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Summer 2013

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The 2012-13 school year saw the registration of over 350 teachers with the Belfast Education and Library Board for Induction, EPD1 and EPD 2. These have included teachers employed on permanent and temporary contracts as well as those working on a day-to-day subbing basis and those not in post.

Beginning Teachers photographed at the Induction Conference in September 2012

This edition of our magazine is devoted to sharing the practice of a cross section of these teachers who have continued to increase their knowledge, competences and skills through a wide range of curricular and extra-curricular experiences in the spirit of teaching as a lifelong learning profession and in accordance with the complementary aims of the Department of Education’s Beginning Teacher and School Improvement programmes:

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SPECIAL DISSEMINATION OF PRACTICE ISSUE

Curriculum Advisory Support Service

Induction & Early Professional Development Team

Welcome to the latest issue of our i-teach Belfast magazine, a forum for sharing information and news on Induction and EPD and disseminating examples of good practice in learning, teaching and professional development

Providing quality professional development opportunities for

Beginning Teachers and Teacher Tutors aimed at

building expertise and raising standards

The aim of Induction and EPD is to ‘encourage beginning

professionals to develop their critical, reflective practice in order to improve their teaching and the quality of

pupils’ learning. As the teacher grows in competence, the focus of development shifts progressively from

learning how to teach, to thinking about teaching and, finally, to thinking about learning. Such reflective

practice is characterised by an open, informed, critical dialogue amongst … experienced practitioners.’

Teacher Education Partnership Handbook DE (Aug 2010, p4))

‘Our vision is of schools as vibrant, self-improving, well governed and effectively led communities of good practice, focusing … on meeting the needs of all pupils through

high quality learning, recognising the centrality of the teacher.” An important indicator of the high quality teaching and

learning characteristic is that “teachers reflect on their own work and the outcomes of

individual pupils.’

Every School A Good School DE (April 2009, p4)

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Summer 2013

The Link between Teacher Effectiveness and Improved Pupil Performance

The inter-dependence between teacher input and pupil output has been highlighted in a number of important research findings and policy documents. For example, research carried out by Hay McBer1 for the Department of Education and Skills (2000) identified teaching skills (e.g. using differentiation, a variety of strategies and resources), professional characteristics (e.g. setting high standards, being self-reflective and accountable) and classroom climate (e.g. creating a safe, fair and supportive learning environment) as the three main factors within teachers’ control that significantly influence pupils’ progress. Similarly, following an analysis of over twenty education systems around the world with improving but differing levels of performance and including 10 of the top performers, the McKinsey Report (2007)2 identified a range of important commonalities between each which could be replicated by other school systems as they embark upon their own journeys towards school improvement. Top of the list were the importance and need to:

Get the right people to become teachers Develop them into effective and reflective classroom practitioners Improve the learning experiences for every child Build the management skills of principals

The Department of Education’s school improvement policy (‘Every School A Good School’) and self-evaluation models, (‘The Reflective Teacher’, ‘Together Towards Improvement’ and ‘Evaluating Schools’ et al) also emphasise the important link between effective teaching practices and behaviours and improved learning outcomes for pupils. For example:

Good or best practice is often perceived and understood differently by teachers depending on the context of where they are teaching and on their own perspectives. Fazey3 argues that it often relies:

on intuition rather than systematic enquiry to develop best practice” and that “when asked to share our best practice the challenge is to bring the rationale and method to a communicable, explicit level which, whenever possible, is presented in a form which is perceived as achievable to the receiving teacher.

1 Hay McBer (200).  Research into Teacher Effectiveness: a Model of Teacher Effectiveness  http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.uk/publications/eOrderingDownload/RR216.pdf  2 McKinsey & Co (2007).   How the World’s Best Performing Schools Come Out on Top  http://mckinseyonsociety.com/how‐the‐worlds‐best‐performing‐schools‐come‐out‐on‐top/ 3 Fazey, D (2004).  Developing and Sharing Best Practice.  http://www.celt.mmu.ac.uk/ltia/issue9/fazey.shtml 

‘During inspection, members of the (ETI) observe many examples of very good teaching where the pupils are motivated, stimulated and eager to learn. The good teaching we observe is often characterised by a strong desire to achieve the best possible outcomes for the pupils and a willingness on the part of the teacher to improve the quality of teaching. In order to improve further many teachers monitor and evaluate their work…the outcomes of evaluation [should be used] to improve teaching strategies and bring about improvement in the experiences of the pupils and the standards which they attain.’

The Reflective Teacher (ETI, 2005, Foreword by Chief Inspector)

‘The most important thing is to establish a climate where all involved

are encouraged to be open about their work, evaluate and, where

necessary, improve on their own performance … accept praise and

criticism, and make changes where necessary. The recognition of past

achievements and the affirmation of ggoooodd pprraaccttiiccee are essential as a foundation for self-evaluation.’

Together Towards Improvement

(ETI 2010, p 6)

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Summer 2013

The Guiding Principles of Best Practice

Best practice implies that the teacher has been able to bring a high degree of effectiveness to teaching and learning within the classroom and that this effectiveness has been borne not only out of increased learning from experience but also out of a process of engagement in situational analysis, reflection for improvement, background reading and research. Many of the Induction and EPD stories woven through this edition speak of practices, both within and beyond the classroom, which have been the subject of these guiding principles. They have proven largely effective with pupils of diverse abilities, personalities and learning styles in a range of schools across the nursery, primary, post primary and special school sectors in the BELB area. In terms of situational analysis the teachers have often referred to the outcomes of reflection on their preceding career stage, i.e. their Career Entry Profiles, Induction Summative Reports and EPD 1 Quality Assurance Reports, to identify areas for development in their subsequent professional development stage so as to support continuous improvement in their practice. Situational analysis has also frequently involved them in the mapping of professional needs against whole school and departmental or key stage priorities within the context of specific GTCNI teacher competences. As observed by the ETI: The consideration of relevant theory and research is also promoted as integral to the Induction action planning and EPD professional development activity processes. Examples of how the Induction and EPD teachers have drawn on the outcomes of reading and research as well as on the outcomes of discussion with and observation of other colleagues to help them establish baselines and plan for their own and their pupils’ learning are cited in some of the case studies. Similarly, just as teachers grow in experience so too this is often reflected in an increased ability to understand what they need to do to bring about positive changes to their teaching in support of pupils’ learning. This is, for example, drawn out in the interview with Emma Witherhead, EPD 1 teacher in Springfield Primary School and in the articles contributed by Andrea Rainey (St Dominic’s High School) and the teachers in Glenveagh school to name but a few. Fazey4 further argues that:

Whilst experience cannot replace theory and research, often it is the powerful combination of

these knowledge sources that enable us to develop best practice and, importantly, avoid painful and long-winded trial and error attempts. By using our experiences of teaching and of our own learning we can ensure that we are not creating what McLaughlin (1999)5 described as ‘lethal mutations’ – changes to our practices that have negative … consequences for us or for the students.

Good reflection for improvement should therefore involve an honest and open appraisal of what has worked well and what has not. The most important thing is to keep trying, to keep learning and to view life and teaching as a continuous learning journey. To quote Peter Senge: We hope you enjoy reading about the professional learning experiences of some of the new generation of teachers represented in this edition of our magazine.

4 Ibid 5 McLaughlin, m (1999).  Theory Based Change:  Going Deeper, Going Broader.  Paper presented to the Professional Actions and Cultures of Teachers’ Conference, Hong Kong. 

“Through learning we re-create ourselves. Through learning we become able to do something we never were able to do. Through learning we re-perceive the world

and our relationship to it. Through learning we extend our capacity to create, to be part of the regenerative process of life.”

The Fifth Discipline (Senge 1990)

“In the best instances, the action plans associated with the Career Entry Profile are personalised once the Beginning Teacher is in a teaching post, demonstrate a good understanding of the Northern Ireland Curriculum, make appropriate reference to the

GTCNI Teaching Competences and are linked clearly to the School Development Plan.”

ETI (Nov 2011). Evaluation of the Induction Programme for Beginning Teachers, 3.2 p 3

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The Delivering Social Change Signature Project, announced in October 2012 by the Office of the First Minister and Deputy First Minister, has now been officially launched with schools across Northern Ireland under the regional management of the Western Education and Library Board. The project will support the commitments of the Northern Ireland Executive’s Programme for Government by:

Eligible schools have been selected on the basis of academic performance and/or free school meal entitlement and have already been contacted by their Employing Authorities in partnership with the WELB by letter and by email. Targeted schools: Recruitment and Selection of Eligible Teachers If you are interested in applying for one of these posts, then the essential and desirable criteria are as follows:

providing employment opportunities for an additional 266 recently graduated teachers on a two year fixed term contract, 101 in the primary sector and 165 in the post primary sector, who are not currently in a permanent teaching post. For the purposes of this project, a recent graduate teacher is defined as one who has graduated from June 2010, year on year, up to and including the potential cohort of graduates in June 2013, who are not in a permanent teaching post.

enabling eligible schools to employ these teachers to support the delivery of tuition and support to pupils, including those entitled to free school meals, in order to increase the numbers achieving: at the expected level or above in both English and Mathematics at the end of primary key

stage 2 level a grade C or above in GCSE English and GCSE Mathematics by the time they leave post

primary school

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1. The secondment is open to qualified teachers with a minimum of 3 years classroom based teaching experience who can provide demonstrable evidence that they have experience of providing additional support to individuals or groups of pupils in areas of literacy and/or numeracy. This may be enhanced in increments of 1 year up to a maximum of 5 years in order to effect a manageable shortlist.

2. Applicants must be a qualified teacher as recognised by the Department of Education to teach in grant-aided schools having qualified in the period from June 2010 up to and including the June 2013 cohort of graduate teachers, who are not in a permanent teaching post. The applicant, on taking up the post, must be a registered teacher with the GTCNI.

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1. Experience of 60 days (to incorporate teaching experience and/or teaching practice experience) in an area (as specified) relevant to the post and needs of the school.

2. Additional qualification/s in an area (as specified) relevant to the post and needs of the school. 3. A minimum of 120 paid days post qualification teaching experience within the primary sector.

Criterion 3 may be enhanced in increments of 60 days/1 term up to a maximum of 180 days/3 terms.

may only use the additional resources solely in support of the objectives of the OFMDFM project will be required to engage in regular monitoring and rigorous self-evaluation, using performance and other available data, in order to help them report on the outcomes of this additional support throughout the project’s two year duration

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Summer 2013

Job advertisements for these positions will be placed in the newspapers (The Belfast Telegraph and the Irish News) and on the websites of the employing authorities (ELBs and CCMS) from the week beginning 24th June 2013 onwards. Shortlisted teachers will  be  contacted  regarding  interview  dates following the application process. 

