Te-PNI Regional Induction Project. Strand 3 Report

Transcription

1 A Teacher e-portfolio for Northern Ireland Te-PNI Regional Induction Project Strand 3 Report August 2008

2 CONTENTS 1. Executive Summary 3 2. Project Context 4 3. Project Programme and Evaluation Method 6 4. Key Findings Lessons Learned Conclusion Appendix 1: Te-PNI Induction Project Schools Appendix 2: Glossary of Terms Used in the Report Appendix 3: Project Initiation Document Appendix 4: Te-PNI Induction Strand Participation Agreement Form Appendix 5: Te-PNI Induction Course 1, January 2008 Evaluation Feedback Appendix 6: Te-PNI Induction Course 2, February 2008 Evaluation Feedback Appendix 7: Te-PNI Induction Day 3, May 2008 End of Project Evaluation, BT Feedback Appendix 8: Te-PNI Induction Day 3, May 2008 End of Project Evaluation, Teacher Tutor Feedback Appendix 9: Comparative BT/Teacher Tutor Rating of the Te-PNI as a Tool to Support Induction Appendix 10: Comparative BT/Teacher Tutor Rating of the Te-PNI as a Tool to Promote Better Practice 55 2

3 1. EXECUTIVE SUMMARY This report is presented on behalf of the Regional Induction/Early Professional Development Group of the NIELB Curriculum Advisory Support Service for submission to BECTA. The report presents the outcomes of the Teacher e-portfolio Induction Project which was carried out from November 2007 to June 2008 as part of a five-strand Northern Ireland Teacher e-portfolio Project which seeks to identify the potential of e-portfolio processes to map a teacher s careerwide professional development from Initial, through to Induction, PRSD, PQH and Masters Degree levels. The Induction Project involved the participation of 45 Beginning Teachers and Teacher Tutors from 21 schools across Northern Ireland (Appendix 1) under the regional coordination of the Belfast Education and Library Board, with regular monthly progress reports being presented to the Te-PNI Working Group and the Interboard Induction/EPD Group. The project was supported and funded by BECTA, promoted by the Education and Training Inspectorate and endorsed by the Department of Education in DE Circular 2007/24: Use of Information and Communications Technology in Schools. 1 Gillian Stewart Te-PNI Induction Project Manager 1 DE Circular 2007/24: 3

4 2. PROJECT CONTEXT The Teacher e-portfolio Induction Project constitutes Strand 3 of the five-strand, multi-agency Northern Ireland Teacher e-portfolio Pilot Project. Operating with the aim to integrate the Te- PNI into the Induction of Beginning Teachers, the project was conducted in accordance with the brief contained within the Project Initiation Document (Appendix 3) and in pursuit of the following objectives: To evaluate the key e-portfolio processes through which induction action planning and professional development can be promoted, recorded and evaluated; To evaluate the appropriateness of and implications for the Te-PNI Principles in respect of the Induction Programme, namely that: The Induction Teacher e-portfolio should be based on the GTCNI Revised Teacher Competences; The type of evidence and the use to which the Teacher e-portfolio can be put should be agreed across the whole profession; Beginning Teachers should develop their e-portfolio by recording, storing, reflecting, selecting and presenting evidence of their professional development; Ownership of e-portfolio content should reside with the individual teacher throughout his/her career; Each training/support organisation should provide an e-portfolio software solution that best suits its needs, ethos and training/support structures and which conforms to the agreed specification. To review how e-portfolio processes can support Beginning Teachers in their development of the GTCNI teacher competences 2 as they relate to all induction activities outlined in the Northern Ireland Teacher Education Partnership Handbook 3 ; To liaise with other Teacher Education Partners to promote deeper integration, progression and cohesion between the various career phases; To collaborate with the other Te-PNI partners in an evaluation of: 2 General Teaching Council for Northern Ireland: _professional_development_tepartnershiphandbook_pg.htm 4

