A Teacher e-portfolio. for Northern Ireland. Evaluation Report on the Regional Induction/EPD e-portfolio Project

Transcription

1 A Teacher e-portfolio for Northern Ireland Evaluation Report on the Regional Induction/EPD e-portfolio Project

2 CONTENTS 1. Executive Summary 3 2. Project Policy Context 4 3. Recruitment of Induction and EPD Teachers 5 4. Range of Support Provided 7 5. Evaluation Method Analysis of Evaluations for Centre-Based Workshops Feedback Gained through Online and School-Based Support and from Evaluation Entries in e-portfolios Feedback Gained from Anonymous Online Survey 11 a. The extent to which the Expectations of the Teachers have been met 11 b. The ease with which the Te-P supported the completion and viewing of Induction and EPD portfolios 12 c. The ability of the Te-P to enhance the range and presentation of evidence in support of the Induction and EPD processes 14 d. The extent to which the Te-P supports Reflective Practice 15 e. The Ability of the Te-P to make links between core Induction and EPD activities and create a record of career wide CPD 17 f. The ability of the Te-P to support the Transition from ITE to Induction, Induction to EPD and from EPD to CPD 17 g. The value of School Support Visits 19 h. The appropriateness of Online Feedback and Support` 19 i. The extent to which the Induction and EPD Teachers and Teacher Tutors would recommend the e-portfolio to others 20 j. The extent to which the Induction and EPD teachers would like to 21 continue using the e-portfolio into the next stage of their career 6. Teacher Recommendations to Improve the Process of Using an e-portfolio for Professional Development Purposes Optimum Supporting Climate for the Successful Use of the Te-P by Induction and EPD teachers 22 Appendix 1: Te-PNI Induction & EPD Teacher Participants Appendix 2: Te-PNI Induction/EPDStrand Participation Agreement Form 27 2

3 1. EXECUTIVE SUMMARY This report presents the outcomes of the 5 th year of roll out of the Teacher e-portfolio project to Induction and EPD teachers and Teacher Tutors in the school year. It is presented on behalf of the 179 teacher participants, listed in Appendix 1, whose pioneering spirit and contribution to this innovative project have been highly valued throughout. The financial support and commitment of the Department of Education are also gratefully acknowledged as is the continued endorsement of the NIELB Senior Management Team and the Regional Induction and Early Professional Development Group of the Curriculum Advisory and Support Service of the five ELBs. The project has been operating since with the remit to: explore how e-portfolio processes can support teacher lifelong learning and reflective practice in the context of the school improvement agenda and in accordance with DE recommendations for improved continuity and progression between the key stages of a teacher s career inform and develop a specification for a teacher e-portfolio which will be embedded within the refreshed C2K system for the use of all teachers in Northern Ireland inform the Department of Education (NI) on how its key policies on teacher education, school improvement, education technology and area-based planning can be delivered and supported through more effective and efficient professional development models provide an evidence-base for national policy on the use of e-portfolios as a lever for assessing and quality assuring teacher professional development Conscious of the important bridge that Induction and EPD forms between Initial Teacher Education and Continuing Professional Development, the Induction and EPD strand of the project, lead by the BELB, has collaborated fully with the universities, teacher training colleges, the GTCNI, the RTU, C2K and DE Teachers Branch to ensure that the contribution of CASS to the teacher education continuum is informed by and contributes to the overall policy context of the Teacher Education and Teacher e-portfolio Programmes for Northern Ireland. The outcomes of the Induction and EPD project have made a valuable contribution to the development of a user specification which has been submitted to the Department of Education. DE is currently producing a business case to embed a teacher e-portfolio within the managed service and Te-PNI representatives are also in discussions with C2K and Northgate to provide a Northern Ireland-wide teacher e-portfolio based on this specification. Gillian Stewart Te-PNI Induction and EPD Project Belfast Education and Library Board 3

4 2. PROJECT POLICY CONTEXT In November 2011, participants in the Induction and EPD Strand of the Northern Ireland Teacher e-portfolio Pilot Project welcomed the following positive endorsement of their work by the ETI: There are very good relationships between Teacher Tutors and the CASS Induction Officers and the Teacher Tutors report that they benefit from CASS training for the use of the innovative Teacher e Portfolio (p 5, s 4.6) In 2011, the The findings Beginning point to Teachers a strong value the... the constructive and insightful feedback given, particularly through the Teacher e Portfolio (p 5, s 5.4) The Beginning Teachers, who are discerning about what INSET courses to attend, mentioned in particular the support provided for making effective use of the Teacher e Portfolio and the resources provided to them (p 6, s 5.6) The Teacher e portfolio is very well used by some Beginning Teachers, many of whom had already used it during ITE and wished to continue to do so. It enables them to keep and share a rich (multi media digital) evidence base and record of their growing competence Several Beginning Teachers appreciated the online discussion groups and forums to enable them to share ideas and tips with each other on a regular basis (p 6, 5.7) Report on the Evaluation of the Induction Programme for Beginning Teachers, (ETI, Nov 2011) Work carried out in has sought to build on these identified strengths and to further promote the use of e-portfolio processes by increased numbers of Induction and EPD teachers throughout the 5 ELBs in accordance with DE policy and recommendations for use of the Te-P as outlined in the Teacher Education Review, namely: the CEP needs to form a more effective link between ITE and Induction and schools need to make greater use of Induction portfolios to ensure continuity and progression in Beginning Teachers development from Induction to EPD. It is considered that the existing arrangements will be improved by the use of the Teacher e Portfolio (T ep) which DE and its partners are currently developing and trialling. Not only would this provide a means by which a young teacher s ICT skills could be developed further but it would also provide a journal over time in which experiences in school and professional values and practice can be reflected upon in terms of the competences expected of the profession. (3.6, p16) ESA will develop and oversee the implementation of relevant, coherent, high quality and cost effective on line professional development training programmes and Te Ps to support teachers within and across all phases of their career (4.8, q, p 29) Teachers will record their CPD activities via the career long and career wide on line Professional Development Portfolio known as the Teacher e Portfolio (Te P) when it is fully developed. (4.16. a, p33) Teacher Education in a Climate of Change (DE/DELNI, 2010) 4