Further details on this OOFFMMDDFFMM SSiiggnnaattuurree PPrroojjeecctt ffoorr IImmpprroovviinngg LLiitteerraaccyy aanndd NNuummeerraaccyy are available from the WELB and BELB websites as follows:

www.welbni.org/index.cfm/do/DSCProject www.belb.org.uk/teachers/literacy_numeracy_project.asp

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tes connect at www.tes.co.uk/article.aspx?storycode=6038000 gives some useful interview tips and possible questions for different types of post and a range of themes including ‘Suitability to the Role’, ‘Learning and Teaching’, ‘Ensuring Progress’ & ‘Behaviour Management’

The Job Search on the About.com website gives some questions with suggested answers which you might be asked during a teacher job interview http://jobsearch.about.com/od/interviewquestionsanswers/a/teacherint.htm

The Guardian website shares some top interview questions to help you impress the panel - http://www.guardian.co.uk/teacher-network/teacher-blog/2013/apr/30/teaching-interview-questions-to-ask

The Teach Hub website at http://www.teachhub.com/6-common-teacher-interview-questions-and-how-answer-them suggests answers for 6 common teacher interview questions

U-Tube at http://www.youtube.com/watch?v=wLh50mF9QBY presents a video called ‘50 Teacher Interview Questions and Answers’. This page will also lead to further videos on teacher interviews.

HHoowweevveerr,, ddoonn’’tt ggeett ttoooo ccaarrrriieedd aawwaayy wwiitthh lleeaarrnniinngg ooffff rreeaammss ooff iinntteerrvviieeww qquueessttiioonn aannsswweerrss!!

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1. The secondment is open to qualified teachers with a minimum of 3 years classroom based teaching experience within the fields of English or Literacy or Communication and/or Maths or using Maths or Numeracy. This may be enhanced in increments of 1 year up to a maximum of 5 years in order to effect a manageable shortlist.

2. Applicants must be a qualified teacher as recognised by the Department of Education to teach in grant-aided schools having qualified in the period from June 2010 up to and including the June 2013 cohort of graduate teachers, who are not in a permanent teaching post. The applicant, on taking up the post, must be a registered teacher with GTCNI.

333... Applicants must hold a degree/teaching qualification in which there are substantial components of the subject required for the backfill post of the seconded teacher.

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1. Experience of 60 days (to incorporate teaching experience and/or teaching practice experience) in an area (as specified) relevant to the post and needs of the school.

2. Additional qualification/s in an area (as specified) relevant to the post and needs of the school. 3. A minimum of 120 paid days post qualification teaching experience in the specified subject/s

related to the backfill position. Criterion 3 may be enhanced in increments of 60 days/1 term up to a maximum of 180 days/3 terms.

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Summer 2013

The BT Interview

Where, when and what did you study?

I graduated with a BSc Honours Degree in Geography from the University of Ulster in June 2009 and then went on to do a PGCE in Primary Education at Liverpool Hope University from June 2009-2010.

Tell us briefly about what your Induction year experiences.

I returned to Northern Ireland to begin my teaching career and like many newly qualified teachers began my professional life

as a supply teacher, working in a variety of different schools, including Springfield Primary School. I gained tremendous experience teaching classes from P1 - P7 which gave me the opportunity to explore different teaching strategies and get to know aspects of the life of each of the schools I worked in. From this experience I developed my own teaching style and ideas of what constitutes a good working classroom which I was able to draw on when I actually came to complete my Induction in Springfield Primary School in 2011-12. I found the school very welcoming from the outset and there are great working relationships between the teachers who share a strong sense of commitment to providing

effective learning for all of the pupils. I have been very fortunate to be able to stay on for another year to complete my EPD1 and have loved every minute of it. What areas of development did you choose to focus on for your Induction Action Plans?

My first action plan with my Year 2 class was on Linguistic Phonics which has become a fundamental aspect of Literacy teaching in many BELB schools and is also a target in our school development plan.

In addition, as I had limited previous experience of Linguistic Phonics, I felt that this would be an all the more appropriate focus for my action plan through which I would be able to further my own professional knowledge and skills in the context of GTCNI teacher competences 3, 15 and 20. When beginning the action plan I had to first identify the clear goals I wanted to set for myself and my pupils. This involved deep thought about the present ability of the pupils and where I would aim for them to be at the end of the six weeks. I wanted to make my action plan as realistic as possible without making the goals irrelevant. This took time for me to decide as I first had to establish the strengths of each individual pupil. The success criteria which I agreed for my pupils with my Teacher Tutor was that they would be confident to build new words from ‘cvc’ to ‘cvcc’, have a greater ability to hear new words, be able to produce another piece of writing and, ultimately, be able to proceed from stage 1 to stage 2 of the BELB Linguistic Phonics programme ... In terms of the success criteria I feel that pupils improved their confidence when producing new words. They showed an improvement in sounds and through the introduction of sound fans, pictured on the right, I could specifically identify which graphemes I needed to reinforce and which pupils needed additional support. When it came to independent writing tasks, pupils initially found it difficult to sound out letters but as the action plan progressed improvement could be seen in the majority. However, for those pupils for whom independent writing remained an issue, I came to the conclusion that they needed a lot of encouragement and positive reinforcement to help them build their confidence. My second action plan focused on Numeracy and was linked to GTCNI teacher competences 14, 15 and 20. It involved trying to improve the performance and confidence of a focus group of pupils with weaknesses in number skills which had been identified, along with their strengths, using the assessment checks in the BELB

The focus of the BT interview for this edition is Emma Witherhead

who reflects on her ongoing professional learning to date as she approaches the end of her

EPD 1 year in Springfield Primary School in North Belfast

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‘Milestones in Maths’ programme. This process highlighted the need for me to promote pupils’ ability to read and write numbers correctly, order numbers and complete calculation tasks as well as improve their understanding of mathematical vocabulary. As with my first action plan, I learned so much about the importance of differentiating strategies and tailoring resources to meet the varying needs of my pupils in support of their learning. For example, the photograph, below near right, is of an initial assessment which shows a lack of understanding of the mathematical terms ‘before’ and ‘after’. To assist pupils with their understanding, I made a piece of card to place in a number line which had the headings ‘B’ for ‘before’ and ‘A’ for ‘after’. A pupil is using this in the picture on the far right. This simple resource proved very successful in helping pupils to understand the concepts. They eventually did not need to use the support cards and were capable of finding the correct answers independently. What did you choose to focus in on for your Professional Development Activity in EPD 1 this year?

I decided to explore ways of improving standards of numeracy through play. My choice of focus was partly influenced by experiences gathered during my year as a supply teacher. I discovered that play is an

area in which teachers, including myself, do not always feel confident or at ease. The practice I observed varied in the different schools I worked in. There were many different approaches used that had very positive outcomes and not so positive outcomes. I also got a lot of great ‘play’ ideas from a dissemination of practice visit to Currie Primary School at the end of my Induction year. I endeavoured to put the strengths together into my own practice during Induction but did not feel that this was sufficient enough when I reflected back on my first year. Additionally, as I had a bigger class this year in a small room with more limited resources, I felt that this too would challenge me to think laterally and creatively as to how best to use what was available to me to improve structured play for my Year 2 pupils. Targeting GTCNI teacher competences 5, 15 and 19 for my professional development, I decided, in discussion with my Teacher Tutor, that structured play needed to be blended with curriculum teaching and that learning should be extended alongside close observation of learning. I set about creating an 8 week planner on two topics, ‘Life in the Past’ and ‘Under the Sea’ which would not only be for my own use but also ultimately for whole school use. I feel it is important to be able to make a valuable contribution so wanted to share it with my colleagues. I then looked closely at my teaching to decide how best to intertwine numeracy with structured play. This aspect of my PDA has been very enjoyable but also a

challenge. Inter-connected learning is a major part of the curriculum and therefore play should consist of many different subject areas. I felt the most important aspect to consider was to create fun activities with a hidden learning objective. Overall I feel that a differentiated approach to the various play activities, including the provision of extension activities to engage pupils who were making particularly good progress, has provided opportunities to introduce and reinforce mathematical concepts. For example, the photograph on the left shows two pupils practising their number bonds to 10 using play dough. This activity includes the use of the addition symbol to reinforce number symbols. At this area I encouraged pupils to tell me lots of different ways to make 10.

How do you feel you have benefited from the Induction and EPD1 processes to date?

The whole Induction process made me more aware of how to improve pupil learning as part of everyday lessons. I feel that both my action plans had successful outcomes for the groups of pupils involved as the

differentiated strategies and resources I planned and implemented helped to improve their knowledge and understanding of the targeted literacy and numeracy topics. The focused work of the action plans also helped me to understand the differences in pupil learning and what can be measured as success. It is always important to remember that to measure success you must look at where the pupil started rather than where they are supposed to be. What may be a successful and large step for one pupil may be a small step for another. In terms of my EPD 1 PDA, this has allowed me to focus closely on how to co-ordinate Numeracy topics through structured play activities. I feel that it has improved my children’s learning and development within specific areas and also challenged me to use strategies and resources effectively and creatively, to focus in on my play plans and on my management. This has included giving careful consideration as to where to place each activity area within the classroom, ensure that pupils have a carpeted area and enough room between desks. Next year will provide new challenges as I will need to consider management and assessment more closely with a bigger class and no classroom assistant in the afternoons. I look forward to the challenge of developing each area more next year, especially sand and water.

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Summer 2013

These are just some of the things that pupils

had to say about Donegall Road Primary School’s

first ever ‘Culture Day’! Nicole Murray, EPD 1 teacher, tells us more!

At times children’s experiences of different cultures, races and religions are limited yet pupils need knowledge and experience in order to live in a

diverse society where they will meet people who are different to themselves in many ways whether this is age, gender, ability, race, religion or opinions. As a school we want difference to be celebrated rather than ignored or treated with ignorance. This led me, as CRED co-ordinator, to explore the possibilities of holding a Culture Day in our school this academic year as part of my EPD 1 Professional Development Activity. With the help of CRED funding from the BELB and the social enterprise ‘Artsekta’, (Ekta means bonding/uniting in the Indian language) an arts, heritage and cultural organisation that works to promote minority ethnic communities, we started planning our exciting day. Children wore bright colours and donated £1 for Kids4School, a charity working with children in Tanzania. We wanted our pupils to know that they could make a difference in a practical way by providing schools and schooling for those from a difference culture. When the children arrived in school they were told which country they were focusing on and learned some words and phrases in that language. Some classes tried some cuisine from the country too which was very popular - P6 even had a chopsticks competition to see who could eat the most pieces of popcorn in 30 seconds!

