer to learning objectives and how these
have been met, outline plans for the next lesson, etc.
Hilary Woods
VCB
Have a fun plenary game it there is time to spare.
Manage the pupils’ exit of the room, have them stand behind their chairs and
wait to be asked to leave. Address the pupils by name and have them tell you
some good news about the lesson, or you tell them something they did well
today. Send them out one by one.
Hilary Woods
VCB