5 3. RECRUITMENT OF INDUCTION AND EPD TEACHERS Following an input on the e-portfolio Project at the regional Induction Conferences in the Autumn term of 2011, a total of 179 Beginning Teachers and Teacher Tutors from 55 primary, post primary and special schools across the five ELBs confirmed their participation in the programme. Participation was cemented by the completion and signing by each school of a participation agreement form 1. The breakdown 2 for the school year was as follows per ELB area: ELB BTS IN POST BTS NOT IN POST TEACHER TUTORS TOTAL BELB NEELB SEELB SELB WELB TOTALS Although 44% of the BTs and 51% of the schools had no prior experience of e-portfolio processes, it was considered important that they were afforded the same equality of opportunity as those who had. Of the 126 participating Beginning Teachers 6% were unemployed, 68% were employed on part-time or full-time temporary contracts and 26% in permanent employment. These statistics concur with the most recent from the GTCNI 3 which found that only 22% of graduate teachers secured permanent work in the school year with the majority beginning their careers in part-time and temporary posts. The Te-P Induction Project has, therefore, continued to present the opportunity to examine the potential of e-portfolio processes to support graduate teachers in their transition from Initial Teacher Training to Induction in a challenging climate of unstable employment. All participants embraced the project very positively identifying a range of reasons and expectations at the outset for their involvement. Examples of these initial expectations are cited overleaf. 1 Appendix 2 2 The names of all participating schools are listed alongside their ELBs in Appendix 1 3 GTCNI Digest of Statistics 5

6 INITIAL BT EXPECTATIONS INITIAL TEACHER TUTOR EXPECTATIONS I anticipated that it would be a useful tool for keeping all my information in one place and allow for the easy dissemination of my Induction work. I was attracted by the ability to collate all your information and evidence in one place and send it to potential employers easily. I felt it would be a more accessible method of recording my learning. I thought it would be quicker, more streamlined and much more manageable looks professional. To create an online version of my portfolio which is easily accessible and transferable for Teacher Tutors and Principals to view." Less paper work to deal with and a secure place to store all of my evidence. Not having to print and carry around a paper copy and being able to personalise it much more. I hoped that the e portfolio would be an easier system as I could access it anywhere, anytime and continue to work on my portfolio at all times. INITIAL EPD TEACHER EXPECTATIONS I thought that the most beneficial part of using an e portfolio would be the fact that I can access, edit and manage it at any time. I also felt that it would be useful to have an electronic copy of my progress through EPD that I could easily share with others. I think it s a handy way of keeping my EPD evidence on file without taking up space in my classroom and home. It is also easily accessed and I won t lose it. I think it s easier to complete due to proformas available online. The software is simple and quick to use. You are able to link lots of documents and websites which you couldn t do with a hard copy. The e portfolio is the most under utilised and most efficient tool to capture all of your professional development in one place. It is easily used and shared with those who require it most. I frequently refer to it when applying for jobs or updating my CV when making applications etc. Without this mechanism, this information would not be so easy for me to access. An e portfolio enables me to communicate with my TT electronically and to arrange meetings with her. I am able to present my work colourfully, insert photos, presentations and other digital evidence. I anticipated that it would be easier to collate and to access evidence. The added benefits of communication and continuity were things I had not anticipated. Continuity for the BT/EPD teacher and a record of professional achievements and training I thought it would be an excellent mechanism for Beginning Teachers to record and share their Induction and Early Professional Development activities and to continue to record and share their development throughout their careers. I felt it would be a paper free, attractive way for BTs to store a record of all of their Induction, EPD and PRSD experiences. Using a centralised system for collecting and recording information. Cutting down on paper copies. From the point of view of the BT/EPD teacher, having all their career information in one place. That qualitative information would be available in one location to assist with the professional development of staff and that digital records would aid administration. I thought it would aid presentation and perhaps cut down on workload. I think the e portfolio is the way forward in terms of BTs building an ongoing and progressive record of their professional development. It helps teachers reflect on teaching experiences, organise their own learning and build a professional profile which can be shared to facilitate progress throughout all stages of their teaching career. The e portfolio ensures that the teacher has an upto date, detailed CV which could be used when applying for a job. The progression of development is very useful. All the paper work is readily available. This makes an overview of the BT s work much easier. Storage of portfolio for future years. 6