The workshops with Artekta began at ten o’clock and each class had a one hour workshop. The Northern Ireland Curriculum Primary states that ‘children learn best when learning is interactive, practical and enjoyable’ and the workshops that pupils participated in used music, dance, drama, art, storytelling and dressing up, therefore making learning very practical and enjoyable for all.

“Full of colour!” “Brimming with excitement!”

“Oozing creativity!” “Unique learning experiences!”

“Widening minds!” “Changes in attitudes!”

P1 learned about India through a lovely story and had the opportunity to dress up in Indian clothing. The girls got to wear a ‘bindi’ on their head and the boys became Indian Kings – they loved it!

P2 found out about the Chinese New Year and even got the chance to get inside a dragon costume

and dance around the room. They then made lovely Chinese decorations for the New Year.

P3 produced some beautiful Latin American Artwork and learned some facts about the countries within this area, the climate, people and clothing.

P4 also learned about India and they too got to dress up in the native clothing. The pupils made rice

plaques with their names in Indian and were very intrigued to hear how their name would sound in another language.

P5 had an African Drum Workshop and were able to play the instrument with different rhythms and

then add in some dance moves to complement their playing. They really enjoyed this - the workshop facilitator even called one of the pupils ‘his African sister’ as she had so much rhythm!

P6 found out about an interesting festival in Japan where beans are thrown as a way to get rid of evil!

They made masks for themselves and enjoyed finding out about festivals that they did not know about.

P7 discovered new things about Poland by asking questions and exploring information online. They also took a lot of pride in their lovely Polish Art Flowers that they made by layering up different colours - they looked great!

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Summer 2013

It was so valuable for our pupils to meet individuals from the countries that they were learning about as it made learning more meaningful and helped to break down stereotypes and prejudices that may have been present. We hope that our pupils will remember these positive encounters throughout their lives and that this will have an impact on how they view difference. The theme for our day was ‘being different is exciting’ and it was clear from the buzzing atmosphere in school that day that the pupils were finding the day exciting! At the end of the day we came together in the hall and a few representatives from each class came to the front to show and tell everyone what they had made or learned during their workshop. This was a lovely way to celebrate learning and extend it further. Hopefully we can hold another day like this and, if we do, we hope to follow it with a concert where we will present our learning to parents and local community representatives to help everyone share our enthusiasm about the special truth that ‘being different is exciting’! e

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As well as organising in-school multi-cultural events such as that described above, you can also link with schools from around the world in a range of programmes. For example, Comenius, in which Donegall Road Primary School also participates, is one of the most popular international education programmes for UK schools, colleges and local authorities. Other programmes to consider are the e-Twinning, Connecting Classrooms and Language Assistant Programmes and the International School Award. Further information, resources and ideas are available from the British Council at http://schoolsonline.britishcouncil.org/

Collage of photographs of Donegall Road Primary School’s Culture Day

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Summer 2013

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Sarah Ralph explains how a move from Law to Teaching has now found her enjoying life as an Induction teacher in the Nursery Department at Fleming Fulton School

Originally I studied for an LLB in Law at the University of Surrey, Guildford. While there, I became a Student Ambassador with

Aimhigher, a partnership of Higher Education Institutions, schools, academies and colleges. Within this job role I gained the opportunity to assist with workshops and creative teaching sessions to promote university life to underprivileged children and show them that learning can be fun. It quickly became apparent that Law was not for me! After graduation I took a year out to weigh up my options and worked in Bumbles Day Nursery. I gained some fantastic experience with children aged 0 – 4 years which encouraged me to apply for a PGCE in Early Years Education at the University of Cumbria. Despite the current climate for teaching jobs I couldn’t be happier with my change of career path. The children always bring a smile to my face and I look forward to going to work each morning.

This year I have been very lucky to have been covering a maternity leave in the Nursery Department at Fleming Fulton School. The children in my class have a diagnosis of a physical disability and associated learning difficulties. Initially I worked as a regular substitute teacher in the school and I was slightly nervous about working with children who have such intricate needs. These nerves quickly passed as I realised that the children are no different to

those in any other school. This is clearly visible in the Nursery Department as this year the children have participated in “Jump, Jiggle and Jive” sessions, donkey riding, rock climbing and also canoeing! I teach a really lively, bubbly class of children who just love to be on the go and benefit greatly from all the opportunities afforded to them, as can be seen in the photos of some of them below. I am so proud of every milestone that the children meet as they have to overcome so much to do so. However, I think Sports Day was undoubtedly the proudest I have been. Seeing the progress all the children have made is phenomenal and to see them walking independently and with walkers brought a tear to my eye. I decided to complete my Induction Portfolio using the online Pebblepad e-portfolio system which I commenced using during my PGCE course. I have found this format really simple to use and it has also meant that my Vice Principal, Sharon Cummings, and also my Head of Department, Jean McFadden, have been able to easily view my body of work and offer advice by adding comments. I have constantly updated my e-portfolio inputting, alongside my action plans and reflections, information on my involvement this year in extra-curricular activities and in-service training. This training included Makaton, Team Teach and Literacy, the latter of which was a key focus in Fleming Fulton’s School Development Plan this year. It has made applying for jobs so much easier as I have all of the dates and information ready to hand, it is easy to edit, copy and paste into application forms. Pebblepad presents my work in an easy to read, accessible and professional manner and I intend to continue using it throughout my career to track and evidence my professional development.

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Reflecting on my Induction year, I feel I have gained so much experience and training. The support from the teaching staff, classroom assistants and therapists has been invaluable to my development as a teacher. The staff does such a fantastic job and care about the students so much – they truly make such a difference to their education and lives. I am currently endeavouring to find a job for the upcoming school year, yet I know that whether I stay in the special needs sector or return to work in a mainstream school, my training and understanding of inclusive practice will greatly impact upon my teaching.

Pupils Get in a Spin for Maths!

During my teacher training I was always told that ‘primary school teachers never throw anything away’. Not only has this proven to be the

case but now I apparently won’t allow others to throw things away either, even restaurants and cinemas! I have managed to successfully combine this hoarder instinct in me with my love of teaching numeracy as a means of engaging and developing pupils in this core curriculum area during periods of teaching this year in Sacred Heart Primary School and St Oliver Plunkett Primary School (BELB) and now St Mary’s on the Hill Primary School (NEELB).

To begin our numeracy lesson we always warm up with a Mental Maths game. Deciding what game we play is determined by a spin of my 4ft tall Mental Maths wheel. The children love the novelty of this feature and it has proven to be an excellent incentive to gain their attention and get them focused for the lesson ahead. The current topic dictates the types of questions asked and the games lend themselves to simple, but not obvious, differentiation. The Mental Maths wheel was previously a Kung Fu Panda exhibit in a McDonald’s restaurant. My recycling of movie displays has not ended there. During a recent cinema visit I acquired a 7ft tall triangular ‘Wreck It Ralph’ display. Initially I was going to make each side a different learning aid for three different curriculum areas. Being light weight but sturdy this would allow me to simply rotate the display depending on the lesson. However I opted to make numeracy games and employ them in a task-board.

Working in 3s, six children can be engaged at this work station. In playing the game, a child takes a question from the pouch and poses the question to an opponent. If they answer correctly, they throw a Velcro ball at the answer. An accurate throw gains the player a point. Questions can be changed to match the current topic and differentiated according to the group of pupils playing the game. These strategies and resources have a tremendously engaging and motivating effect on the children in my classroom, increasing their enjoyment of numeracy and encouraging them to improve their skills and confidence in this area of the curriculum.

In this article Joe Richardson, EPD 1, explains how he has put his hoarding instinct to creative use in order to enthuse his pupils for Maths!

Competence 20: Induction Phase Exemplar Teachers will capture and maintain pupils’ attention, interest and

involvement through the choice of teaching strategy and resources. [They will] ensure good pace through careful planning and

organisation.

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Summer 2013

Induction and EPD Teachers Enhance their Professional Knowledge, Skills and Creativity at

Glenveagh School

Case Study 1: June Heatley, Induction – Promoting Differentation and

Supporting Pupils with Aspergers Syndrome

My name is June Heatley and I am a newly qualified teacher completing my Induction in Glenveagh School. During the PGCE our class was always warned that our first year on the job would be the toughest with more responsibility and a high workload. This left me with the feeling that I would be totally alone. I am delighted to say that has not been the case! Each School has a designated Teacher Tutor who is there to support you pastorally and professionally through your Induction and EPD years, to talk you through your action

plans and be one of the first points of contact for any questions and queries that you may have. Maggie Jamison, my Teacher Tutor, has been a great support. I also met with the BELB Induction officer for direction on my Induction training and was guided through the process; this left me feeling confident and cared for. My chosen area for development for my first Induction action plan was differentiation in literacy while working with children with severe learning difficulties. Through this action plan I aimed to develop my own professional knowledge and skills in line with GTCNI competences 3, 15 and 23: To complete this action plan I had to write Individual Education Plans, order resources using the class budget and evaluate previous plans to inform my own planning. It was important for me to develop lessons which included appropriate strategies and resources tailored to meet the particular needs of students who have low levels of communication so as to ensure that I was teaching them to the correct level. By completing this I increased my confidence in differentiation, an area in which I did not previously have much experience, and developed skills which I did not initially set out to develop such as enhancing my communication skills with my class team.

Competence 3 Induction Phase Exemplar

Teachers will be able to apply the knowledge and

understanding of the learning area/subjects taught, including the

centrality of strategies and initiatives to improve

literacy, numeracy and thinking skills to the classroom context.

Competence 23 Induction Phase

Exemplar

Teachers will collaborate with

immediate colleagues, as appropriate, on

planning, administration and

assessment.

Competence 15 Induction Phase Exemplar

Plans have clear objectives, relevant content, resources and well-sequenced activities that enable all pupils to make

progress… Plans show high, but realistic, expectations of all pupils and

reflect different attainment levels of pupils and other personal and social

matters that may impact on their learning. [They] acknowledge the prior learning of pupils and potential areas of

difficulty and confusion.

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Summer 2013

Asperger’s Syndrome: The Triad of Impairment

Teaching students who have low levels of communication influenced my second action plan which was to develop my skills in teaching children with severe challenging behaviour in the contexts of GTCNI competences 6, 7 and 22.

Glenveagh School has a high number of pupils on the Autistic Spectrum. When communication is poor these young people can become extremely frustrated as they are not being understood and it can escalate into a challenging situation. I focused my action plan on a particular pupil who displays challenging behaviours at sporadic moments. As there is no consistency as to when this pupil will ‘act out’, it is hard to pre-empt these situations and deploy de-escalation techniques. I wanted to work closely with this individual to promote improved focus and attention span, specifically in the context of numeracy work, with the overall aim of getting the pupil to hopefully transfer the patience learned from this focused work to other aspects of life.

