For Facilitator Use Only

For Facilitator Use Only
Facilitator: Welcomes NQTs to the evening. Introduces self briefly-school, teaching/mentoring other relevant experience, empathises with NQT – what it was like for you (facilitator) when you started teaching. Delighted to have the opportunity to work with and support NQTs. It is important to note that some teachers attending may not be in their first year teaching but wish to attend professional development and they are very welcome... However, the workshop is designed specifically for NQTs in their first year teaching in a mainstream class. Also acknowledge that all NQTs may not be employed at the moment but that all are very welcome. It is important that NQTs have a chance to introduce themselves in small groups, and where possible/appropriate in class groupings. Planning and Preparation (Primary) NIPTWS02 © NIPT

Working together in the workshops will involve…
For Facilitator Use Only Working together in the workshops will involve… Confidentiality Participation Contributing to group learning Asking questions/clarifying issues Taking responsibility for your own learning Please check that your phone is off for the duration of the workshop Please remind NQTs of the protocols of working together as part of the workshop programme. The key points to highlight are: Confidentiality - To be explained clearly - NQTs are asked not to mention names of schools, children, teachers or parents/guardians when discussing work/school issues. Participation and Engagement - Contributing to group learning, asking questions/clarifying issues, positive interaction with peers and facilitator. Communication with all parties involved will be carried out in a manner which is professional, collaborative and based on trust. If an NQT has an issue which is of particular concern to them, invite them to please speak with you when the session ends. If they wish to raise an issue with regard to organisational aspects of the workshop programme then refer NQTs to Director of local EC. If they wish to raise an issue with regard to any other aspect of the workshop programme then refer NQTs to NIPT. © NIPT

For Facilitator Use Only What would I like to know about planning?
Questions… What would I like to know about planning? Activity 1: Questions on Planning a. Individual Task: Ask each NQT to reflect and answer the following question regardless of how trivial they may think it is: “What questions do you have around planning and preparation at the moment”? b. Group Discussion: NQTs discuss within their group the above question and record questions on flip chart sheet in middle of table. Facilitator will collect completed flip chart sheets to feed into the discussion later in the workshop. Note to Facilitator regarding NQTs teaching in a Special Class/Resource position: At this stage of the workshop you may become aware of NQTs who are teaching in a Special Class/Resource context. If NQTs are asking specific questions regarding planning for pupils with SEN, the facilitator may wish to speak to them after the workshop to discuss the guidance and support available for them from NIPT and also to refer them to the guidelines on the planning section of the teacher induction website. © NIPT

For Facilitator Use Only What is the purpose of planning?
Activity 2: Quick Think on the question “What is the purpose of planning?” Discuss with group on the rationale for planning. Tutor notes: Professional responsibility Monitor learning Move children forward Roadmap for weekly/termly schemes Assessment for/of learning To account for individual needs/differentiation Resources Focus teaching © NIPT

Key Message 1 ALL TEACHERS HAVE A PROFESSIONAL RESPONSIBILTY TO PLAN Facilitator refers to Rule 126 in Probationary Guidelines (Refer to Blue book). NQTs teaching in a Special Class/Resource position: At the beginning of the workshop Facilitator informs NQTs that guidance on planning for NQTs teaching in a Special Class or Resource context is available for them in the planning section of the teacher induction website. Sample plans and templates are outlined and advice on compiling an assessment folder for pupils with special educational needs is also available. © NIPT

Planning Requirements
For Facilitator Use Only Planning Requirements Timetable Long-term plan (Termly) Short-term plan (Weekly) Cuntas Míosúil Assessment folder Facilitator distributes Planning and Preparation NQT booklets. Note to facilitator: There will be no Circular regarding probation issued from DES this year - instead please refer to the following document on ‘Procedures for Induction and Procedures and Criteria for Probation 2013/2014. See Appendix 4 page 44 and also Part 3 – Procedures for Probation in non-pilot schools (primary) pages This section (Part 3) replaces the old Circular 0029/2012. An update on this document will be available on the facilitator section of our website. Refer to NQT Booklet – criteria for probation and planning requirements – Circular 0029/2012. The elements outlined in the NQT booklet remain the same for this coming year with regards to planning and preparation. Highlight for NQTs: Long-Term Plans: One for each Term or Term 1 (Sept-Dec) and Term 2 & 3 (Jan – June) together. Short-Term Plans: Weekly NQTs teaching in a Special Class /Resource position: Remind NQTs who are teaching in a Special Class/Resource position that while the content of their plans may be different, their planning requirements are similar to NQTs teaching in a mainstream context with the addition of an Individual Education Plan (IEP). It would not be appropriate at his stage to go into detail on planning requirement for NQTs in this context. However, you may wish to discuss their particular queries after the workshop. Refer NQTs also to the specific planning guidelines/sample plans/sample templates and a sample IEP in the planning section of the teacher induction website. © NIPT