5 the appropriateness of the functionality of the software used; the implications for embedding e-portfolio based professional development among all Beginning Teachers; the implications for national integration. In accordance with the project brief, 24 Beginning Teachers and 21 Teacher Tutors representing gender, location as well as controlled, maintained, primary and post-primary schools and employed on a range of permanent and temporary contracts were identified by agreement with their respective schools to take part in the project thus ensuring fulfilment of all of the above criteria as well as including the Special Education, Voluntary Grammar, Irish Medium and Integrated sectors. This wide cross-sector, cross-phase representation engendered positive feedback from many participants including the following comment from one Teacher Tutor who noted: There is a wide range of schools represented in the project controlled/maintained, integrated/irish medium, urban/rural, primary/secondary/special. This provides the opportunity to exchange ideas with other Teacher Tutors from a variety of schools who I would not normally meet. Of the 24 participating Beginning Teachers, 6 Figure 1: Employment Status of Participating were employed on part-time temporary Beginning Teachers contracts, 11 on full-time temporary contracts 29% 25% Temporary Part- Time Temporary Full- Time Permanent Full- Time and 7 on full-time permanent contracts. These statistics concur with recent research findings of both the GTCNI 4 and the University of Ulster 5 which found that only a small 46% percentage of graduate teachers (approximately 27%) secured permanent work in the school year with the majority beginning their careers in part-time and temporary posts. 4 Graduate Teacher Statistical Analysis Report, GTCNI, February 2008 (unpublished) 5 A Value Based Approach to Teacher Education, a Research Briefing produced by the Teaching and Learning Research Programme, March 2008, Number 35, Also referenced on the GTCNI website at 5

6 The Te-P Induction Project therefore not only presented an opportunity to examine the potential of e-portfolio processes to support graduate teachers in their transition from Initial Teacher Training to Induction but also to map their progression through the expectations and requirements of Induction in a climate of unstable and erratic employment. 3. PROJECT PROGRAMME AND EVALUATION METHOD Beginning Teachers were required to commit three centre-based days to the project and Teacher Tutors two days, all facilitated by additional substitute cover funding over and above that provided by the normal Induction Programme. Days 1 and 2 focused on training in the use of the Open Source Te-PNI software tool, initially developed by the University of Ulster for use by trainee teachers, while day 3 was dedicated to an evaluation of the project. Commitment to the project was strengthened by the requirement of the participating teachers to complete a Te-PNI Participation Agreement Form which was countersigned by the School Principal (Appendix 4). All other aspects of the normal Induction Programme remained unchanged with the expectation that Beginning Teachers would continue to build their Induction Portfolios back in school in e- format as opposed to the more traditional manner of storing evidence of professional development in lever arch files. Figure 2: Traditional Induction Portfolio format versus Induction e-portfolio format 6

7 All participants embraced the project very positively identifying a range of reasons and expectations at the outset for their involvement including: To make the induction process more organised, easier to access, less stressful. To explore an ICT based method of tracking professional development that enables the recording of evidence in a variety of media. To challenge existing ways of learning and recording evidence, share information and professional practice. To encourage good practice in BTs in a way which reflects what we will be doing with pupil e-portfolios from September To encourage good practice and reflection and more organised CPD. I am going to investigate the use of e-portfolio for PRSD. I am also going to look in detail at LNI as this will be the working environment we will be using for the e-portfolio. The Te-PNI will hopefully make it easier for teachers to build up a career profile. A 2 day training programme in January and February 2008, jointly planned and delivered by Gillian Stewart, NIELB Te-PNI Induction Manager and Dr Victor McNair, Senior Lecturer at the University of Ulster, aimed to support the Beginning Teachers and Teacher Tutors at key stages throughout the pilot by providing them with opportunities to: become familiar with the main features of the software tool; commence uploading Induction Action Plans and related evidence with at the elbow support; give formative feedback through discussion and completion of course evaluation questionnaires (Appendices 5 and 6), cognisance of which was taken in order to help plan and deliver further tailored support to the Beginning Teachers in response to their identified needs and requests, e.g.: the production of refined Te-PNI reference guides for use by the participating Beginning Teachers and Teacher Tutors back in school. 7

