Professional Learning on the Teacher Induction Scheme

As a probationer teacher following the Teacher Induction Scheme, you are offered a framework of professional learning opportunities. You should undertake these in the minimum 0.2 full time equivalent non-contact time afforded to you.

You could, for example:

• use 0.1 FTE for team teaching / collaborative working / observing other teachers
• use 0.1 FTE to carry out Professional Learning experiences and self-evaluation

Team teaching and collaborative working

Team teaching is an opportunity to gain a broader knowledge and understanding of the work of the whole school by learning from your colleagues.  

You can learn from others through: 

• Working collaboratively 
  • In other classed within the same subject or stage 
  • In a different stage or subject 
• Lesson observation and analysis 
  • In own subject or stage 
  • In different subject or stage 
• Work shadowing 
  • staff in the Senior Management Team 
  • experienced staff in other stages of the school or in different departments 
  • On school board/parents’ groups 
  • Support for Learning staff 
  • working with children in the pre-school environment 
  • working with parents 
  • psychological services 
  • careers officer. 

Professional Learning Experiences

Valuable professional learning experiences can include:

• Core experiences organised with your local authority 
• Carrying out self-evaluation by: 
  • Looking in detail at your planning and assess how you are meeting the needs of your pupils 
  • Reflecting on how you are progressing towards the Standard for Full Registration, which will in turn inform the discussions that you have with your supporter 
• Understanding the requirements for the induction year 
• Familiarising yourself with the professional reading resources at your disposal or studying new learning and teaching strategies. 
• Experiences identified on a personal basis which may be carried out in school or from a local authority professional learning register. These will have been identified through personal reflection and following discussions with your supporter. 
• Visiting other schools or establishments,
• Practitioner enquiry 
• Special projects involving parents or carers 
• Special projects involving the local community 
• Attending courses, meetings, workshops, conferences and other training events 
• Developing school policies and reports.