What do I need for planning?
For Facilitator Use Only What do I need for planning? Primary School Curriculum and Teacher Guidelines Probationary Guidelines School Plan Long-term planning: draft guidelines Short-term planning: draft guidelines Consult with Principal, staff, NQTs from last year and other NQTs Note to Facilitator : Ensure you have a copy of the History Curriculum, Teacher Guidelines for History, Probationary Guidelines (blue look), Long-term planning: draft guidelines and Short-term planning: draft guidelines to show to NQTs. Planning Guidelines were designed in response for more clarity around planning: DES, NCCA, PDST and National Induction Programme. Emphasise draft nature of guidelines and feedback welcome by to Refer to Teacher Induction website © NIPT

Timetable: Points to Consider
For Facilitator Use Only Timetable: Points to Consider Curriculum Time Allocation for each subject Learning Support/Resource/EAL timetable School Policy Circular 0056/2011 Note to Facilitator : NB: Facilitators must ensure that sample timetables are not handed out to NQTs (as timetables vary from school to school). It is however important that NQTs understand that: Time allocation is correct. Refer to NQT Booklet for Curriculum Time Allocation. Make reference to Circular 0056/2011 Literacy and Numeracy Strategy Consult with Learning Support/Resource/EAL teacher as NQTs create their timetable. Core subjects should be taught every day (English, Irish, Maths). Take care with lunch times – eating time cannot be added to official break times. Homework is not to be included on timetable. Discuss with NQTs that it takes time to work out their timetable. Religion is not part of the evaluation process for the Inspectorate. NQTs should consult with their Principal regarding the planning of religion. Facilitator advises if NQTs still have queries about their timetable to discuss with mentor/principal/other teachers in their school. If in doubt ask principal to check that their timetable is in order. If NQTs continue to have queries regarding time-tabling or any aspect of planning, they can enquire from their education centre regarding a Professional Support Group meeting on planning. © NIPT

Key Message 2 YOUR FIRST AND MAIN POINT OF REFERENCE WHEN PLANNING IS THE PRIMARY SCHOOL CURRICULUM Note to Facilitator : Show copy of History Curriculum and Teacher Guidelines. © NIPT

Long-Term/Termly Plan
For Facilitator Use Only Long-Term/Termly Plan A long-term plan should provide an overall summary of the aims to be achieved in each subject area Refer to NQT Booklet to access Long Term/Termly Plan template © NIPT

Long-Term/Termly Plan Term Class Level Subject Aims Content Strands and strand units An overview of the content objectives to be taught and/or examples of learning activities Skills and concepts to be developed Approaches and Methodologies Resources Differentiation Assessment Linkage and Integration Activity 3: Creating a Long-Term/Termly Plan Invite NQTs to record the information you will be outlining on long-term planning in their NQT Booklet. Facilitator goes through each heading in detail using the notes outlined in Notes for Facilitator Only page 1. NQTs record key points to remember on Long-Term Planning template. Facilitator will make reference to Methodologies (Refer to NQT Booklet), Differentiation (Refer to NQT Booklet) and Assessment Methods (Refer to NQT Booklet). Allow NQTs time to scan these booklet pages. © NIPT

Short-Term/Weekly Plan
For Facilitator Use Only Short-Term/Weekly Plan Short-term planning takes the work outlined in the long-term plan and details what the pupils will be enabled to learn, how they will learn and how the learning will be assessed Refer to NQT Booklet to access Short-Term Plan template. © NIPT