7 4. RANGE OF SUPPORT PROVIDED The table below highlights the varied range of support provided to Induction and EPD teachers and Teacher Tutors. Support Type Issue of User Names and Passwords Access to TT, BT & Induction/ EPD Gateways Preparation & Distribution of New or Revised User Guides to: BTs TTs Principals and Chairs of BOGs School- Based Support Online Feedback & Support Centre-Based Training Overview of Support Activities Accounts set up for BTs and Teacher Tutors new to the Te-P Programme Passwords reset for those who have forgotten them from ITE level details changed on e-portfolio system to Induction addresses for those who used the Te-P at ITE level Troubleshooting as required throughout the year e.g. access problems which sometimes necessitate contact with C2K and PebblePad, resetting of forgotten teacher passwords Participants have to be called into the 3 Gateway areas so that they can access the online versions of the Induction Action Plan, EPD PDA, observation and quality assurance templates and all the other specifically created support materials e.g. exemplar Induction/EPD e- portfolios and e-reflections etc 6 user guides have been created and revised (Autumn 2011) for the use of Induction/EPD teachers and Teacher Tutors in the programme A further user guide has been produced in April 2012 at the request of Teacher Tutors to guide Principals and Boards of Governors in the final quality assurance process of their BT s(s ) work in online format distribution lists have been set up to facilitate the dissemination of these materials and to maintain regular communication with participants on a range of support and administration issues such as information on centre-based training and procedures for reclaiming substitute cover Reactive at the request of the teachers Proactive especially in the Autumn term to help teachers get started on their Induction/EPD e-portfolios pending the outcome of the bid to DE for finance (for regional workshops) Given to those Induction/EPD teachers who share their work online with me (e.g. Induction/EPD/Career Wide e-portfolios) and who request feedback on layout, content and general use of the e-portfolio tools to support their ongoing reflective practice & CPD Planning and delivery of workshops on a regional basis aimed at supporting teachers and teacher tutors use of the full range of online tools so that they are able to confidently and competently create digitally rich reflective Induction/EPD e-portfolios and provide feedback Number of Teacher Support Units Delivered (up to ) Induction and EPD teachers and Teacher Tutors had the option to avail of additional substitute cover, over and above that provided for the normal BT programme, to attend centre-based workshops. These workshops have, since the project inception, been vital in ensuring that all

8 participants, including those with no prior experience and those who have come to the Induction strand of the programme with varying levels of experience and engagement with the software during Initial Teacher Training, can be brought on to the same footing. However, the tight window of opportunity from February to March 2012 for the delivery of the workshops, as determined by the receipt of DE funding in February 2012, made it difficult for many of the teachers to avail of this opportunity at short notice. To quote one Teacher Tutor: It would be useful to be trained at the start of the year and to get time to assimilate information. The provision of school-based and online support was therefore of crucial importance from the start of the school year. 5. EVALUATION METHOD In view of the varied nature of the support given, it has been important to gain teacher feedback in the following ways: 5.1 An analysis of evaluations received for the centre-based workshop 5.2 Comments received and recorded during school support visits and written feedback gathered from s and from entries in Induction and EPD e-portfolios 5.3 An anonymous end of year online survey conducted through Survey Monkey The adoption of this three tiered approach is determined by the importance of obtaining 360 degree feedback on the impact of all aspects of support provided on teachers professional knowledge and skills and to use the outcomes of the evaluation to continuously inform and improve the programme in the subsequent school year. 5.1 Analysis of Evaluations for Centre-Based Workshops 69 teachers attended centre-based workshops in centres across the 5 ELBs from February to March A key component of these regional workshops was to encourage BTs and Teacher Tutors to use the software to engage in scaffolded reflection and online coaching and mentoring as a means of promoting improved classroom practice and further supporting authentic quality assurance of key developmental processes including Induction action planning and EPD professional development activities. An evaluation of the workshops indicates the following percentages of teachers who rated training highly on the day as 4 or 5 against the following categories and objectives: 8

9 Organisation and Administration: 100% Facilitators: 100% Course objectives: 1. To engage first hand with the main features of Pebblepad e portfolio software 100% 2. To commence/continue work on the creation and quality assurance of Induction and EPD e portfolios containing Action Plans/PDAs and related evidence 100% Teachers considered the following as strengths in respect of the training: Course Materials High quality support materials both paper format, online and by e.g. ~ Excellent booklets and use of exemplar e portfolios to give ideas for innovating portfolios with video, audio clips, pictures etc Content, e.g. ~ Great relevant content, delivered clearly and patiently and in user friendly terms ~ An invaluable day to spend with my BT and EPD teachers Variety, e.g. ~ Great practical demonstrations, personalised as well as generic guidance for all as required both as individuals and as a group ~ A good balance between demonstration and hands on practice time to ask questions Skills and Knowledge Gained Many teachers commented on a wide range of skills and knowledge gained from the workshops and on how they were looking forward, with increased confidence to implementing what they had learned back in school in order to, for example: ~ Set up and design a career wide webfolio and embed individual e portfolios within it ~ Use the various reflection tools and blogs, create hyperlinks, tag evidence and files, upload videos and podcasts, set permissions for sharing, give online feedback etc ~ Use it in a greater school context for PRSD as well as for Induction and EPD and to showcase school projects (e.g. an inter-departmental Research Lesson Study in a post primary school supported by the GTCNI) The centre-based training generated some queries and requests which required specific follow-up action, e.g.: o Resolution of Software Queries which required liaison with the PebblePad team in England. These were quickly resolved and the outcomes communicated by to all participants following the workshops 9

10 o Guidance for Principals - A request made by Teacher Tutors at the workshops for the creation of a new user guide for Principals and Boards of Governors containing instructions on how to view and quality assure their BTs work online was subsequently met. This was disseminated by and by post to principals who were encouraged to engage first hand with the e-portfolio process by giving online feedback to their BTs. It has, subsequently, been exciting to see online comments added by some principals to their BTs e-portfolios. Some Principals have also been in touch with positive s, e.g.: I have looked at my teachers e portfolios with them and agree that there has been a lot of work put into them and they are very impressive and, more importantly, great teachers too. (BELB Primary School Principal) 5.2 Feedback gained in response to online and school-based support and from entries in Induction Portfolios The centre-based training programme was supplemented by a rolling programme of schoolbased and online support which generated the following types of positive feedback, e.g.: ~ I found the workshops very beneficial, helpful and practical I could actually complete some of the feedback to the Induction teacher on the day. ( from BELB Post Primary Teacher Tutor) ~ Thank you very much for the feedback on my e portfolio I really appreciate it. I will adjust my action plans to include the points that you mentioned ( from BELB Post Primary BT) ~ Thank you so much for your help my e portfolio looks much more professional now and I am delighted that it is coming together so well. ( from NEELB BT following school support visit) ~ Thank you so much for all your help on Friday, my e portfolio looks great and I m excited about finishing the rest of it. ( from NEELB Post Primary BT following school visit) ~ Thank you for your continuing feedback on my e Portfolio. I really appreciate your advice and will make the suggested changes ( from BELB PP EPD 1 teacher) ~ The Induction and EPD teachers in PS really enjoyed your last e portfolio support visit fabulous help! The girls are getting on brilliantly. ( from TT, BELB Primary School following school support visit) ~ Sincere thanks for all your help yesterday afternoon. Your in school support and assistance is invaluable. ( from NEELB Post Primary TT, after school visit) ~ Many thanks for the training in school yesterday. It was super. ( from BELB Post Primary TT following school support visit) 10