8 The centre-based training programme was supplemented by a programme of school support visits and a dedicated online course and discussion forum on the LNI network, requested by several BTs at the end of Training Day 1, to facilitate communication and the exchange of good practice. However, these tools were not in the end exploited to their fullest potential, partly because of pressure of time. The view was expressed at the final evaluation stage that such an online community of practice might be more readily embraced if it were included as an integral feature of the Te-PNI, thus precluding the need to access it separately through a different system. Figure 3: An Illustration of the Te-PNI Online Course and Discussion Forum provided through LNI As the action plan interface and terminology of the university developed e-portfolio differed from those long used with Beginning Teachers in the Induction phase (Figures 4 and 5), the follow-up school visits proved to be important in providing tailored guidance to the Beginning Teachers on how best to map their developing action plans and accumulating evidence against the Te-P format. 8

9 Fig ure 4: Th e sta nd ard Re gio nal In du cti on Act ion Pla n template Versus Figure 5: The Te-PNI Action Plan tool 9

10 The school visits also helped to highlight the use of other key features of the Te-PNI software as a means of completing further expected Induction outcomes, notably the Journal Tool to engage in reflective practice and the In-Service Course Area to present evidence of participation in professional development activities and the further development of associated and relevant GTCNI teacher competences. Valuable feedback was also obtained in respect of suggested refinements to the Te-PNI software in order to simplify the interface and make it more userfriendly and compatible with the needs of Induction, e.g. use of terminology. These were collated, regularly updated and fed back to the University of Ulster as well as published on the LNI Induction course with other e-portfolio research documents for information and reference. A third and summative evaluation day at the end of May 2008 provided Beginning Teachers and Teacher Tutors with the opportunity to: participate in evaluative feedback discussions alongside the Project Manager, Dr Victor McNair (UUJ) and members of the regional Induction/EPD Team; complete end of project questionnaires with quantitative and qualitative response opportunities tailored to draw on the different experiences of the BTs and the Teacher Tutors with the Te-PNI process, the former as constructors, the latter as viewers (Appendices 7 and 8). In addition to inviting the participants to reflect on their reasons for using the Te-PNI and to comment on challenges encountered, the questionnaires also sought to elicit their views on the potential of the process to: support and map core aspects of Induction work including: the completion of Induction Action Plans; the identification of professional competences for development; the recording of evidence; reflective practice; attendance at professional development courses; promote better practice; support progression to Early Professional Development. 10

11 4. KEY FINDINGS While the following analysis of the questionnaires and feedback identifies a number of challenges to be overcome, particularly in relation to the need for more consistent use of terminology and the development of an e-portfolio software tool which are flexible enough to address all stages of the teacher education process, it also highlights much enthusiasm for and approval of the Te-PNI process. 4.1 THE Te-PNI AS A TOOL TO SUPPORT INDUCTION An examination of the responses to the questions in this section of the questionnaire (Appendix 9) reveals that the majority of Beginning Teachers and Teacher Tutors rated the Te-PNI as at least a good tool to support each of the following core aspects of the Induction Process with percentage responses as follows: Teacher Tutors Beginning Teachers Completing Action Plans 60% 75% Identifying Competences for 40% 45% Development Linking and recording 60% 60% evidence to Action Plans Recording in-service CPD 45% 45% Reflecting on teaching 45% 60% Figure 6: Comparative BT/Teacher Tutor Rating of the Te-PNI as a Good Tool to Support Induction Furthermore, in terms of recording evidence of in-service professional development, 35% of the Beginning Teachers also rated the Te-P as excellent with suggestions being made to link the in-service section automatically to the regional CASS Induction Programme, thus simply requiring the Beginning Teacher to select a course from a pre-set menu as opposed to having to type in the course details each time. 11