While completing this action plan I also had the opportunity to work in Iveagh Assessment and Treatment Centre. This experience of working with young people with severe challenging behaviour beyond a normal school setting was invaluable.

I have learned some very important lessons while working with pupils with challenging behaviour in my Induction year and look forward to beginning EPD 1.

June’s top tips for other Beginning Teachers who work in similar settings are to:

Work with the pupils, get to know them well and nurture them. Children and young people will blossom if they feel secure, valued and safe in their learning environment.

Develop a calm classroom environment. This will make everyone feel relaxed and comfortable. Communicate clearly with colleagues to agree common approaches. If different approaches and strategies

are used with pupils, this can lead to confusion and misunderstanding. Provide routine and structure to the school day. Research indicates that this is particularly successful with

children who display severe challenging behaviour as it reduces anxiety and supports learning. The pupils know what to expect and become more settled and cooperative.

Use de-escalation techniques such as distraction or redirection to stop potential situations from escalating.

Online Classroom Strategies for Asperger’s Syndrome

1. Autistic Spectrum Disorders: A Guide to Classroom Practice - www.deni.gov.uk/asd_classroom_practice.pdf

2. Asperger’s Syndrome Foundation - www.aspergerfoundation.org.uk/info_children.htm

3. The National Autistic Society - www.autism.org.uk

4. Student’s First Project - http://studentsfirstproject.org/wpcontent/uploads/AspergerQuickStrategySheets.pdf

5. Talking Point - www.talkingpoint.org.uk/~/media/TalkingPoint2/Factsheets/I%20CAN/Factsheet%205%20Pupils%20with%20Asperger%20Syndrome.ashx

Competence 6 Induction Phase Exemplar

Planning and interactions with pupils show an understanding

of theories of child development & the physiology of learning. [They also] show an understanding of the key aspects of the emotional and behavioural difficulties that

some pupils may experience

Competence 22 Induction Phase Exemplar

Teachers will secure and promote a standard of

behaviour that enables all pupils to learn, pre-

empting and dealing with inappropriate behaviour in

the context of school policies & what is known

about best practice

Competence 7 Induction Phase Exemplar

Teachers will select appropriate strategies to promote and

maintain positive behaviour … in accordance with school policies and understand more fully the

classroom environment and how factors such as seating

arrangements impact on pupils’ learning

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Summer 2013

Glenveagh School, Case Study 2:

Jackie Adams, EPD 1, Develops Pupils’ Skills, Confidence and Self-Esteem through Sensory Art

My name is Jackie Adams and I am at the EPD 1 stage of my professional development.

After working as a classroom assistant with pupils who have severe learning difficulties for twenty years, I made the decision to embark on Initial Teacher Training and I am now teaching in Glenveagh School. My focus for my EPD 1 Professional Development Activity has been the development of skills and strategies for the education of pupils with profound and multiple learning difficulties using Art as the main medium. My own professional development in relation to this Professional Development Activity has been mapped against teacher competences 5, 9, and 19:

Art in the Special school is an excellent teaching medium. Pupils can explore colour, texture, shape, smell and materials and can develop awareness of their environment through this medium. They can develop a sense of self-confidence and improved self-esteem when they see their work displayed not only in the classroom but throughout the school. I like them to actively participate in the display process so that they know where their work is and can talk about it to peers, family and friends. This year we created a tree in our reception area and as seasons change and events occur the tree reflects these changes. As well as providing a focus for communication the pupils feel so good when they see their work applauded. Art allows huge opportunities for inclusive education. We have many links in Glenveagh and one which our pupils have thoroughly enjoyed has been our involvement with the pupils of Rathmore Grammar School. Two groups got together weekly at Rathmore and created a beautiful piece of clay work. Roisin Keage, Art teacher at Rathmore, and myself gained as much from the experience as the pupils. Friendships were made, social and communication skills developed all wrapped up in a fun filled creative activity. What better way to learn!

Competence 9 EPD Phase Exemplar

Teachers will teach pupils with special educational needs according to the Code of Practice… will know the features of moderate to severe

learning difficulties; apply this to their teaching to

promote inclusion and to refer pupils for extra help

Competence 5 EPD Phase Exemplar

Teachers will know and understand curriculum

development processes within Northern Ireland …

and the relationship between planning, implementation and evaluation of the curriculum … how they relate to their own class and the wider

school community

Competence 19 EPD Phase Exemplar

Teachers will create a safe, interactive and challenging

learning environment, considering … the organisation of resources and displays that support, celebrate and inspire

learning. [They will] set up purposeful activities with

increasing effectiveness that enable pupils to meet learning

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Summer 2013

My name is Jim McMorrow and

I am in my EPD 2 year at Glenveagh Special School, Belfast. The pupils in my class are aged 16-19 and all have varying learning and/or physical disabilities which impact greatly upon their work. In March it was announced that

the focus of our whole school topic was to be the subject of ‘Heroes’. I instantly saw this as an opportunity to promote the subjects of Literacy, Drama and Art in a fun, interesting and exciting way and set about designing an activity that would encompass all of these curriculum areas. I decided that the class would participate in the creation, production and exhibition of a short film on the topic of heroes 7 specifically on bullying. This would all be done within the context of competences 6, 11 and 21:

Below is a breakdown of the subject areas involved and what activities I designed to include within them. Literacy The pupils began the project by completing a worksheet that described their favourite superhero and the reasons why they liked this particular character. They then designed their own superhero on paper by using adjectives before progressing to physically creating them using the superhero generator programme on www.marvel.com.

Finally, using the characters that they created, the pupils created a story and eventually a screenplay that would be filmed. I found that some of the children had difficulty in understanding that the character was to be original and of their own design. However, after a few children began to showcase their work the others began to get excited and ultimately enjoyed the exercise. This enjoyment then transferred to the remaining exercises and the enthusiasm for the project increased dramatically. Art With the characters created, the pupils then set about using art materials to design and create aspects of their costume and logo. With enthusiasm for the project already at a high, the pupils found this task easy to accomplish and I found it interesting to watch the ambition of the children increase as they wanted to make their character better and better.

Drama The pupils would create specific character traits, mannerisms and catch-phrases and decide individually how their character would behave during the film. This was accomplished in liaison with a drama tutor who visited the school on Fridays. Next, I set up the camera and allowed the class to design camera shots and the pupils acted out their superhero mannerisms in front of a green screen, which I ultimately removed digitally and replaced with a background of their choosing. I found that the children enjoyed this aspect of the project and began to get more and more ambitious in their creativity. It is interesting to watch the full rehearsal footage, to listen to the children’s dialogue improvisations and to and see how their characters evolve. Evaluation I found this project to be very effective as it accomplished all of the objectives that I set out to achieve, whilst providing a platform for cross-curricular activities. Ultimately the project would transcend these objectives as it afforded an opportunity for the children to push their own limits forward and overcome factors such as shyness and self-inhibition in order to achieve their goal, all the while participating in an exciting and fun activity.

Glenveagh School, Case Study 3:

James McMorrow, EPD 2, Reaches Out For The Heroes in his Pupils!

Competence 11, EPD Phase Exemplar: Teachers will use technology with increasing impact on pupils’ learning and especially to

develop lifelong learning skills.

Competence 6, EPD Phase Exemplar: Planning and interactions with pupils show an

understanding of theories of child development and the physiology of learning

…, of key aspects of the emotional and behavioural difficulties that some pupils may

experience and has a growing impact on pupils’ learning.

Competence 21, EPD Phase Exemplar: Teachers will employ and evaluate, with increasing effectiveness, strategies that

motivate and meet the needs of all pupils, including those with special and additional

learning needs.

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Summer 2013

My name is Cathy Tanney and I work in Glenveagh School where I am completing my EPD 2 year. My chosen focus for my EPD 2 Professional Development Activity has been Physical Education during which I have homed in on GTCNI teacher competences 14, 19 and 20 to help me further my professional knowledge, competence and skills. PE is an extremely valuable component of our pupils’ curriculum and as such occupies a place on our school development plan this year. The opportunities provided by PE for our pupils to maximise strength and movement potential, cooperate with others, develop motor skills and promote social interaction and language development are endless. PE offers an outlet for pupils with sensory needs and challenging behaviour who may experience difficulties with communication.

As a teacher in Glenveagh I have benefited from training with Disability Sports NI on inclusive skills in PE. I have also participated in sharing good practice sessions with my colleagues.

As a highly skilled group of teachers we deliver suitably differentiated lessons using a range of activities and equipment, adapted where necessary. Pupils are encouraged to: participate in warm-up activities whereby they

stretch and maximise movement in various parts of their bodies

complete obstacle courses and take part in games which enable them to develop throwing, catching and kicking skills

carry out cool-down activities including use of a giant parachute which encourages calming, non-competitive play and helps to develop a sense of rhythm

I drew upon all of these activities and resources, while also deferring to the expertise of our PE coordinators, in order to make my professional development activity a success. The highlight of my lessons has been ‘tidy the bedroom’, a game which involves pupils gathering sports vests and throwing them out of their ‘bedroom’ and into their opponents’ bedrooms as quickly as they can in order to achieve the tidiest bedroom. This has evoked a real sense of fun and competition in every pupil and is a simple task in which everyone can participate. As well as weekly PE lessons, the majority of pupils also participate in team games sessions, which provide further opportunities for physical movement and social interaction on a larger scale. Pupils participate in games including football, boccia and new age kurling. They are encouraged to develop a sense of competition and are given opportunities to experience and cope with winning and losing. In addition, we often hold whole-school PE events including our own World Cup tournament and penalty shootout activities as part of our ‘Money Week’ celebrations. We also recently held our second whole-school sports day at the Valley Leisure Centre. These have all been a major success and a fantastic opportunity for staff, pupils and parents to come together and get physical! We are committed to being a healthy school, and as such are constantly exploring different ways to keep our pupils physically active while having fun.

Competence 19, EPD Phase Exemplar:

Teachers will create and maintain a safe, interactive and challenging learning

environment, with appropriate clarity of purpose for activities … that celebrate and inspire learning [and] enable pupils to meet

learning objectives

Competence 14, EPD Phase Exemplar:

Learning objectives are increasingly responsive to pupils’ prior learning … take

account of the need to plan for progression… and are increasingly refined and differentiated to take account of what pupils need to know in relation to the Northern Ireland Curriculum

Competence 20, EPD Phase Exemplar:

Informed by self-evaluation, use is made of a repertoire of teaching strategies and

resources … to motivate and support all pupils’ learning and … promote and sustain

high levels of attainment

Glenveagh School, Case Study 4:

Cathy Tanney, EPD 2, Moves It and Shakes It with her Pupils!