Short-Term/Weekly Plan
For Facilitator Use Only Short-Term/Weekly Plan Date Class level Subject Strand - Strand Unit Content objective/s Skills (Where appropriate) Learning objectives (Informed by strand, strand unit, content objectives, the skills and concepts to be developed) Learning activities (Informed by approaches and methodologies in Long-Term Plan) Resources Differentiation Assessment Linkage and Integration Reflection Activity 4: Creating a Short Term Plan Invite NQTs to record the information you will be outlining on short term planning in their NQT Booklet Facilitator goes through each heading with NQTs using the notes outlined in the Notes for Facilitator Only page 2. NQTs note key points to remember on short term planning template. Facilitator will make reference to Methodologies (Refer to NQT Booklet), Differentiation (Refer to NQT Booklet) and Assessment Methods (Refer to NQT Booklet). Remind NQTs: for short-term planning see and look for planning guidelines which has examples of what to write under the various headings. Weekly Reflection Document: Bring NQTs attention to the sentence in the Reflection section at the bottom of the short term planning document: Refer to Teacher Reflection Document on page 20 to support your short-term planning. Allow NQTs time to scan the Weekly Reflection document in their NQT Booklet. Facilitator explains that NQTs may wish to reflect on one or two of the prompts outlined in the document or they may wish to use their own. They can then record their reflections each week on the Weekly Reflection document which is available in the planning section of the teacher induction website. Highlight that this document enables NQTs to reflect on each week's teaching and learning rather than on each subject area. This reflection will help inform their future planning. © NIPT

Key Message 3 THE MAIN FOCUS OF YOUR PLANNING SHOULD ALWAYS BE THE LEARNING NEEDS OF THE PUPILS IN YOUR CLASS © NIPT

What do I want my pupils to learn this week? Learning Objectives How am I going to achieve what I have outlined in my learning objectives? How will I know if the pupils have learned it? Learning Activities Assessment What needs to be in place for effective teaching and learning? Facilitator shows each question one at a time and asks NQTs to relate the questions to the short-term / weekly headings. Refer to NQT Booklet where this slide is outlined. Resources Differentiation © NIPT

Writing Learning Objectives Points to remember:
For Facilitator Use Only Writing Learning Objectives Points to remember: Choose content objective(s) and skills appropriate for the short-term/weekly plan. Refer to long-term/termly plan Break down the content objective(s) into manageable learning objectives Write the learning objectives as they unfold in a sequential order Start with an action word e.g. Identify, Describe, Compare… Facilitator outlines briefly the important points to remember in writing a learning objective (as described above). Facilitator explains that they are now going to explore writing learning objectives and learning activities using the Science curriculum for First and Second class - Refer to NQT Booklet where these points are outlined. NQTs teaching in a Special Class/Resource position: Inform NQTs who are at present teaching in a Special Class or in a Resource position that the process of writing a specific learning objective is similar to writing a learning target for pupils with special educational needs. Each step of the process is described in detail in the next 3 slides © NIPT

Step 1 Choose the content objective(s) appropriate for the short-term/ weekly plan Refer to long-term/termly plan. Refer to NQT Booklet where sample content objectives are outlined from 1st/2nd class Science Curriculum (page 46). Refer to Notes for Facilitator Only page 3 for suggestions. Step 1. Choose the content objective/s appropriate for the short-term/weekly plan. Refer to long-term/termly plan Writing Learning Objectives 1st/2nd class Science Curriculum page 46 Strand: Materials. Strand unit: Properties and characteristics of materials. Content objectives (from curriculum) The child should be enabled to : a) Identify and investigate a range of common materials used in the immediate environment: Food and ingredients, materials used to construct buildings, materials used to make furniture, materials used to make clothes, materials used to make tools, materials used to make toys, school equipment. b) Describe and compare materials, noting the difference in colour, shape and texture c) Begin to distinguish between natural and manufactured materials. © NIPT

Step 2 Adapt the chosen content objective(s) and skills where appropriate Facilitator explains that the teacher now considers the learning needs of the pupils in his/her class and the time allocation for that subject. He /she then decides what exactly he/she wants the children to learn for that week. Content objectives are then adapted and broken down into learning objectives. Step 2 Adapt content objectives and skills where appropriate: The child should be enabled to: a) Identify and investigate a range of common materials used in the immediate environment: materials used to construct buildings. b) Describe and compare materials, noting the difference in colour, shape and texture. Skills (adapted): Investigating, questioning, analysing and communicating. © NIPT

Step 3 Write learning objectives (What exactly I want the children to learn this week) Step 3 Three or four specific learning objectives are written using an action word at the beginning of the sentence. NB: Learning objectives are specific, attainable, realistic and can be assessed. See next slide © NIPT