11 The value and importance placed by teachers on online feedback and follow-up school-based support is further substantiated by the findings of the end of year survey. 5.3 Feedback gained from Anonymous End of Year Online survey conducted through Survey Monkey A summative survey of the programme, using the online Survey Monkey tool, yielded a range of interesting results from a sample of 29 Induction and EPD teachers and 16 Teacher Tutors representing 25.1% of the total number of participants. Although the percentage response was low, it does, nevertheless, represent a valuable snapshot of opinion on a variety of the e-portfolio processes engaged in. Screenshot of Induction and EPD Teacher Survey a. The extent to which the Expectations of Induction and EPD teachers have been met in their use of the e-portfolio tool Extent to Which Te-P Expectations of Induction and EPD Teacher have been met 35% Partly 3% Not at all 62Wholly62% 62% of Induction and EPD teachers felt that their expectations had been wholly met and 35% said that they had been partly met, elaborating with the following types of comments: ~ I feel that PebblePad is a very useful and beneficial format for my CPD. ~ It is easy to see progression through stages of professional development. ~ It helps me to present my work better than I first imagined. ~ It s an excellent resource that many others should be trained in. ~ The word processing part is a little bit behind in comparison with Microsoft but I am sure this will improve in the future. ~ I found the system difficult at the start but GS really helped. However, 3% of teachers did not feel that their expectations were met on the grounds that: 11

12 ~ It is too complicated for Principals and Boards of Governors to read. ~ There is still the need to print off for Principals who don t use it yet. Such ~ Due feedback to some is technical not unexpected difficulties as some any aspects new innovation were more which time consuming. challenges long standing work patterns and traditions, including the completion of Induction and EPD portfolios and quality assurance processes in hand written or hard copy Word format, can sometimes be greeted with initial caution or even be regarded as disruptive. To quote one BELB Teacher Tutor during a school support visit: My original thought was that it might be laborious. However, having taken the initial step and gained experience in using it to give online feedback to my BT, and complete my observation reports online, it s clear to see how easy it is. It s great how it streamlines everything, cuts down on paper and gives a window into the classroom practice and CPD of a BT. I look forward to encouraging more BTs to use it. b. The ease with which the e-portfolio supported Induction and EPD teachers to complete their Induction and EPD portfolios and Teacher Tutors to view them Completing the Induction and EPD Portfolios in E-Format: Easier or not for BTs? Viewing Induction and EPD Portfolios in E-Format: Easier or not for Teacher Tutors? Harder 31% Easier 69% 1 2 Harder 25% Easier 75% 1 2 Comparative BT and Teacher Tutor Views of Induction and EPD portfolios in electronic format 69% of the Induction and EPD teachers felt that it was easier to compile their portfolios in electronic format while 75% of Teacher Tutors considered it easier to view them. Many of the teachers commented positively on the ease of access and the advantages of having a record of their ongoing professional development in one place, e.g.: 12

13 ~ Easier to store, edit, share quicker to access so updated more regularly. ~ As access to portfolios can be sent via it is extremely good to use PebblePad. ~ I felt I could utilize my time better with the e portfolio. ~ I experienced both versions and I no longer know where to locate my Induction hard copy portfolio. I would definitely recommend the continued use of the electronic portfolio. The templates are easy to use and if more teachers gave it a chance, they too would benefit from the experience it s simple to use! ~ Even though it required me to take photos or scan copies it was really better to have it all in the one place than in separate folders plus no printing or paper required! ~ Once I was accustomed to the system I felt it was easier to have it all in one place rather than having to compile the information from separate sources. ~ I found it far easier to edit without having to replace the corrected document each time. No carrying about of actual file. Easily shared with Teacher Tutor and quickly commented upon. Teacher Tutors also commented favourably on the more professional look of the e-portfolio and its ability to provide a more comprehensive record of CPD progress, in one place e.g.: ~ It is much easier to see evidence Easier to view and choose what to home in on. ~ It is visual much clearer. ~ It provided a better way to record evidence, particularly for teachers of subjects such as Moving Image Art, where the pupils are producing work in electronic format. It also allowed for video evidence for activities focusing on, for example, classroom management. It has been difficult, prior to the e portfolio project, to gain useful and recordable evidence of fulfillment of success criteria in such cases. The e portfolio is also significantly easier to view in general for other subjects and focused activities. ~ For Teacher Tutors, Principals or employers, the material is very accessible and easy to interpret in this form. Nevertheless, some Induction and EPD teachers and Teacher Tutors continued to express a preference for hard copy portfolios, e.g.: 13