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Summer 2013

My name is Orla McElwaine and I am currently completing EPD2. I have been teaching in Glenveagh School for almost 3 years. Prior to

this, I had worked as a Learning Assistant for two years in SEN and as a ‘SonRise’ facilitator, administering play-based therapy for 1 year. As a school for pupils with severe learning difficulties, Glenveagh encourages ‘thinking outside the box,’ celebrates holistic development and recognises the imperative need for flexibility and creativity in approach to the learning and teaching of each very special, and very individual pupil who attends. Over the past 5 years, the school has witnessed a change in the profile and needs of the pupils with increased numbers attending the school with Profound and Multiple Learning Difficulties (PMLD) and Communication Difficulties (CD) related to physical impairments. The school has adapted by developing ‘sensory’ style classrooms within each department. It is in one of these classrooms where I found myself, as an EPD1 teacher, in the

unique situation as one of a team of three teaching a class of KS2 pupils with a range of needs. The nature of the school and the needs of my pupils demand a unique set of skills and strategies to promote learning. As the skills I required had not been explicitly taught during my Initial Teacher Education, I have had to acquire these through training, self-study and ongoing experiential learning in the following ways:

Through the support of and collaboration and discussion with colleagues and professionals Through the dissemination of good practice throughout the school By adapting the NI curriculum to produce a creative, individual programme of learning for each child By motivating even the most reluctant learners through the use of engaging, interactive and ‘attention

grabbing’ activities, resources and ICT which appeal to their preferred learning styles By supporting pupils who experience a range of barriers to learning including mobility issues, sensory

processing difficulties, speech and language difficulties, visual and hearing impairments, challenging behaviour, ASD and medical needs

By creating alternative systems of communication for non-verbal pupils, and creating an all-round communication friendly classroom. These alternative systems range from use of subtle gesture, smiles and vocalisations, expression and touch, to more concrete communication systems using ‘eye-comm boards’ with symbols and pictures and iPad apps. Because of the unique interaction style of each pupil, staff familiarity is crucial to keeping communication open and understood. As a team we have worked hard to build up a solid profile or ‘communication passport’ for each child. We work together in an environment that values all forms of behaviour as communicative, we share what we observe informally by using an observation board, and we reinforce through praise and celebration!

By creating whole-class lessons that are differentiated on individual levels through expectation and individual objectives, resources, accessible technologies, staff deployment and communication support

By managing teams of assistants, disseminating relevant and new strategies, valuing their contributions and involving them in the assessment, learning and teaching process

By understanding that learning can be non-linear and that progression can be measured horizontally using ‘Quest for Learning’ as an assessment tool. I disseminated my training in this area to my staff team and we work together to identify the social, communicate and cognitive milestones which each pupil achieves

By liaising with health professionals to create a complimentary programme of learning that reflects health and education. I am currently devising an assessment profile alongside Speech and Language that merges communication scales with relevant skills for pupils with physical impairments, SLD and communication difficulties in recognition of pupils who do not fit within a single assessment tool.

I continue to reflect, revise, develop, adapt, accommodate and review through each day, each new situation and the learning journey that brings in my own professional development. Focus of my EPD 2 Professional Development Activity

Within the context of my classroom, my professional needs as a teacher focused on developing communication skills. My aim was to create a classroom that bridged communication for each individual pupil through circle time. This was achieved through monitoring, inferring, recording and reviewing as a team all behaviour as a means to communicate; recognising all individual styles of communication such as voice, eye gaze, gesture etc.; providing Alternative and Augmentative Communication Systems (AAC’s); providing structure & familiarity

Glenveagh School, Case Study 5:

Orla McElwaine, EPD 2, Cultivates a Multi Sensory Environment to Support Pupils’ Learning

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Summer 2013

These photographs show how a ‘sensory story table’ may be set up. Stories change on a weekly basis and are reflective of the term’s topic. PowerPoint is often used to create an interactive element and it also allows pupils with visual impairments to access the visuals more clearly.

Pupils listen to information from home provided by a ‘Big Mack’ communication aid. This is an excellent home-to-school link that allows each pupil to connect experiences from home and school. It allows parents/carers to share in what their child does in school each day. Parents and carers will provide a message that is played in Circle Time each day to the whole class. The Big Macks are sent home each day with pupils with a message I provide describing what each individual has done that day.

alongside new and engaging stimuli to build up memory and anticipation; and, using multi-sensory strategies such as music, sounds, objects of reference, visuals, ICT, manufactured and natural materials and other tools to engage, motivate and encourage participation and responses. I identified GTCNI competences 10, 14 and 19 as appropriate reference points for my own professional learning in the context of this PDA.

Through these combined strategies communication was enhanced at an individual level, social skills such as turn taking were recognised, and cognitive skills such as joint attention were developed. An additional benefit of both circle time and the sensory story within it was that it allowed a class of individuals to become aware of one another, unite and share the enjoyment of an activity together.

Competence 14 EPD Phase Exemplar

Learning objectives are increasingly responsive to pupils’ prior learning;

take account of the need to plan for development and progression and … of what pupils need to know in relation to the

Northern Ireland Curriculum

Competence 10 EPD Phase Exemplar

Teachers will refine strategies for communicating clearly with pupils, including

through listening, voice, body language and writing. [They

will] develop a range of strategies for communicating

clearly and efficiently with parents … colleagues and

outside agencies

Competence 19 EPD Phase Exemplar

Teachers will create a safe, interactive & challenging learning environment, considering seating arrangements, the organisation of resources displays that support,

celebrate and inspire learning; set up purposeful activities with increasing effectiveness that

enable pupils to meet learning objectives

Circle time is introduced through a ‘hankie’ song. Pupils are given hankies to wave to say ‘Hello.’ It encourages the development of cross movements and gives pupils a concrete object to which they can relate the beginning of the activity.

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Summer 2013

SSoouunndd AAddvviiccee ffrroomm LLeeee KKeellllyy,, EEPPDD 11,, SStt LLoouuiissee’’ss CCoolllleeggee

Getting Started - It's Not All Doom and Gloom!

I graduated from Stranmillis University College in July 2011 with a B.Ed in Technology and Design. At the time of graduation I still had not secured a teaching post however this was not going to stop me. The end of the summer fast approached and the

new school year was about to begin. The first thing I did at the end of August was to deliver my CV to as many schools as possible. Thankfully within the first week of term my phone rang and sure enough it was for my first day subbing. A few more days drifted by and the postman brought excellent news. I received a letter inviting me to an interview for a 2 day a week temporary post in St. Louise's Comprehensive College. This was only my second real interview (after many applications) and of course the days before the interview were spent preparing and rehearsing for the big day. Luckily all the rehearsal paid off and a few days after the interview I got the phone call that everyone waits for offering me the job. Two years and two interviews later I am still in post and am looking forward to my third year. Induction - Prove Yourself

Enthusiastic and excited I started my new job in the middle of September. After the first few weeks it was time to start thinking about Induction. Following discussion with my HOD and Teacher Tutor it was agreed that it would be beneficial for me and the department to develop the use of ICT through Solid Works. This was no small task as the action plan, mapped against GTCNI competences, 11, 15 and 20, involved the creation of a brand new scheme of work and resources that could be used across the department. After a few months preparation the scheme and resources were ready and it was time to be observed by my Teacher Tutor for the first time. It was like being back at university all over again! But of course it was nothing to worry about as it is an opportunity to get advice from a teacher with more experience. With the first action plan completed, it was time to look towards the second activity. In January of my Induction year I was invited to teach at ‘Maths Saturday School’ in St. Louise's. This was an exciting opportunity and one that developed over the coming months to include after school support for Maths. As a result of this I decided to look at the 'Using Mathematics' section of the curriculum for my second action plan. Not only did my Induction prove an excellent form of professional development but it also opened many doors to a range of unique and exciting opportunities which allowed me to develop my subsidiary subject and become involved in extending the learning of the pupils. Saturday School started out small in January of my Induction year but due to overwhelming demand it has continued to grow and this year it has become a staple part of a GCSE pupils’ life at St. Louise's. It is truly a privilege to say that I have played a small part in promoting and extending learning outside the normal confines of the classroom in line with teacher competence 23. EPD1 - Try something new!

Working on the precedent that had been set in my Induction year I wanted to do something unique for EPD1. I have always been interested in STEM, trying to find ways to develop cross curricular links in school. When I was offered the chance to work with another EPD1 teacher, Mrs Lisa Jane Rodgers, and the Head of W5 STEMNET, Mrs Mary Carson, in a new STEM programme for our feeder primary schools, I grabbed it with both hands. After putting our heads together ‘The STEM Games’ were born. The focus was on how to make the games as primary friendly as possible so we set out to get our theme. We wanted to aim high and make sure we had an activity for each STEM

area and a story to link it all together. At this point, the idea occurred to us. Our friend ‘Eddie the Egg’ had got stuck in space and it was the pupils’ job to compete to get him back to Earth through a range of STEM activities. Eddie would also encounter an alien on his way back to Earth. Pupils would therefore not only be required to engage in a Science activity to build and fuel Eddie’s rocket but would also use their Technology

Competence 23: Teachers will contribute to the life and

development of the school, collaborating with teaching and support staff, parents and

external agencies … to aid pupil development

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Summer 2013

Mrs Lisa Jane Rodgers and Mrs Mary Carson with Primary Pupils

skills to design the alien. The next challenge would be for the pupils to design a parachute to ensure he landed smoothly back on Earth. Of course Eddie wouldn’'t have a smooth landing and would forget the code to the door of his rocket, meaning that the pupils would have to use their Maths skills to crack the code for him!

Together we worked on everything from promotional leaflets to designing the activities and gathering all the equipment we needed. Not only did I get to develop my knowledge and interest of STEM through this PDA but I also got to know the backgrounds from which our pupils come, developing my ‘knowledge and understanding of the specific social context of the

school and how [it[ and its communities interact for mutual benefit’ (GTCNI Competence 12, Induction Phase Exemplar) and to inform my own teaching. I also got the privilege to work with another member of staff which allowed us to develop ideas and reflect and evaluate on what worked in each part of the road show and what needed to be changed. Having this opportunity ultimately led to some amazing outcomes. Over the course of 2 months we worked our way around 10 feeder primary schools and at the end of it delivered an epic final where all 10 schools were invited to St. Louise's to compete against each other all of which would not have been possible without the hard work and support of Mrs Mary Carson from W5 STEMNET. Further information on our project may be viewed as a case study on the STEMNET website at: http://www.w5online.co.uk/stemnet/case-studies-2012-13/stem-games-at-st-louises/

During the primary road show I got involved in an application for funding for a STEM related cross-curricular activity within school. Working with the Vice Principal, Miss Mary McHenry, we put together a successful application and received the funding from the BELB for the STEM cross-curricular activity. The activity that we planned was based around the pupils creating an MP3 speaker. The idea for the project came from the Beginning Teachers’ Technology course which I attended in my Induction year. As the lead on this project, I got the chance to work once again as part of a team of teachers from four departments (Science, Technology, Maths and Art). Together we planned what was a very exciting week for the year 10 pupils. On the first day the pupils went to Art and designed their own MP3 speaker, the second day involved the Maths and Science teachers working together to deliver a fun and interactive lesson about sound engineering and finally for the last 2 days it was over to me in Technology to work on the electronic circuit and to manufacture the housing.