12 Figure 7: An example completed Record of In-Service Training using the Te-PNI model However, it is also important to note that a small percentage of Teacher Tutors rated the Te-PNI as poor in respect of action planning (10%), competence identification (10%) and the recording of in-service CPD (5%), perhaps partly borne out of their usage with the more traditional hard copy format, which some found less confusing, and also out of their different engagement with the software as viewers instead of constructors. 4.2 THE Te-PNI AS A TOOL TO PROMOTE BETTER PRACTICE Both Beginning Teachers and Teacher Tutors were asked to rate the potential of the Te-PNI as a tool to promote better practice through: Easier viewing of teacher competences; Easier linking of teacher competences to teaching; The use of competence levels to promote greater reflection on the stage of professional development achieved; Greater reflection on the action planning process as a result of the input screen format; Bringing all of the Induction Activities and related evidence together in one place; Using the journal tool to support development as a reflective practitioner. 12

13 As highlighted in Appendix 10, 80% of both Beginning Teachers and Teacher Tutors not only agreed that the competences were easier to view but also that the e-format made it easier for them to link competences to teaching and professional development activities. IDENTIFIED COMPETENCES FOR DEVELOPMENT (Competence Level in Brackets) Figure 8: An Illustration of Competences Linked to Teaching Furthermore, while a majority affirmative response is recorded from both sample groups in relation to the use of competence levels to encourage greater reflection, 60% of Beginning Teachers and 85% of Teacher Tutors respectively, only a minority of 15% of Beginning Teachers did not consider the level descriptors below to be of benefit to the reflective process. COMPETENCE LEVELS FOR DEVELOPMENT Figure 9: Competence Levels 13

14 While, on the one hand, some Beginning Teachers found the continuous cross-referencing of goals/actions and evidence to be laborious on the Action Plan Input Screen, others (50%) conversely felt more positive about the process, some commenting that the very fact that the layout differed from the traditional format, made them inadvertently engage more carefully with the process, thus helping them to develop a better knowledge and understanding of what was entailed and building their confidence in the action planning task. Teacher Tutors, however, gave a more measured response with 35% considering the action plan screen to be of direct benefit to the reflective process while 55% remained uncertain and 10% disagreed. Both sets of respondents unanimously concurred that it was helpful to have induction activities and evidence stored in the one place (70% of BTs and 90% of Teacher Tutors), some extolling the advantages of being able to map Induction and see all the evidence together such as PowerPoint presentations and video clips etc alongside areas for development at the click of a button, anytime/anywhere. However, 10% of both Beginning Teachers and Teacher Tutors disagreed, some of the former stating that they found the Te-PNI more time consuming and more of a challenge because you had to deal with new software and terminology while some of the latter felt that it was quicker and more straightforward to view a file with paper evidence at a glance which was also easier to present to the Board of Governors. Only 40% of Beginning Teachers and Teacher Tutors felt that the journal tool supported reflective practice. However, as the majority preferred to upload their reflections as Word documents as opposed to typing straight into the journal, it could perhaps be argued that not all fully appreciated or exploited the potential of this feature to keep ongoing formative reflections. Indeed, school visits highlighted a varied approach to the reflective process with some BTs engaging in excellent yet succinct analytical reflection, several using the journal tool, while others produced more descriptive pieces. 14

15 Figure 10: An illustration of a completed Te-PNI Journal screen There can be no doubt of the talent of these young practitioners who work hard and with such commitment and enthusiasm to meet the pressures and requirements of Induction while planning and delivering creative lessons to stimulate and engage their pupils. However, as reflective practice is at the very heart of both the Induction process and the current drive towards school improvement, it is important to draw attention to the different ways of engaging in evaluation, including the maintenance of a reflective journal alongside peer evaluation, discussion and Teacher Tutor observations, to bring about improvement in the experiences of the pupils and the standards which they achieve. 6 An e-journal could, if well executed and shared, as appropriate, with others for the purposes of evaluative discussion and feedback, play an invaluable role in the process. 6 The Reflective Teacher (ETI 2005): 15

