Regional ELB Beginning Teacher Programme
EXEMPLAR INDUCTION - SEN ACTION PLAN
This exemplar action plan is for reference only and should act as a guide in assisting you to write your own personal action
plan.
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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: Creating a positive learning environment in a special school setting.
Area for Development
(Ref to Competences)
Focus: To make the classroom
a positive learning environment
for all pupils with an awareness
of their individual needs.
Success Criteria
1. a.b.c The teacher’s practice
demonstrates knowledge and
understanding of pupils’
learning difficulties with regard
to hearing, sight and
communication barriers.
Teachers may wish to reference
aspects of the following
competences:
6. Teachers will have developed
a knowledge and understanding
of the factors that promote and
hinder effective learning, and be
aware of the need to provide for
the holistic development of the
child.
10. Teachers will have
developed a knowledge and
understanding of strategies for
communicating effectively with
pupils, parents, colleagues and
personnel from relevant child
Actions
(Including timescales)
1. The teacher will:
1a. Discuss with the teacher
tutor and research the key
elements of an effective
learning environment.
Support Arrangements
Teacher tutor.
Monitoring
(Inc. evidence in portfolio)
Records of meetings
Reflective learning log
ELB Courses.
1b. Attend ELB SEN courses.
1c. Review pupils’ records to
gain a sound knowledge of their
learning and physical needs.
2. a.b The pupils’ learning is
maximised through effective
planning and effective IEP
targets
2. The teacher will:
2a. Liaise and coordinate with
school colleagues and support
personnel from relevant child
and school support agencies.
Multi-agency meetings
Records of meetings
Planning records
Individual Education Plans
2b. Write in collaboration with
the SENCO
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Regional ELB Beginning Teacher Programme
Area for Development
(Ref to Competences)
and school support agencies.
19. Teachers will create and
maintain a safe, interactive and
challenging learning
environment, with appropriate
clarity of purpose for activities.
Success Criteria
Actions
(Including timescales)
3. The pupils are engaged in
learning activities appropriate to
their holistic development and
showing progress towards IEP
target/s.
3. The teacher’s planning will
reflect IEP targets and
differentiation within Areas of
Learning
4. There is evidence of a variety
of teaching methods such as one
to one, whole class, intensive
interactions and sensory play.
4. The teacher will:
Support Arrangements
Time for feedback and
discussion post classroom
observations.
Monitoring
(Inc. evidence in portfolio)
Teacher’s planning notes
IEPs
Teacher Tutor observation
records.
4a. Implement a structured
daily routine
4b. Use a variety of teaching
methods to meet the needs of
the individual children
Teacher’s/classroom assistant’s
classroom observation records
Annotated photographs
Teacher’s reflective journal
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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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