Learning Objectives The children will: Identify 3 or 4 materials used to construct buildings Describe these materials, noting differences in colour, shape and texture Propose suitable materials for use in different areas of a building Refer to NQT Booklet to text box on sample learning objectives where NQTs are invited to record the three learning objectives. Facilitator brings to NQTs’ notice that each objective starts with an action word. © NIPT

Learning Activities Quick-Think: KWL on materials used in construction of buildings. Talk and Discussion: Teacher shows a variety of materials to class e.g. plastic, fabric, stone, wood, glass, rubber, iron. Pupils name and describe materials used in construction of buildings, with the correct terminology. Whole class. Free Exploration of Materials: a) In pairs pupils explore 3 chosen materials and describe their colour, shape and texture b) Using 2 materials compare both in relation to colour, shape and texture. Collaborative Group Work: Using 3 areas of a building, pupils choose appropriate material for those areas, using these questions as a prompt: What is the name of the material? Why choose this material? Is there another material more suitable? If so, why? Teacher assigns roles to groups. Oral Feedback: from each group to class by reporter. Refer to NQT Booklet where this slide is outlined. Learning Activities Facilitator stresses that learning activities are linked to the specific learning objectives outlined in the weekly plan. Remind NQTs also that the overview of methodologies (NQT Booklet) will also be referred to when writing learning activities. Bring NQTS’ attention to the questions in their booklet. These questions may assist NQTs to create appropriate learning activities: How am I going to achieve the learning objectives I have outlined in my weekly plan? What will the teacher be doing? What will the pupils be doing? © NIPT

Writing Learning Objectives
For Facilitator Use Only Writing Learning Objectives List Draw Describe Name Order Sequence Match Label Predict Arrange Group Give examples Create Solve Select Design Invent Infer Categorise Analyse Apply Justify Verify Prioritise Facilitator invites NQTs to sit in their class groupings. Be aware that some NQTs may not have a class at present and so may choose an age group they are most interested in or find most challenging. NQTs teaching in a Special Class or Resource position may choose an age group that reflects the level of ability of the pupils they are teaching at present. Refer to NQT Booklet for the action words outlined on this slide. Emphasise the importance of beginning each objective with an action word. Facilitator shows slide “Writing Learning Objectives” again (6 slides back) to remind NQTs how to write a learning objective as they engage in this activity. Activity 5: Writing Learning Objectives Refer to NQT Booklet pages for History Curriculum. NQTs choose the one most relevant to them: Infants, First and Second, Third and Fourth, Fifth and Sixth. In pairs, NQTs write learning objectives using the action words specified. The group are asked to write the objectives for one week in History (1 hour) for the relevant age group that they have chosen. NB: It is important that the facilitator gives ample time to this activity and goes from group to group supporting NQTs who may find it challenging to write specific, measurable, attainable, realistic short term learning objectives. Feedback: It is also important that NQTs are allowed feedback their objectives to the larger group so that they can tease out and learn together how to create a specific learning objective. Bring to NQTs’ attention Bloom’s Taxonomy of questioning on pages of Assessment in the Primary School – Guidelines for Schools (NCCA 2009) and the importance of using the higher order action words outlined in the third column above. Activity 6: Writing Learning Activities When the group has completed writing their learning objectives, NQTs are asked to consider what activities would work well to achieve these objectives. Highlight the fact that the learning activities should link directly with the specific learning objective already chosen. Refer NQTs to their booklet where methodologies are outlined. Remind NQTs that these methodologies inform their learning activities. Remind NQTs of the following questions. How am I going to achieve the learning objectives I have outlined in my weekly plan? What will the teacher be doing? What will the pupils be doing? Feedback: NQTs are invited to feedback their list of activities to the larger group. © NIPT

Assessment Folder Section A: General Class Records Section B: Pupil Profiles Builds a picture of your class and also a picture of each pupil, in terms of their learning Samples of work should be relevant to what you wish to communicate about that pupil’s learning Refer to NQT Booklet for guidance on Assessment folder and for Assessment methods across the curriculum. Assessment Folder: Facilitator poses the following questions 1. “What is the key purpose of creating an Assessment folder? 2. “What do you intend to do with the information in the Assessment Folder? At the end of the year you will have an overall picture of the pupil. Facilitator talks through the headings above. Facilitator Notes: Gathering the information in the Assessment Folder is not an end in itself. The use you make of the information is more important. The information can be used to support you when… Reporting on the pupil’s learning progress and achievement to parents and other relevant people such as the SEN teacher, the principal or the school psychologist. This use of the assessment information is called Assessment of Learning (AoL). Identifying the next steps to be taken by the teacher and the pupil to improve the learning. For example, you might think about what does this sample of the pupils work tell me about what I now need to do to help him/her improve? This approach to assessment is called Assessment for Learning (AfL). *It is important to remember the purpose of the Assessment Folder when making decisions about what you might include in it. © NIPT