16 4.3 IDENTIFIED DRAWBACKS OF THE Te-PNI SOFTWARE A number of challenges were identified in respect of the following broad areas: A complicated user interface including an inflexible Action Plan input screen which differs in layout from that of the traditional format, is not chronological or numerical and does allow for the inputting of new information between existing items; Different (and ultimately confusing) use of terminology from that used in the schoolbased Induction Programme; Uncertainty for the BTs on where to upload core documents such as Interim and Summative Reports and also for the Teacher Tutors on where to view them; Language and technical bugs which sometimes made it difficult to access previously inputted details or to add new information and evidence; The timing out of large documents, e.g. Video footage, Photos and PowerPoint presentations, before the document upload is complete; Restricted storage space. While some BTs found this frustrating, it also generated important discussion and debate on the need to be more selective when choosing evidence for storing in e-format. While, in spite of the above glitches, many Beginning Teachers welcomed having all information at the touch of a button in one place, a significant number opted to keep hard copies as backups in the event of valuable evidence being lost during this embryonic stage of software trial and development. 16

17 4.4 THE Te-PNI AS A TOOL TO SUPPORT INDUCTION When viewed as an overall package, 67% of Beginning Teachers stated that they felt it was easier to map their Induction Action Plans and professional development using the software tool, while a lower 57% of Teacher Tutors considered it easier to view the action plans of their BTs in Te-P format. Many of the BTs commented positively on the facility to input their action plan and related evidence on a step-by-step basis and considered the e-process to be less daunting than having to compile their portfolios in hard copy. Teacher Tutors also commented favourably on the more professional look of the e-portfolio and identified several clear advantages to the tool including its potential to facilitate communication with large cohorts of BTs in some post primary schools as well as support dialogue on small issues in situations where it is not always easy to have face to face discussion and contact. Mapping the Induction Action Plan and CPD in Te-P Format as Beginning Teacher - Easier or Harder? Viewing the Induction Action Plan in Te-P Format as Teacher Tutor - Easier or Harder? 5% 33% 67% Yes No 38% 57% Yes No Not Sure Figures 11 and 12: Comparative BT and Teacher Tutor Views of Te-P Action Planning However, several Teacher Tutors equally endorsed the view of two colleagues, the first who commented that that she would need more familiarisation with the tool as she was not using it regularly while the other stated that no requirement to use the software to the same degree as the BT made it more of a task to find my way round the software when viewing. Some Teacher Tutors also stated that they found the paper portfolio easier to view in hard copy while a further commented that it was a more tangible piece of evidence. 17

18 4.5 THE Te-PNI AS A TOOL TO SUPPORT PROGRESSION TO EARLY PROFESSIONAL DEVELOPMENT An overwhelming majority of both Beginning Teachers and Teacher Tutors, as indicated in figures 13 and 14 below, felt that the Te-PNI would support progression to Early Professional Development provided it is modified to new standards in line with their recommendations and suggestions in readiness for September Many positive views were registered, e.g. It makes much more sense to map progression from Induction to EPD in the one place using the same or similar format, which would always be available online, so would be difficult to lose and could be used as evidence if moving on to a new school. Several also strongly advocated the continued online availability of the competences stating that it would be great to be able to view the competences in relation to EPD just like Induction and that it would make it easier to see what needs to be addressed in EPD. Te-PNI as a Tool to Support EPD - BT Response Te-PNI as a Tool to Support EPD - Teacher Tutor Response 14% 15% 5% Yes No Yes No Not Sure 86% 80% Figures 13 and 14: Comparative BT and Teacher Tutor Views of the Te-P to support EPD 18