14 ~ I like to see a hard copy but I also appreciate the advantages of the e portfolio ~ Hard copies are very convenient and I still like them I find it easier when it is in my hand. ~ I find it time consuming to navigate PebblePad. ~ I felt this format increased my workload in that I needed to continually monitor what was happening. My principal said she prefers the hard copy as does our Board of Governors. c. The ability of the e-portfolio to enhance the range and presentation of evidence in support of the Induction and EPD process A powerful feature of the Te- PNI is its ability to broaden the base of digital evidence that a teacher might use to include podcasts, videos, animation, blogs and photographs etc alongside more traditional formats such as word processed reflections, PowerPoint presentations, lesson plans, worksheets and resources created in Word. The flexibility of the e-portfolio in facilitating the creation of much more personalized portfolios with a wider range of evidence has been viewed as a distinct advantage by the vast majority of the Induction and EPD participants, 62.1% of whom rated it excellent for the purpose and 34.5% good. To quote two of the teachers: ~ It has extended my ways of adding evidence including audio, video, Photo Story PowerPoint etc. This is not possible in hard copy version. The potential it gives us to fully utilise the technologies we use in class everyday for our own CPD is huge. ~ It allowed me to present internet/computer based evidence with ease and I was able to upload samples of pupils work such as Movie Maker etc. Most Teacher Tutors concurred with this view with 62.5% rating the e-portfolio excellent and 37.5% good in respect of its flexibility to support a wider range of evidence, e.g.: 14

15 ~ Electronic evidence, videos, podcasts etc were excellent. ~ The possibilities for presenting a varied range of detail electronically is the strength of this method of organising information. ~ I think it is an excellent way of presenting evidence to support completion of Induction/EPD. Once familiar with this system of recording information a BT can upload just about anything to support and enhance their experiences in the classroom. It is not extra work for the teacher just a matter of attaching saved documents/videos/music/images/activity sheets/work cards etc. ~ I certainly looks impressive and works well for those who have previously used this format at university. ~ Allows BTs to manage their portfolio effectively, keeping records in one location for ease of usage However, one Teacher Tutor remained yet to be convinced while another felt the software could be developed much further to include better graphics and layouts. d. The extent to which the e-portfolio supports reflective practice An e-portfolio has the potential to be transformational to a teacher s practice by supporting and scaffolding their selfreflection through specifically designed and unique online tools, thus helping them to reflect on their own work and the outcomes of individual pupils, which is highlighted as a key characteristic of good quality teaching and learning in DE s School Improvement Policy Every School A Good School (DE, April 2007, p 15). The availability of a range of reflective tools within PebblePad such as the Blog, Thought, Experience and Activity tools has encouraged Induction and EPD teachers to think outside the box of the usual modes of reflection in Word format. Indeed, some teachers have even progressed to uploading podcast reflections to their e-portfolios as they feel that the ability to record their thoughts while they are fresh in their head after a lesson and upload them quickly to their e- portfolios saves them valuable time. 15

16 o Reflecting on Induction Action Plans and EPD PDAs ~ 52.4% of BTs considered the e-portfolio an excellent tool in supporting their action plan and PDA reflections, 38.1% rated it good and 9.5% average. ~ This compares closely with the feedback of Teacher Tutors who rated it 56.3% in terms of excellence, 43.8% good and 6.7% average ~ All structures are in place and easy to fill in. The reflection tools prompt you to think! ~ The facility to quickly record my thoughts while they are fresh in my head, upload them as podcasts to my PebblePad area and embed them in my portfolio saves me a lot of time. o Reflecting on Other Professional Experiences ~ 61.9% of BTs considered the e-portfolio an excellent tool in supporting their reflections on other key teaching, learning and professional experiences beyond their action plans, 28.6% rated it good and 9.5% average ~ The corresponding percentages for Teacher Tutors were 56.3% ( excellent ), 31.3% ( good ) and 12.5% ( average ). To quote one Teacher Tutor and one EPD teacher: ~ It allows BTs to become more conscious of the many competences they need to develop as teachers, therefore increasing their potential for reflection and development. ~ I organised and took part in many extra curricular activities during Induction and EPD, information and reflections on which would have been easily lost. However, I have been able to upload video and photographic evidence which isn't as authentic in hard copy format. Personal organisational skills can also be promoted through this unique system. ~ The ability to create a blog as part of my e-portfolio allows me greater freedom with thoughts and ideas rather than being restricted to writing or word processing them in prescribed formats. It is wonderful to be able to record evaluations and ideas using the different tools. 16

17 e. The ability of the Te-P to make links between core Induction and EPD activities and create a record of career wide CPD 89.6% of Induction and EPD teachers and 87.6% of Teacher Tutors rated the e-portfolio excellent and good in this respect with comments including: ~ It is easier to make links to professional development. It is not just all in one format and it is all interconnected. The e portfolio makes it easy for me to make these links. ~ It allows you to combine all aspects of professional development and it is a more secure way of presenting evidence. ~ Not only will it display my work on the various competences I have identified but it will also demonstrate my ICT skills. It will also look much more professional and will be far easier kept. ~ The e portfolio presents evidence much clearer when it is linked to a comment. In hard copy I would have to print out photos etc separately for different comments and purposes. It has excellent potential, in particular moving from school to school on short/medium term contracts. ~ Offers an easy to follow format for BTs, has great potential to keep a record of your ongoing CPD and your whole teaching career. ~ Easily shared and carried throughout a teacher s career in different schools. ~ E portfolio facilitates the identification, planning, reviewing and collaborating of career long teachers' professional development. ~ It s an excellent resource to facilitate recording of all stages of professional development. I can record information quickly before I forget. I can also edit information to enhance presentation and update CPD to date. f. The ability of the e-portfolio to support the transition from ITE to Induction, from Induction to EPD and from EPD to CPD ~ 76.2% of BTs felt that the e-portfolio wholly supported the transition, 19% partly and 4.8% not at all ~ The corresponding percentages for Teacher Tutors were 87.5% wholly, 12.5% partly and 6.3% not at all. The following comment received from a teacher throughout the year prior to the issue of the online survey underlines this point: 17