For Facilitator Use Only YOUR PLAN IS A WORKING DOCUMENT
Key Message 4 YOUR PLAN IS A WORKING DOCUMENT Facilitator emphasises that the long and short term plan (in particular) are working documents that can be altered or commented on throughout a week. A plan that has annotations , comments and changes is a well used plan and shows reflection on the part of the teacher (Burke 2011). © NIPT

Workshop Reflection What do I need to do?
For Facilitator Use Only Workshop Reflection What do I need to do? Write down the first 3 steps you need to take in order to develop your planning… Activity 7: Reflection Refer to NQT Booklet – Here NQTs are asked to record the first 3 steps they need to take in order to develop their planning. Ensure you include NQTs who are teaching a Special Class/Resource, those who are subbing and NQTs who are not currently working. Suggestions: Access planning templates and documents on Teacher Induction website. Access NCCA website and explore how planning tool works. Start your planning in a subject area that you are most familiar with e.g. P.E. and also choose a core subject area e.g. Maths. Consult with Principal, staff, NQTs from last year and other NQTs. © NIPT

Frequently Asked Questions
For Facilitator Use Only Frequently Asked Questions Do I have to do weekly notes and do I have to hand them up on a Monday morning? What if my notes are on my laptop and I have not got a hard copy of my weekly notes to hand? When should my long-term notes be ready? Can I do long-term notes term by term? Are bullet points acceptable when writing up notes? Is the Cuntas Míosúil important? In my school they tick off what they do at the end of the month. Is that acceptable for me also? Activity 8: Frequently asked questions In the large groups NQTs are invited to do a “quick think “and answer the above questions. Refer to Notes for Facilitators Only pages 4 and 5 for answers. Refer to NQT Booklet to record answers © NIPT

Frequently Asked Questions
For Facilitator Use Only Frequently Asked Questions A PE teacher comes into the school every week for an hour to teach PE. Do I have to plan for or teach PE? The Resource teacher has told me not to worry about the pupils who go to her every day as she has an IEP done for each of them. Does that mean I don’t have to include those pupils as part of my planning? I’m not sure where to start with my planning. There’s so much to do… Where will I start? I feel under pressure to cover the content in the textbooks for my class while I’m using the curriculum for my planning. How do I manage to get the balance right? FAQ Continued In the large groups NQTs are invited to do a “quick think “and answer the above questions. Refer to Facilitator Only Notes pages 4 & 5 for answers © NIPT

Resources NCCA PLANNING TOOL Facilitator shows NQTs NCCA website. Depending on time constraints facilitator demonstrates how NQT can access various sections. What guidance has been given on planning to probationary teachers? Guidelines on planning are available in both Irish and English on the NIPT website: professional support groups can be organised at EC level. Therefore, no situation should arise where a probationary teacher is not aware of the requirements for planning. © NIPT

Questions on flip chart
For Facilitator Use Only Questions on flip chart Facilitator and NQTs check if the original questions posed by NQTs have been answered throughout the planning workshop. Facilitator reminds NQTs, should they require further support in planning, they inform their education centre so that a Professional Support Group meeting on this topic can be organised. NQTs teaching in a Special Class/Resource : Emphasise that teachers who are at present teaching in a Special Class or in a Resource position may also request a Professional Support Group meeting to support them in any aspect of their planning. © NIPT

To ask for support is a sign of strength…
Additional Support Professional Support Groups NIPT School Support Service Contact the NIPT Please ask your Facilitator or EC for the contact details of the NIPT RDO assigned to your EC Key Message: Refer again to motto for The National Induction Programme for Teachers. Asking for support is central to professional development. Remind NQTs of date for next session. Remind NQTs that they can: Ask their principal to apply for the NIPT School Support Service by completing the NIPT School Support Service Request Form at and returning same to NIPT office. School support is available to support NQTs in their planning and their classroom practice. Request Professional Support Groups – Additional support in small group settings in the areas of Numeracy, Literacy, Planning, Assessment, Multi-grade, Resource teaching, 90 minute duration. Available on request to Education Centre by NQT. To ask for support is a sign of strength…

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