Regional ELB Beginning Teacher Programme
EXEMPLAR INDUCTION ACTION PLAN - NURSERY
This exemplar action plan is for reference only and should act as a guide in assisting you to write your own personal action
plan.
July 2013
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Regional ELB Beginning Teacher Programme
Complete as an outcome of joint discussion with your teacher tutor and with reference to the Career entry Profile, the GTCNI Competences, Code of Values and
Professional Practice. (See GTCNI Publication: ‘Teaching the Reflective Profession’ and Sections 2 and 4 of the Teacher Education Partnership Handbook)
INDUCTION ACTION PLAN: Early Experiences in Mathematics (Nursery)
Area for Development
(Ref to Competences)
Focus: To develop
mathematical language
through play-based learning
and other activities in the
nursery.
Success Criteria
1. a,b. The teacher’s practice
takes cognizance of the
principles of Early
Mathematical Experiences
Teachers may wish to reference
aspects of the following
competences:
3(i) Teachers will have
developed a knowledge and
understanding of the learning
areas/subject(s) they teach,
including the centrality of
strategies and initiatives to
improve literacy, numeracy
and thinking skills, keeping
curricular subject and
pedagogical knowledge up-todate through reflection, selfstudy and collaboration with
colleagues.
2. a,b,c,d. The teacher and
classroom assistant recognize
and exploit fully
opportunities to promote
mathematical language
during play and other
activities
Actions
(Including timescales)
1. The teacher will:
Support Arrangements
1) Regional Nursery Course
Monitoring
(Inc. evidence in portfolio)
Evaluation of course
1a. become familiar with the
N.I. Curricular Guidance for PreSchool Education
Reflective learning log
1b. Attend a regional Nursery
BT Induction course
Teachers planners
2. The teacher will:
2a. Choose a mathematical
concept e.g. number shape,
space, size, quantity, pattern,
time, relationships and identify
opportunities to develop this
through areas of play, stories,
rhymes, songs and other
activities
2b. Use ESaGS TV to inform
practice in Early Mathematical
Notes from meetings
2. Meeting with
appropriate staff to note
the development of
mathematical language
in;
 areas of play
 other experiences/
activities/routines
 stories and rhymes
Annotated photographs of
learning environment to
support mathematical
language
Planning discussed with
the teacher Tutor
Planning monitored through
teacher tutor observation
Observation Records
informing planning
Example placed in portfolio
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Regional ELB Beginning Teacher Programme
Area for Development
(Ref to Competences)
Success Criteria
20 Teachers will use a range
of teaching strategies and
resources including e
Learning where appropriate,
that enable learning to take
place and which maintain
pace within lessons and over
time.
Actions
(Including timescales)
Experiences
2c. Discuss mathematical
concept(s) with all adults in the
nursery and identify in planning
Support Arrangements
Monitoring
(Inc. evidence in portfolio)
Access to resources
2d. Model appropriate use of
mathematical language during
interactions with children
3.a The children are
confident in their
understanding and ability to
use appropriate
mathematical language in
their play and every day
routines
3. The teacher will:
3. Note, through observations,
children’s understanding and
ability to use mathematical
language in context
3.Meeting with
appropriate staff to
discuss observations
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Regional ELB Beginning Teacher Programme
Evaluation
Evaluation is about using the evidence and information that you have gathered from the monitoring process to make judgments about your ‘Area for
Development’ and to ascertain the extent to which your success criteria have been achieved.
It looks at what you set out to do, at what you have accomplished, and how you accomplished it.
You can use the information to inform what you would do differently and what changes/improvements you would make to your teaching.
You should continue on additional sheets or complete in a separate section of your Induction Portfolio at the end of the whole action planning process, i.e.
after the lessons have been taught and observations have been carried out.
Self Reflection
Having completed the evaluation of your action plan you should now take some time to reflect on the process that you have gone through. You may wish to
give some consideration to the following:
o
o
o
o
o
What have you learned about yourself and your own professional development?
What particular skills did you exhibit/develop?
To what extent do you feel you have furthered your knowledge and understanding of your chosen area for development?
Have you identified any other professional needs that you feel you need to develop as a result of this action plan?
What do you now need to do to take your professional development needs forward?
Your self-reflection can now be used as part of the basis for discussion with your teacher tutor when completing the interim and summative reports.
You should continue on additional sheets or complete in a separate section of your Induction Portfolio at the end of the whole action planning process, i.e.
after the lessons have been taught, observations have been carried out and your evaluation completed.
Name: ____________________
Beginning Teacher Signed: __________________ Teacher-Tutor Signed: _________________
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