It was amazing to listen to the conversations that the pupils were having and how connecting the subjects together had not only improved their learning experience but also gave me the opportunity to work with a range of different teachers with different ideas and teaching styles. All of this has inspired me to keep an open mind and to think outside the box when I am planning lessons.

Extra Curricular - It Makes You Stand Out!

Extra-curricular activities are excellent for your own professional development and this year I have been involved in the University of Ulster Young Innovators programme, working with a group of year 10s, pictured on the left, to help them design and market a new product, a modern day vanity unit, which won the 'Best Overall Presentation Award' at the finals. I am also a member of the Learning Research team in School, a programme run by the GTCNI which gives teachers the chance to research how different learning and teaching techniques impact on learning. All of these curricular and extra-curricular opportunities have been made possible by working in collaboration with

my Teacher Tutor, Miss Mary McHenry. Hopefully, each of these will have enhanced the quality of education for the pupils involved as much as they have improved my own understanding of education. My advice to other Beginning Teachers would be to get yourself out there, try new things, grab every opportunity that comes your way and everything will eventually work out.

Year 10 pupils with Maths teacher Mrs Kelly and

Science teacher, Miss Dalton, learning about resistance

Year 10 pupils in Technology connecting their learning from Maths and Science to electronic

circuits

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Summer 2013

It’s been all fun and games for the Year 8 Languages Club at Methodist College, Belfast, with pupils coming together on Monday lunchtimes to cross the cultural and linguistic divides. The club, set up by EPD 1 teacher, Kellie Marie Stewart, aims to broaden the pupils’ horizons and give them a taste of what life is like for many of our European neighbours. To quote Kellie:

At the end of the Spring term, the pupils did taster sessions for German, Spanish and Russian to help them to decide which Modern Language to opt for in Year 9 alongside French.

They also enjoyed food tasting sessions in which they sampled ‘Diabolo Menthe’ and had fun guessing which country the different types of food were from.

Kellie also did some research into children’s games from each country

and had fun trying them out with the Year 8s. Two particular favourites have been the ‘Guessing Game’, pictured above, and the ‘Chocolate Game’ from Germany, the instructions for which are given on the right.

Spiele ohne Grenzen! Jeux sans frontières!

I spotted a gap in extra curricular activities for Modern Languages so thought a Year 8 club would give interested pupils a purpose and a fun environment in which to not only explore the languages and cultures of other countries but also to enjoy their lunch and each other’s company. Although I am moving on to a different school in EPD 2, hopefully another member of staff will continue with it next year and that the club will grow from strength to strength.

The Chocolate Eating Game - ‘Schokoladenessenspiel’

Wrap a bar of chocolate in several layers of newspaper and tie with ribbon. Place the chocolate in the centre of a table along with a hat, scarf, mittens, fork and butter knife. Each player rolls the die once, trying for a six, and play proceeds clockwise. If a player rolls a six, he puts on the hat, scarf and mittens and attempts to open and eat the chocolate with the fork and knife until another player rolls six and takes over. This fast-paced game continues until all the chocolate is eaten.

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Summer 2013

In this article,

Mary O’Boyle, EPD 2 teacher and Head of Year 8 at Hazelwood Integrated College, gives some advice on getting on the career ladder

I am now in my third year as a teacher of ICT at Hazelwood Integrated College. At the end of my EPD 1 year, a promotion became available for a ‘Head of Year’ position. I have always had a keen interest in

pastoral care so I applied for the post. I was absolutely delighted to get a call to say I had been successful. As I approach the end of my first year in this new post I am really glad I applied as it has opened so many doors for me. Having worked closely with my Teacher Tutor, Ms Beare, during EPD 1, I learnt a lot about the school and how to develop further on a professional level. She encouraged me to apply for the post and helped with many aspects of the application process. As Head of Year 8, I had a firm focus for my Professional Development Activity in EPD 2, focusing on teacher competences 7, 10 and 17:

One of the main elements of this action based research activity was to plan a residential to the Share Centre in Fermanagh for 136 Year 8 students. It was a challenge organising, planning and conducting the trip but it was a wonderful experience. Completing my EPD 2 Professional Development Activity in this area has helped me to develop many skills including management skills which will hopefully help me to progress further up the professional ladder in the near future. The Induction and the EPD processes have been most enjoyable. I have learnt so much from the processes and outcomes of my action plans and professional development activities, from colleagues at my school and from others I have met throughout this journey. All of this has proven to be invaluable to my career to date. My advice to those of you starting out on your teaching careers would be to always believe in yourself, work as hard as you possibly can and you will have no problem achieving your goals.

Competence 10, EPD Phase Exemplar

Teachers will refine strategies for communicating clearly with

pupils, including through listening, voice, body language

and writing; communicate clearly & efficiently with parents

& develop increasingly confident and efficient

communication with colleagues and outside agencies

Competence 17, EPD Phase Exemplar

Teachers will exploit more fully opportunities for out-of-

school activities that consolidate, build on, enrich,

personalise and extend pupils’ learning; where appropriate, plan visits, visitors and field work to enrich and extend pupils’

learning

Competence 7, EPD Phase Exemplar

Teachers will evaluate and adopt particular strategies

reflecting specific circumstances and school context and policies, take

account of pupils’ relating to their behaviour, evaluate teaching strategies …, establish an effective

learning environment …

Mary O’Boyle, EPD 2 teacher,

explains how she has successfully stepped onto the next rung of the

career ladder as Head of Year 8 at Hazelwood Integrated College

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Summer 2013

Offering Flexible Support to Beginning Teachers on Temporary Contracts

According to the GTCNI’s Digest of Statistics only 22% of teachers who graduated from teacher training institutions in Northern Ireland in 2010, and who were registered with the General Teaching Council for the 2010-2011 school year, secured permanent work with the majority beginning their careers in part-time and temporary posts. This pattern has prevailed into the current 2012-13 academic year. Cognisant of the challenges presented by this temporary employment climate for the majority of Beginning Teachers on their ability to successfully progress through the Induction year as it was originally designed, and of the findings of its own Evaluation of the Induction Programme (Nov, 2011), the ETI recommended 6 key areas for development, two of which were for: Erica Luke, who has been Teacher Tutor at Bloomfield Collegiate School for the last thirteen years, is only too aware of the need to adapt in order to meet the needs of Beginning Teachers on temporary contracts and to ensure that her school demonstrates and exercises what the ETI describes as its :

moral responsibility [to adopt] a creatively flexible approach to ensuring that Beginning Teachers, on short-term contracts in various schools, sometimes

across several area learning communities (ALCs), progress through their action plans and complete Induction in the course of the year.

Evaluation of the Induction Programme for Beginning Teachers (ETI, Nov 2011, s4.2, p4) To quote Erika:

CASS to support and enable schools to take on responsibility for Beginning Teachers who are on short-term contracts in a range of schools, to enable them to complete Induction within a year

Schools to establish flexible arrangements for Beginning Teachers to be observed and to observe lessons; to attend relevant INSET courses and to avail of the recommended 10% remission of their teaching load

Bloomfield Collegiate’s Induction and EPD Programme in Focus

“During this time the job has changed and the programme I deliver to Induction and EPD teachers has evolved, based on evaluation. One major change has been the number of temporary teachers who come and go in the programme.

In order to accommodate this growing group we try to prepare them for the competitive job market. We assist with completing job application forms and the Principal and I offer mock interviews. We provide the chance to gain ‘hands on’ pastoral experience e.g. joining the Learning Support Team, being a full time form teacher as well as supporting them to enhance their higher level skills by providing opportunities to observe and be observed, contribute to Schemes of Learning and disseminate good practice to their department or the whole staff. Many of these teachers I have worked with demonstrate enthusiasm, passion, creativity and wisdom beyond their experience. I would prefer that they could stay with us but, this not always being possible, at least I believe that I have helped to prepare them to be successful in another job.”

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Summer 2013

In this article, David Gilliland, Teacher of English, Media Studies and Drama talks about his directorial

début in a co-production of ‘Aladdin’ with staff and pupils from The Royal Belfast Academical Institution

One of the highlights of my time here at Bloomfield Collegiate has been my involvement in the junior drama production of ‘Aladdin’. I was fortunate to be asked to be the assistant director for this project,

which would involve pupils from years 8, 9 and 10, include rehearsals over a three month period and result in three major performances. The selling point, for me, was the fact that it was a collaboration with RBAI, which is the school I attended as a pupil. From the outset, I knew this was going to be a huge commitment and involve a lot of time planning and rehearsing outside of normal school hours. Auditions took place mid February and subsequent rehearsals took place every Saturday afternoon at Inst. Leading up to the dates of the performances, which were at the end of April, rehearsals became longer and happened more frequently, namely on Friday afternoons and all day Saturday. The production was something in a league of its own, including elaborate costumes, staging and props (smoke and bubble machines to name a few), not to mention a high standard of singing and acting from pupils who are only at the start of their grammar school careers.

As the rehearsals progressed, I found myself enjoying the whole process more than I ever thought I would. I was keen to help produce something that would promote the school, as well as something I would feel proud of – both of which I feel were achieved. I had to use my

behaviour management skills, as we were working with up to 50 kids at one time, so it was important to ensure that they were engaged and participating to the best of their ability, as well as enjoying the process. I relished the opportunity to contribute creatively to the play by adding in lines or props that I felt would enhance the overall effect, as well as advising the pupils on how to project their voices, maintain appropriate facial expressions and movement and how to deliver their lines in a realistic, yet dramatic manner. One of the main purposes for doing this project was to promote the school and to encourage primary school children to consider coming to Bloomfield when they make the transition to secondary level education. As a result of this, the first performance of ‘Aladdin’ was a matinee, with an audience of 800 children from different primary schools within the surrounding areas of Belfast. This proved to be a great success as the children thoroughly enjoyed the show and we received many letters of appreciation and praise from both staff and pupils of these schools.