19 4.6 THE Te-PNI AS A TOOL TO ENHANCE THE CONTINUING PROFESSIONAL DEVELOPMENT OF TEACHERS The selection of comments below illustrates the great potential accorded by many of the Teacher Tutors to the Te-PNI as a tool to chart a teacher s career-long professional development. An e-portfolio looks much more professional and would be easier to access, maintain, develop or update Having an online record of CPD is excellent as it is so easy to lose information over time or forget what courses you ve been on. It would also be a great way of sharing examples of action plans, PDAs and encouraging professional dialogue. I would really like to see this developed so that it could be used by BT and EPD teachers plus other teaching and support staff to create and take responsibility for their own CPD set action plans, reflect on teaching, which could be linked to whole school development planning. It is very much in keeping with the concept of virtual learning which is currently being promoted throughout the entire teaching profession. This exciting pilot reinforces the value of an online environment as a means of recording and supporting CPD, something which our EPD1 teachers already appreciate as a result of participation in a dedicated six week LNI course for teachers working in special schools. We, in the Special School Sector, are delighted to have the opportunity to be at the forefront of such exciting developmental work. It forces us older teachers to keep up with new developments and encourages the use of the competences which can easily be forgotten about in day to day teaching. I think the Te-PNI has the potential to be an excellent tool, if used properly. The issue of time to achieve this must be addressed properly by the ELBs, DE and the GTCNI. It enables teachers to carry a record of their achievements to any part of the world. 19

20 5. LESSONS LEARNED The qualitative and quantitative feedback of the Beginning Teachers and Teacher Tutors has highlighted a number of key areas for development which would need to be properly assessed and addressed when planning and managing future roll out of the Te-PNI Project. These can be categorised under the following two broad areas: a) Software Challenges Software Design and Interface this needs to be modified and refined to more closely meet the needs of the user group and the Induction/EPD process; Modification Timeframe consideration needs to be given as to whether or not the existing Te-PNI Induction software can be modified in readiness for the new school year or whether an alternative solution will need to be sourced and deployed; Process of Debugging - this would need to be faster and more efficient and effective in the future; Generic Regional Software it may, in the interests of continuity and consistency, be important to consider this as an option for use by all Teacher Education Partners. b) Engaging Key Users Need to disseminate more to School Principals, especially in large post primary schools, to ensure that they remain totally apprised of the developmental work and its potential impact for whole staff CPD; Involve Teacher Tutors more actively in the process, especially as they are more viewers than constructors to ensure that they are not too distant from the process engaged in by their Beginning Teachers; Provide more: Centre-Based Training including regional cluster group meetings and twilight support sessions, as appropriate; At the elbow, School-Based Support 20

21 6. CONCLUSION This report has set out to give an honest appraisal of this ambitious, yet innovative and exciting Te-PNI Induction Project, highlighting many of the positive outcomes while simultaneously taking account of the challenges encountered along the way. Much has been achieved in the short time frame against the project aim and objectives as set out at the start of this report and in the Project Initiation Document. The following conclusions can be drawn: The majority feedback of both Beginning Teachers and Teacher Tutors signifies their positive endorsement of the key e-portfolio processes through which Induction Action Planning and professional development can be promoted, recorded and evaluated; The Te-PNI Principles have been largely proven to be appropriate when applied to Induction although more refinement of the software needs to be undertaken to ensure that the solution best suits the needs, ethos and support structure of this phase of the Teacher Education Process. Indeed several Beginning Teachers and Teacher Tutors have also argued for a standardised, regional Te-PNI tool to be used by all Teacher Education partners including the HEIs, the ELBs and schools; The capacity of the Te-P to support the development of the GTCNI teacher competences has also received majority approval from both Beginning Teachers and Teacher Tutors on the grounds that they feel it facilitates easier mapping of competences against teaching and professional development activities. Clear signals have been received in favour of this online process continuing into EPD in order to support the identification and development of the competences against the requirements and expectations of this third stage in the Teacher Education Process; The multi-agency membership base of the Te-PNI Working Group has, in a climate of major Teacher Education Review, promoted improved collaboration amongst all Teacher Education partners as they have sought to jointly assess the appropriateness of the software solution, its potential to promote improved continuity and progression from ITE to Induction and the implications for its wider integration. The resulting improving understanding and appreciation by each stakeholder of the role played by the various 21