18 I have been using the e portfolio system since I started my PGCE at UU in 2008, creating ICT and SEN portfolios throughout my teaching practice. I was fortunate to be asked to continue using it for my Induction and EPD1 and currently for EPD2. I find it very accessible and a great way of collaborating with my peers, gathering evidence and documenting achievements throughout my career. I hope to be able to use if for PRSD and think that there is even scope in the future for sharing it as a form of CV with prospective employers. Post Primary EPD 2 teacher, SEELB This lends strong credence to the potential of the e-portfolio to improve the links between the key stages of a teacher s career in what Mrs La Verne Montgomery, DE, refers to as a: coherent way a continuum, spanning a teacher s career rather than, as it is currently constructed, a connected series of distinctive stages of ITE, Induction, EPD, CPD (Minutes of Evidence of the Education Committee, Northern Ireland Assembly, 21 March 2012) However, a number of preconditions, as identified by some Induction and EPD teachers and Teacher Tutors are essential for this to successfully happen: ~ With the right guidance and training (which I did receive) I would recommend the use of e Portfolio to other colleagues as a tool to support continuing PD. ~ Depends on time available to Teacher Tutor currently not enough sub cover provided. ~ It requires the buy in of all partners. ~ Have the next step to PRSD in place. There is no point in doing all of this without the next step. ~ I fully believe that this is the way forward and if only it could be continued and supported better into PRSD. 18

19 g. The value of school support visits 100% of those BTs and Teacher Tutors who availed of school based support considered it to be very helpful or helpful, elaborating with further comments such as: ~ GS visited me and was extremely helpful in explaining how to add information and design an appropriate layout. (BT) ~ G was very helpful and informative (BT) ~ The BTs really appreciated the advice from G during her visits (TT) ~ The two support visits made to my BTs were invaluable. (TT) ~ The visits provided support to BTs who began using the e-portfolio mid year and allowed them to work together on a joint project. (TT) Those Induction and EPD teachers who reported that they felt challenged by some aspects of their e-portfolio usage tended to fall within the 37.9% of teachers who either did not take up the offer of a school support visit, did not participate in a centre-based workshop or who had had no prior experience of the e-portfolio during teacher training. h. The appropriateness of online feedback and support 100% of Induction and EPD teachers and Teacher Tutors who availed of online support considered it to be very helpful or helpful. with comments such as: ~ GS provided me with very helpful feedback showing the strengths and weaknesses of my e portfolio (BT) ~ Thorough and easy to follow. (BT) ~ G was very positive and also offered tips on how I could further improve my portfolio. (BT) ~ There was an immediate feedback and appropriate response if sought. (TT) ~ I was very happy with the support and advice given in the use of e Portfolio. (TT) ~ Someone who is not very ICT minded would find PebblePad easy to use. (BT) This is substantiated by the findings of the ETI as identified in its report on the evaluation of the Induction programme for Beginning Teachers: 19

20 The Beginning Teachers value the... the constructive and insightful feedback given, particularly through the Teacher e Portfolio (p 5, s 5.4) Evidence of the Induction Programme for Beginning Teachers (ETI, Nov 2011) i. The extent to which the Induction and EPD Teachers and Teacher Tutors would recommend the e-portfolio to other colleagues Extent to Which Teacher Tutors would Recommend he Use of an e-portfolio to Other Colleagues Extent to Which Induction and EPD Teachers would Recommend the Use of an e-portfolio to Others to Support their Induction and EPD 12.5 No 10.3 No 87.5 Yes 89.7 Yes Comparative BT and Teacher Tutor Recommendations on the Use of an e-portfolio 89.7% of Induction and EPD teachers and 87.5%Teacher Tutors said they would recommend the use of an e-portfolio to other colleagues. Reasons cited included: BT REASONS FOR RECOMMENDING THE Te P It s an efficient programme much easier to complete, less labour intensive A good way of sharing resources. While it is time consuming and fiddly to work with at times, the Te P is the right direction to be heading. It allows you to work from anywhere without storage devices." I have recommended this system to others it s so simple to use once you get used to it. Details of your career are stored in one system you never have to worry about losing anything. Typing everything anyway so might as well be on PebblePad. All CPD evidence held together. It is a good way of keeping everything together in one place and it is easier to see CPD progression. TT REASONS FOR RECOMMENDING THE Te P With technology being used increasingly in education, I envisage this method becoming the norm for teachers, especially as young, newly qualified teachers are so used to presenting work in this mode. Convenience all in one place! Very easy to use and update; easily shared with others; organised sections/folders; permanent record; stored safely; less paper. I believe this tool would be useful to all teachers as a record of their professional growth and experience. The beginning teachers in PS found this method of presentation very user friendly once the workings of the system were understood. Can be transferred between jobs so the e portfolio can be regularly updated. 20

21 Conversely, a few Induction teachers found the Te-P more time consuming and said they would recommend the e-portfolio to others only if they had previously experience of Pebblepad. j. The extent to which the Induction and EPD teachers would like to continue using the e-portfolio into the next stage of their career The same high percentage (89.7%) of Induction and EPD teachers also stated that they would like to continue using the e-portfolio into the next stage of their career. Some particularly notable reasons are cited below: ~ I have completed all stages through this system and would feel it a great shame if it were not to continue. The biggest problem with the e portfolio is people's unwillingness to adapt to a new system. Individuals need to stop looking for excuses to get out of it and simply give it a go and gain experience. This is the route all aspects of education and learning are going. ~ I look forward to being able to have a career wide portfolio to hand. As I do not yet have a permanent teaching position this will be especially helpful when applying for jobs. ~ As I have my Induction and EPD 1 on e portfolio I would like to continue using it. Five years into the programme, it is encouraging to see ever increasing creative use of e- portfolios by Induction and EPD teachers and Teacher Tutors to: map, record, quality assure and provide evidence of ongoing professional development through the different career stages in one place over time collaborate with colleagues use the outcomes of each preceding career stage to establish informed targets for their subsequent professional development stage and include supporting evidence of all of this within their continuously developing career e-portfolio The majority of the participants are very positive about their e-portfolio experiences commenting on the innovative approaches to webfolios and the many ideas and inspiration for sharing forms, reports and giving feedback. 6. Teacher Recommendations to Improve the Process of using an e-portfolio for Professional Development Purposes The selection of comments overleaf illustrates some important recommendations made by the teacher participants to improve and expand the use of the teacher e-portfolio: 21