Despite taking up a lot of time and involving a lot of hard work, the results made it all worth while. The two evening performances were outstanding and the pupils from both

Treading the Boards

with the

Junior Drama Club at

Bloomfield Collegiate

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Summer 2013

schools evolved so much, conveying amazing maturity and growth throughout the process. I found it beneficial as it allowed me to get to know my pupils on a more personal level, as well as giving me the

opportunity to connect with pupils that I don’t normally see or teach on a day-to-day basis. The opportunity to meet teachers from other schools and to work with them throughout the process was such a rewarding and enjoyable experience. It was so encouraging to see the pupils bond and to build new friendships that I am sure will continue on for many more years to come. They have already been asking if they can do another play next year with Inst and are still walking around singing ‘Aladdin’ songs on a daily basis. We are planning on having all the pupils and staff from

Inst to Bloomfield to watch the DVD of the performance, which will be a great opportunity to re-unite the whole cast and staff involved in the production and re-live a truly amazing experience.

Developing Pastoral Skills as a Form Teacher Daniel Jones is now approaching the end of his EPD1 year in Bloomfield Collegiate where he has been teaching Technology and Design on an ongoing temporary basis for the last 2 years. During this period he has, like many recent graduate teachers, not only furthered his knowledge, skills and competence in the teaching of his subject but also come to appreciate the importance of good pastoral provision to the holistic development of pupils in his role as a Year 11 and 12 Form Teacher. To quote Daniel:

I have very much learnt that being a Form Teacher is not just an administrative role but very much a

pastoral role too. I have had the same form class of 27 pupils for the last two years, taking them through from Year 11 to Year 12. This has not only ensured consistency and continuity for the girls but has also enabled me to get to know them and their parents very well. I have grown and continue to grow in my form teacher role, learning how to guide and support the girls in a wide range of areas including:

Issues relating to friendships and family Social and mental health issues including strategies to deal with stress and revision during exam periods

Relationship building within the classroom Alcohol awareness, personal safety, helping with CV’s and personal statements as part of a structured pastoral programme within the school

In Bloomfield we have a graduation ceremony for those in Year 12 before they go on study leave at which a progress file is presented to each pupil containing a CV and a personal statement. This was a great chance for me to speak with the girls’ parents in a more informal way rather than at parents evenings and I was really pleased that so many of them thanked me and expressed their appreciation to the school for everything it had done for their daughters. I really enjoy my role as Form Teacher and find it rewarding to not only see the pupils mature and succeed but also to know that my work with them has been appreciated. As an example of this, my form group took my wife and I out for a meal at the end of this year to TGI Friday’s as a token of appreciation. We were very chuffed indeed!

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Summer 2013

Avril McCabe shares her rich and varied Induction year experiences

as a teacher of Art and Design at Wellington College

It is difficult to believe that I am coming to the end of my first year as a teacher and what a whirlwind year it has been! “Miss, is there

such a thing as a boy chicken?” “Miss, I bet you get paid about £10,000 a month.” “Miss, do you dress like that on weekends or do you wear ‘Converse’?” Such are the things some pupils have said to me! I completed the PGCE (in ‘Converse’) at the University of Ulster last year and was fortunate to gain a temporary post in Wellington College Belfast from September 2012 until April 2013. My timetable was bulging with my main subject of Art and Design from KS3 to A-level. I also taught Media Studies and Careers with some Personal Development thrown in for good measure! My PGCE training had equipped me in the classroom to deliver effective teaching and learning. However, it was a shock to the system to be in charge of a form class, write reports, contribute to open nights and carry out continuous parent teacher sessions, to name a few. I relished the challenge however and threw myself into life at Wellington College loving, if I'm honest, every minute of it.

The Induction process was seamless with the help of both my Teacher Tutor in school and the on-going support and professional development with Belfast Education Library Board. The training provided me with a wealth of skills to build my confidence and it was an excellent way to catch up with other BTs in the same position. As part of my Induction, I completed a range of projects which allowed me to work on my strengths and areas for improvement. I was given the opportunity to implement my own schemes of work, took pupils on various school trips and designed numerous graphic materials to promote the successful Art Department. For my second Induction Action Plan, I arranged for local artist, Jim Russell, to come to Wellington College to create a large outdoor sculpture for the School’s Open night. Jim, pictured far right in the photograph to the right, is a community artist who works mainly with willow to create large scale pieces of artwork across a wide range of themes including figures, animals and sea life. My action plan focused on teacher competences 5 and 23, contributing to the life and development of the school, and collaborating with teaching and support staff. I aimed to promote high quality learning and a successful outcome with a range of pupils from KS 3 to A-level, exploring the themes of relief and sculpture.

The pupils decided, under Jim’s able guidance, to create the school logo - a cockatrice - using only willow, cling film and tissue paper to add colour. So on a chilly December morning, Jim came to Wellington and started on a piece of artwork with the pupils. Over a total of 5 days, the sculpture began to unfold, resulting in an outstanding collaborative piece of work which all of the pupils were very proud of. The range of skills and experience the entire process brought to the pupils is enormous. They made decisions, showed responsibility, engaged in communication and team-building and gained exciting, hands on 3D Art experience.

Left: work in progress Right: the finished product!

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Summer 2013

I am now completing my first teaching year in St Rose’s Dominican College where I have settled in quickly and am enjoying myself very much. Nine months on and my Induction Portfolio has been recognised by the Board of Governors as ‘excellent’ and of the ‘highest quality’. Although my list of 'to do's' could often be compared to my favourite childhood storybook, 'The Magic Porridge Pot', I can honestly say I feel honoured to be part of a school community. No two days are the same and the daily interaction with pupils really makes my job worthwhile. My aim (along with many!) is to secure permanent employment, though the wealth of experience I have been gaining in Wellington College and St Rose’s Dominican College is paramount to my development as a new teacher. I look forward to growing into my teacher role both personally and professionally and continuing to strive to be the best teacher I can possibly be.

Reflecting on my Induction year, I feel that some of the most enjoyable experiences which I have had have

stemmed from becoming involved in a range of extra-curricular activities. These have provided opportunities to become fully engaged in my school’s community. Apart from coaching my school’s second year Gaelic team and achieving a Teacher into Industry Placement bursary from the BELB, I also established and promoted an after school Technology and Design club, which was the focus for my second Induction action plan. The basis of the club directly corresponded to the ongoing aim of my department, namely to promote the benefits and experiences of Technology and Design to KS3 pupils. After contacting the organisation Sentinus to register my club’s interest in one of their competitions, the team members then began to design and manufacture a stadium of the future. Skills such as time management, organisation and planning to name but a few were greatly enhanced by facilitating this club. This had been a highly beneficial experience for me on both a personal and professional level as a Beginning Teacher.

KKAATTIIEE IIMMPPRREESSSSEESS AATT TTHHEE IINNDDUUCCTTIIOONN CCOONNFFEERREENNCCEE

Post Primary BTs gained from the valuable tips and words of wisdom passed on to them at the 2012-13 Induction conference by Katie Armstrong, who completed her Induction in Royal Belfast Educational Institution in June 2012 and is currently finishing off her EPD 1 year there too. Katie shared her top tips for completing Induction with this year’s new cohort of teachers:

She also shared her action plans and her portfolio of evidence leaving the teachers inspired and gaining positive feedback including “Great to have a previous ‘Induction’ phase teacher with us”… “Katie explained everything very well” … “Good using a teacher to share experience and portfolio.”

Conor Scullion Reflects on ‘Life on the Extra-Curricular Edge’ as an Induction Teacher at Rathmore Grammar School

Link action plans to work you are already doing Choose ‘areas for development’ that you are

interested in and that are worthwhile Refer to your school/department/key stage

development plan to assist you in finding ‘areas for development’

Ask lots of questions

Get observations out of the way early Structure your Induction portfolio well Start compiling your portfolio early and gather

evidence as you go along Make sure your meetings with your Teacher

Tutor are constructive

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Summer 2013

WWhhooeevveerr  ssaaiidd  tthhaatt  MMaatthheemmaattiiccss  iiss  aa  

bboorriinngg  ssuubbjjeecctt??    II  tthhiinnkk  tthhee  ggiirrllss  aatt    

SStt  DDoommiinniicc’’ss  wwoouulldd  ssttrroonnggllyy  ddiissaaggrreeee!!  

In this article, Andrea Rainey, talks about an inspiring, action packed Maths residential she organised for Year 12 pupils as part of her

EPD 2 Professional Development Activity

After teaching GCSE Maths in one year to a class of Year 11 pupils I was initially overcome with delight at the girls’ commitment to succeed; the time and effort they willingly dedicated to this subject was

uplifting. As the year progressed I grew concerned that this fast track course had the potential to perhaps drown a capable student’s confidence purely because of the pace at which it was being taught and the workload that it entailed, not because a student lacked ability. Reflection on this experience combined with an aspect of the school development plan to ‘raise pupil confidence and achievement within Numeracy and Mathematics’, was what fuelled my desire to target GTCNI teacher competence 17 as one of my priorities for EPD2. As a department, our concern was that high performing pupils would perhaps reject future studies in this subject due to the fast pace of GCSE in one year. We also acknowledged that Additional Mathematics in Year 12 is renowned for its rigorous examination, consequently deploying extra stress and pressure on the students. My proposed solution was to prepare a fun-based support activity as a branch of my EPD2 Professional Development Activity to enhance their performance and understanding whilst encouraging their continued studies of Mathematics to Ad Maths and A-Level.

We applied for some funding to help with costs and charged ahead with teaching the course. Before we knew it, April had arrived and it was time for our booster residential to support our Year 12 students. Many parents sniggered when I announced that I had prepared questions on clipboards for the bus and for each outdoor activity…luckily the students, pictured on the left, knew me better and were not surprised when I asked them to take out their calculators before they put their seatbelts on! I researched many venues but the perfect location to meet our demands was Carrowmena Activity Centre, just outside Limavady. We

had the entire centre to ourselves for the weekend, all activities took place onsite (except for kayaking), which made it perfect to combine work and play. The staff was extremely friendly and flexible whereby meals were served and activities performed at times to suit our rigorous Mathematics revision programme. The students had to make their own beds and take shifts for dishes duty…but that wasn’t a bad thing as apparently such tasks were a new learning experience for some of them also! From the moment the girls set foot on the bus their support and study regime began. I had considered every scenario they would encounter that weekend and invented a mathematical problem that replicated the activities, some of which are photographed below. The typical car and trailer question was re-written for their bus journey, a pulley question was adapted to represent the girls abseiling down a wall, integration was adjusted to resemble their path as they zip-lined off a tree to name but a few. I included as many of the girls and teachers names as possible in the questions which only added to their amusement and helped connect their learning.

‘Teachers will exploit more fully, opportunities for out-of-school activities that consolidate,

build on, enrich, personalise and extend pupils’ learning.’