22 partners at different stages in the Teacher Education Process is a timely response to the recommendations of a recent Survey Report of the Induction and Early Professional Development Programme for Beginning Teachers (ETI, 2005), which not only recommends closer collaboration and sharing of expertise between the regional Curriculum Advisory and Support Service and the Higher Education Institutions but also the development of online provision for the professional development of Beginning Teachers through joint pilot work. In view of the significant progress made and the important lessons learned over such a brief period, we feel it would be vital for the project to continue into Phase 3 so as not to lose the current momentum and the interest and commitment of the teachers involved. It would be important to continue to refine an appropriate Te-PNI software solution in line with the valuable feedback and recommendations of the Beginning Teachers and Teacher Tutors so as to be able to continue to assess the effectiveness of the Te-P processes for those progressing from ITE through to Induction and EPD who participated in Phase 2 of the project as well as those moving between schools on short-term contracts. Several Teacher Tutors have commented that it is good to see provision like this being made for the CPD of teachers. It is, indeed, very important that we keep abreast of e-portfolio developments elsewhere in the world and that we provide teachers here with the same e-portfolio opportunities enjoyed by those in other professions including medicine and law. To quote one Beginning Teacher: I found this e-portfolio project to be very exciting and innovative I think it is really good that you can keep an electronic record of your training and development throughout your teaching career. Hopefully I will get the opportunity to continue working on this project through my Early Professional Development and beyond. In conclusion, one final quote from the Teacher Tutor who was perhaps the most challenging and questioning of all but who was, in the end, won over by the Te-P process: It would be a backward step for EPD 1 and EPD 2 evidence to be presented in hard copy. This is high recommendation indeed! 22

23 Belfast Education and Library Board Ashfield Girls School Bunscoil Bheann Mhadagáin Sacred Heart Boys School St Therese of Lisieux Primary School St Teresa s Primary School Sydenham Infants School Taughmonagh Primary School Victoria College North Eastern Education and Library Board D H Christie Memorial Primary School, Coleraine South Eastern Education and Library Board Lisnagarvey High School, Lisburn Parkview Special School, Lisburn Saintfield High School Southern Education and Library Board St John s Primary School, Middletown, Armagh St Paul s High School, Bessbrook Tandragee Primary School Western Education and Library Board Bunscoil Cholmcille, Derry Gillygooley Primary School, Omagh Oakgrove Integrated College, Derry Omagh Academy St Mary s College, Derry St Patrick s College, Derry Appendix 1: Te-PNI Induction Project Schools 23

24 Appendix 2: Glossary of Terms Used in this Report BECTA British Education and Communications Technology Agency CASS Curriculum Advisory Support Service the Teacher Support Unit of the 5 Education and Library Boards in Northern Ireland CPD C2K DE EPD ETI GTCNI HEI ITE LNI NIELB PQH PRSD UUJ Continuing Professional Development Classroom 2000: The Managed ICT Service of the 5 Education and Library Boards in Northern Ireland Department of Education for Northern Ireland Early Professional Development Education and Training Inspectorate General Teaching Council for Northern Ireland Higher Education Institution Initial Teacher Education Learning Northern Ireland Public Web Portal: part of C2K, Northern Ireland s ICT managed Service Northern Ireland Education and Library Boards Professional Qualifications for Headship Performance Review and Staff Development University of Ulster, Jordanstown 24

25 Appendix 3: Appendix 10: Comparative BT/Teacher Tutor Rating of the Te-PNI as a Tool to Promote Better Practice BT Rating of Te-PNI as a Tool to Promote Better Practice No of Respondents Agree Not Sure Disagree 2 0 Competences easier view ed Easier linking of competences to teaching activities Competence levels encouraged greater reflection on development Deciding on Areas for Development and engaging in the Action Planning process Having induction activities and evidence in one place w as helpful Journal tool supported my reflective practice None of the above No of respondents Teacher Tutor Rating of thete-pni as a Tool to Promote Better Practice Competences easier view ed Easier linking of competences to teaching Competence levels encouraged greater reflection Action plan screen encouraged more reflection on process Having induction activities and evidence in one place w as helpful Journal tool supported reflection None of the above Agree Not Sure Disagree Induction easier to complete usingte-pni 25