22 ~ There should be a greater emphasis on e portfolios by all teacher training colleges. ~ Extend its use to all teachers! Make it compulsory! ~ Continue Board support. Give refresher courses for Teacher Tutors on how to use e portfolios. ~ A wizard for set up would be useful. ~ It would be useful to be trained at the start of the year and to get time to assimilate information. ~ More time to effectively use e Portfolio in order that some of my teething problems can be alleviated by practice! ~ I can only say that more time and financial resources must be made available to Teacher Tutors. We used to have one day's cover allocated to support each BT during the past few years we have only had one. It is not possible to undertake this role well under these circumstances, especially now that BTs are increasingly employed on a temporary basis. The e portfolio is superb, but to maximise its impact it has to be supported by the other aspects of BT provision. We no longer have any days for internal use with BTs, which means that the range of other experiences I was able to provide for them to complement the BELB support has now diminished. I feel that this school based aspect of their support is crucial in helping them understand what they can learn from and with colleagues. 7. Optimum supporting climate for the successful use of the Te-P by Induction and EPD teachers and Teacher Tutors Research outcomes indicate that the e-portfolio works best in the following types of situation: 1. Where the Induction and EPD teacher is highly self-motivated and engages enthusiastically and confidently with ICT to not only support their pupils learning but also to evidence and reflect on their own ongoing professional development 2. Where the Induction and EPD teacher s use of the e-portfolio is encouraged and supported by an open-minded Teacher Tutor who is willing to trial the e-portfolio alongside their teacher and engage with new and alternative approaches to teacher self, peer and collaborative evaluation and reflection 3. Where the Induction and EPD teacher and Teacher Tutor avail, at least in the initial stage of e-portfolio engagement, of centre-, school-based and/or online support offered by the ELB Te-P Officer 4. Where the use of the e-portfolio by both the Induction and EPD teacher and Teacher Tutor is endorsed and recognised by the Principal as a potentially valuable tool in supporting the lifelong learning of their teaching staff 22

23 KEY: * Denotes a school with no previous Te-P experience Appendix 1: Te-PNI Induction/EPD Project Participants ELB SCHOOL TEACHER TUTOR INDUCTION/EPD TEACHER BELB Ashfield Girls HS Ms Janice Sharpe Ms Heather Joy Whitton, BT BELB Belfast Model School for Mrs Wilma Catherwood Ms Nichola Madden, EPD1 Girls BELB *Belfast Royal Academy Mr Albert Creighton Ms Leanne Craig, BT Mr Philip Cartmill, BT BELB *Bloomfield Collegiate Mrs Erica Luke Ms Tanya Castillo, BT Mr Daniel Jones, BT BELB *Botanic PS Mrs Carol Thompson Ms Anna Wright, EPD1 BELB Bunscoil Mhic Reachtain Ms Caoimhe Ní Mhearthaile Ms Caragh Ní Mhairtín, EPD2 BELB Christian Brothers Mr Martin McCaughan Ms Emma McCully, EPD1 School BELB *Colaiste Feirste Mr Seamus O Tuama Mr Ciaran O Conboirne, BT Mr Sean Hawkins, BT BELB Dominican College Mrs Margaret Bowen Mr Shane McNeill, BT Ms Grainne Stewart, BT Ms Clare Teer, EPD1 BELB *Gaelscoil na Moná Mr Gerard Larkin Ms Sinead Quinn, BT BELB Grosvenor GS Mrs Amanda Salt Ms Susie Martin, BT Ms Gemma Hamilton, EPD2 Mr Jamie Meaklim, EPD1 Mr David Platt, EPD1 Ms Laura Topley, EPD1 Ms Helen Lavery, EPD2 BELB *Hunterhouse College Mr Niall Gilmore Mr Craig Elwood, BT Ms Deborah Hunter, BT Ms Helen Jackson, BT Ms Stacey McDougall, BT Ms Caitriona McNally, BT BELB Malone College Mrs Mary Lowery Ms Niamh Cuffe, BT Mr Paul Stewart, BT Mr Andrew McCarter, EPD1 BELB Methodist College Ms Ngaire Robinson Mrs Aisling Sowney, EPD 1 Mr Conor McLaughlin, BT Ms Nicola Spence, BT BELB *Royal Belfast Academical Institution Mrs Majella O Friel Ms Lauren Woods, BT 23

24 BELB Seaview PS Ms Diane Lee Ms Rachael Wallace, BT BELB *Springfield PS Mr Steven Osborne Ms Emma Witherhead, BT BELB St Bride s PS Mrs Maire McAllister Miss Edel Campbell, BT Miss Patricia Walsh, BT Miss Sinead McCann, EPD1 Miss Anna Wegwermer, EPD1 BELB *St Genevieve s HS Mr Frank Gribbon Ms Michaela McCann, BT BELB St Malachy s College Mrs Claire White Mr Ross Corrigan, BT Ms Antoinette Fox, BT Ms Elaine Fox, EPD2 Ms Anne Graham, BT Mr Liam McGuinness, BT Mr Brian Stevenson, BT BELB St Patrick s College Ms P Stuart Mr O McCart, BT Ms Bernadette McAllister, EPD1 BELB Taughmonagh PS Mrs Sarah Mairs Mr Ryan Green, EPD 1 BELB Victoria College Mr Miguel Robinson Ms Claire Lough, EPD1 Mrs Kelly O Neill-Skelly, EPD2 Ms Marcella Cassidy, EPD2 BELB Subbing/Not in post Ms Anne Gallagher (Moore), BT Ms Laura Conlon, BT Ms Sarah Jane Lynch, BT NEELB Ballyclare PS Mrs Kim Mulligan Mr Neill Gordon, EPD 1 NEELB *Cambridge House GS Mrs McClurg Ms Kerry Young, BT NEELB Cullybackey HS Mr Robert Young Mr Richard Johnston, EPD2 NEELB *Dalriada School Dr T Hunter Ms Lesley Holmes, BT Ms Lynn Patterson, BT Ms Rachel Montgomery, BT Mr Ryan McQuillan, BT NEELB Downshire College, Carrickfergus Ms Julie McClean Ms Lyndsey Chambers, BT Ms Alexandra Kyle, BT Mr Richard Press, EPD2 Laura Kempton, BT Nikki Fry, BT Karen Peoples, BT Michael Fagan, BT Robyn Morton, BT Ruth Canning, BT Mr Mark Evans, BT 24