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Summer 2013

The pupils also had a lot of input into the programme. We asked them in advance what areas/problem topics they wanted us to focus on throughout the weekend. It would be no surprise to any Maths teacher that mechanics was a popular response. As a consequence the girls sat a mechanics mock pre-departure and on Saturday evening before dinner each teacher discussed at great depth a question each from the test paper. The variety of teaching displayed and the joint effort of team teaching for me was a personal high of the entire weekend. A measured success was displayed the following week when the pupils sat another mechanics mock and thankfully all pupils showed signs of improvement. As much as this was a departmental effort to support and encourage our pupils, the success of this booster residential lies with our students’ own personal desire to improve and succeed. Their willingness to study pure, mechanics and statistics at 8.30am on a Saturday morning and still remain enthused and excited at a Maths Quiz at 9pm that same night was extremely admirable. Many of the girls commented in their evaluations how it was fantastic to see ‘the maths come alive’ and how it was ‘really fun’ and ‘beneficial to see maths taught in a new environment.’ They concluded that ‘the practical outdoor activities and personalised questions would help them remember key skills in an exam and relate such skills to the real world.’ Overall I thoroughly enjoyed carrying out this residential as part of my EPD2 Professional Development Activity. I would like to formally thank the staff in the Maths department for giving their time to support the weekend, to Carrowmena Activity Centre and to the BELB Extended Schools Programme for its contribution. I hope this is an event that we can continue to deliver for the pupils of St Dominic’s and I would encourage other schools to do the same.

Induction and EPD teachers take up Starring Roles!

Our sincere thanks to the following teachers who made presentations at the 2012-13 conferences and who responded to our recent call to record short videos for showing at the 2013-14 Induction, EPD and Teacher Tutor conferences. We look forward to passing on your tips and dissemination of practice ideas to the new cohorts of teachers and Teacher Tutors!

The Induction BAFTAs

Presented to: Katie Armstrong, RBAI, for her inspiring presentation at

the Post Primary Induction Conference in Sep 2012 David Gilliland, Bloomfield Collegiate, for his video tips

on getting involved in extra-curricular activities Aislinn McParland, Dominican College, and Clare Grills,

Rathmore GS, for their advice on Induction action planning

Conor Scullion, Rathmore GS, for sharing his voxpop suggestions for getting involved in the wider life of the school

The Teacher Tutor BAFTAs

Presented to Amanda Salt, Grosvenor Grammar

School and Niall Gilmore, Hunterhouse College, for their great presentations at the conference for new Teacher Tutors in September 2012

Erika Luke, Bloomfield Collegiate, for her video on providing pastoral, professional and career advice to BTs

The EPD BAFTAs

Presented to: Paula Cooke, Bloomfield Collegiate, for her video advice on making the most of opportunities of

responsibility to broaden professional skills and knowledge and improve your marketability in the job place Daniel Jones, Bloomfield Collegiate, for his video on the role of the Form Teacher Kellie Marie Stewart, Methodist College, for her video on school clubs and societies Conor Doris, Rathmore GS, for his video tips on using ICT skills for whole school events Lee Kelly, St Louise’s College, for his video on applying for jobs and collaborating with colleagues in inter-

school activities and competitions Orla McElwaine, Jim McMorrow, Cathy Tanney, Glenveagh School, for their dissemination of practice

videos on PE, ICT and Literacy in the special school sector

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Summer 2013

In this article, Aislinn McParland talks

about her rich and varied Induction year experiences at Dominican College,

Fortwilliam, North Belfast

Throughout my final year of study, I dared to dream of that perfect teaching job. The phrase ‘dreams can come true’ is often considered a cliché, yet for me this was very much the case when, on the 25th June 2012, I was appointed as a teacher of English and Religion in Dominican College, Fortwilliam, the school I myself had attended as a pupil. Since being appointed last year and now nearing the end of my Induction year, I have relished each and every new opportunity that has come my way. My Induction year has been a year rich in new experiences… Embracing a New Pastoral Role

My role as a Year 8 form tutor brought a fresh and exciting set of responsibilities that gave me an opportunity to use and develop my pastoral skills. Fulfilling this role has taught me a vast amount about the pastoral issues that arise among Year 8 pupils and the necessity of supporting and effectively inducting pupils into post-primary education. As a Dominican educator our primary focus is on the holistic

development of the individual, a concept firmly embedded within me over the past year. In particular, organising class assemblies as a form tutor has been an exciting responsibility and I have sought to focus on the unique talents and gifts of each of the pupils. In a similar way, organising fundraising tasks and events with my form class throughout the year in aid of various charities such as Trocaire and St Vincent De Paul has been a very exciting and worthwhile duty. Of course as a Year 8 form tutor I have also learnt that supporting ‘One Direction’ is essential and that it is justified to show emotion when a particular boy band parts ways!

Establishing a New Religious Education Role

As a religious educator I am committed to the spiritual as well as academic development of my pupils and have found that establishing a new faith development programme within Dominican College has enabled me to support the girls on their unique faith journeys. As this year has been declared by Pope Benedict XVI as the Year of Faith, it was the perfect time to focus on matters of faith. As such, with both my Year 13 and Year 14 General RE classes, we set out to create a faith development program for the junior school called Believers. As a community we meet once a week to participate in faith-filled activities and provide opportunities for the Dominican girls’ to nurture their special gift of faith.

Aislinn, pictured second from right, with her form class, Year 8D form class

‘Believers’ Group, Dominican College 2013

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Summer 2013

Developing New Extra-Curricular Activities

As a member of the English department, this year I have established a Book Club that runs concurrently with the Junior Library Club each Thursday. The promotion of literacy skills through reading and creative writing was my primary focus for my second Induction Action Plan and proved invaluable to my Induction portfolio. It is a fun and interactive club that also facilitates the development of the girls’ literacy and communication skills. I have thoroughly enjoyed organising tasks and activities for this club which has proven to be a great success so far!

Examination technique is key to each of the girls’ performance in examinations. This is something that I feel very passionate about and consider a skill that can be taught and developed. Exam Tips and Tricks is a workshop I have created which is open to girls in Years 11 and 12 who are preparing to sit examinations in Summer 2013. Beginning with ideas to organise their study right through to coping with difficult exam questions and issues of time management, it is a further resource the girls can use that will hopefully better equip them for solid exam performances. Overall my extra-curricular involvement has enriched my Induction year immensely and opened up a myriad of new opportunities and experiences that have enhanced both my personal and professional development this year. Creating a New E-Portfolio

Orientation to the Induction process, observations, action plans and lesson planning have been other new areas to address over the year. Having consulted with my Teacher Tutor and my Head of Department, I opted to use the teacher e-portfolio as an interactive tool to document evidence of my reflective practice during my Induction year.

‘A teacher e-portfolio is a collection of authentic and diverse evidence of teaching competence that has been

the subject of professional reflection and synthesis’ (Definition of the Te-PNI Working Group)

Prior to this year, I had never used the e-portfolio format and was unfamiliar with its layout and workings. However, having availed of support from the BELB Induction Officer and other teachers in my school who are also using the e-portfolio, I quickly grew in confidence and soon found it to be an effective and efficient way of gathering all of my Induction planning, evidence and documentation in one place. The screenshots on the right are of my e-portfolio homepage, my Induction webfolio homepage and my Reflective Journal. Reflecting on New Beginnings

Schön describes reflective practice as “a dialogue of thinking and doing through which I become more skilful.” Reflecting on each of these new experiences and opportunities has helped me further appreciate the various ways I have developed both personally and professionally during my Induction year. Creating time to reflect and self-evaluate has been crucial and highly beneficial for my planning and teaching. Without doubt, my first year in my dream job teaching the subjects I adore, has made for a memorable year rich in new experiences and hopefully with plenty more to come!

Top Tips for Completion of Induction Year

1. When creating your action plan, select an area of your teaching that complements what you are already doing in the classroom and/or school community

2. Avail of the help and support offered by the BELB Induction team, your Teacher Tutor and departmental or key stage colleagues

3. Be positive and make it a memorable first year doing the job you love

Aisleen’s Recommended Bibliography

1. Hartmann, C & Calandra, B (2007). Diffusion & Reinvention of e-Portfolio Design Practices as a Catalyst for Teacher Learning. International Journal of e-Portfolios

2. Kuriacou, C & Kunc R (2007). Beginning Teachers’ Expectations of Teaching. Science Direct, 2007

3. Tormans, C, Carla, T, Daws, L, Limerick B & Brannock, J (2001). Winning the Lottery? Beginning Teachers on Temporary Engagement. Teachers & Teaching, Theory & Practice, Volume 7, Routledge

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Summer 2013

BEGINNING TEACHERS – Are you starting Induction, EPD1 or EPD2 in September 2013? THEN DON’T FORGET TO REGISTER WITH US!

TEACHER TUTORS - Are any of your BTs completing Induction or EPD 2 in June 2O13?

EPD 2 TEACHERS – Are you making the transition from EPD 2 to PRSD in September 2013?

Great Expectations

It’s time to say ‘au revoir’ Another year has come to an end.

We’ve made more cherished memories and many more new BT friends.

We've watched you professionally grow and develop with each passing day.

We hope that all the things we've done Have helped in some small way.

So it's with happy memories We wish for you much more. Great hope and expectations

for what your career holds in store!

Then why not mark their successful completion of these career milestones with a certificate of completion along with their official letter of completion? There are some templates on the Teacher Tutor Resource Materials page of the BELB’s website at: http://www.belb.org.uk/Teachers/i_teacher_tutor.asp?m=9

Online registration with the Northern Ireland Education and Library Boards is compulsory for ALL Beginning Teachers entering Induction, EPD 1 and EPD 2 whether in full-time employment, temporary employment, teaching on a day-to-day basis or not currently in post. Online registration for the 2013-14 school year will open mid August 2013 at: http://www.education-support.org.uk/teachers/iepd

GGoott ssoommee ggoooodd iiddeeaass aanndd ggrreeaatt wwoorrkk ttoo sshhoouutt aabboouutt?? TThheenn ggeett iinn ttoouucchh!!

As the examples of practice disseminated through this magazine indicate, there’s a lot of excellent and really creative work being carried out by Induction and EPD teachers and Teacher Tutors in schools throughout Belfast. If you would like to share something that’s worked really well for you on either the curricular or extra-curricular front or, Teacher Tutors, on the pastoral or professional side of your work with BTs, then we’d love to hear from you. Let us help you share your excellent practice for the benefit of others!

Then you may wish to have a look at our updated information sheet entitled ‘Making the Transition from EDP 2 to PRSD’ on the EPD Page of the BELB’s Induction/EPD website. This gives pointers on what to expect in PRSD and on how you might take forward Areas for Development arising out of EPD2 as professional development targets for PRSD.