25 NEELB Garvagh HS Mrs Dawn Agnew Ms Rachael Newburn, BT NEELB Groggan PS Mrs Pearl Campbell Ms Sharon McCaughey, EPD1 NEELB *Magherafelt HS Mr S Fleming Mr Robin Cahoon, BT NEELB Mossley PS Mrs Margaret McNeill Ms Laura Johnston, EPD1 NEELB Slemish College Ms Dawn Mitchell Ms Una Maguire, EPD1 NEELB *St Benedict s College Randalstown, Ethna Kelly Ms Teresa Daly, BT Ms Victoria Ennis, BT Mr Mark McKenna, BT NEELB *St Paul s PS, Ahoghill Ms Martina McKillop Ms Seána Agnew, BT NEELB *St Pius X HS Magherafelt Amanda Scullion, EPD1 SEELB *Academy PS, Saintfield Ms Gillian Johnston Wood SEELB *Assumption GS, Ms Bernie Devlin Ballynahinch SEELB Bangor Academy and Mrs Elizabeth Beech Sixth Form College Ms Katherine Reid, EPD1 Mr Chris Reid, BT Mr David Campbell, EPD2 Ms Emma Heald, EPD1 Ms Sophia Jamil, EPD1 Ms Caitriona Smyth, EPD1 Ms Ashleigh Trousdale, EPD1 Mr Jonathan Bleakley, BT Ms Janice Scott, BT SEELB *Friends Prep School Lisburn Clare Monteith SEELB *Lisnagarvey HS Mr John Palmer Ms Kierinda Stanfield, EPD1 SEELB *Movilla HS Mr Ian Bell Mr James Green, BT Ms Alison Perry SEELB *Newtownbreda HS Ms Joanna McCullough Mr Philip Kemps, BT SEELB Parkview Special School, Lisburn Mrs Rachael Hunter Ms Grainne McCann, BT Ms Sarah Whiteside, EPD1 Ms Catherine Shephard, EPD1 Lynsey Curran, EPD 2 SEELB *Regent House GS Prep Mrs Judith Packham Ms Hilary Graham, BT SEELB *Rockport School Ms Rhonda Palmer Ms Stephanie Duke, BT SEELB Rowandale Int PS Mrs Frances Hughes Mr John Myerscough, BT SEELB *Spa PS Miss Rhonda Glasgow Ms Heather Bennett, BT Ms Laura Wilson, BT SEELB *The Wallace HS, Lisburn Ms Pam Brown Mr Liam Halferty, BT Ms Kellie Stewart, BT Ms Charis Elliott, BT 25

26 SEELB Subbing/Not in Post Ms Jennifer Beggs, BT Mr Tom Reynolds, BT Mr Graham Walker, BT SELB Armagh Royal School Ms Gemma McVeigh, EPD2 SELB St Paul s High School Bessbrook Mrs Siobhan Bradley Ms Orla Coulter, EPD1 Ms Edel Rice Ms Andrea Watters, EPD1 SELB Subbing/Not in Post Ms Cera McArdle, EPD1 WELB *Erne Integrated College, Enniskillen Mr Sean Murphy Ms Joanne McGovern, BT Ms Elaine Bradley, BT Ms Catherine Corrigan, BT Mrs Rhonda Croscadden, epd WELB Lumen Christi College Dr Marie Ferris Mr Conor McKinney, EPD1 Ms Gemma Thompson, EPD1 Ms Michelle Donaghey, EPD1 WELB Omagh County PS Ms Jill Funston Miss Samantha McDermott, BT WELB St Cecilia s College, Ms Isobel McNulty Ms Deirdre Jamison, BT Derry WELB Subbing Mr Paul Brady, EPD1 26

27 Appendix 2: Te-PNI Induction/EPD Project Participation Agreement Form CONFIRMATION BY BEGINNING TEACHER OF PARTICIPATION IN THE INDUCTION/EPD TEACHER E-PORTFOLIO PROJECT (Please tick as appropriate) I wish I do not wish to participate in the Induction/EPD Teacher e-portfolio Project in I used Pebblepad e-portfolio during Teacher Training/Induction/EPD 1: Yes No Name of BT/EPD Teacher: (BLOCK CAPITALS) Address of BT/EPD Teacher: Regional Induction/EPD Teacher e-portfolio Project (Te-PNI) SCHOOL NAME, ADDRESS AND CONTACT DETAILS (if in post)): Tel: Fax: ELB: BELB NEELB SEELB SELB WELB (Please tick as appropriate) 2. CONFIRMATION OF SCHOOL APPROVAL (if in post) (All fields should be completed unless the BT/EPD teacher has indicated that he/she does not wish to be part of the Teacher e-portfolio project in the school year) Participation discussed with and approved by Teacher Tutor: (Please tick to confirm): Yes Name of Teacher Tutor: Address of Teacher Tutor: Signature of Teacher Tutor: (Only required on faxed or posted copies) 27