In a Secondary School, - What Could I Use the Beginning Teacher Time Allowance to Do?

These ideas include tasks that e ery teacher should !e com"leting as good teaching "ractice# $ighlight these and incor"orate into yours# You could use the beginning teacher time allowance to: (at times) plan and prepare work; find, evaluate, and develop resources; develop job-related skills, such as the use of technolog in teaching; evaluate our students! work, identif their further learning needs, and provide them with feedback; do professional reading; familiarise ourself with assessment information, techni"ues, and reporting re"uirements; write reports for parents; meet with the special needs co-ordinator to plan and evaluate programmes for individual students with special needs; evaluate units of work and make notes and adjustments for future reference; meet with our supervising#tutor teacher or the $%& co-ordinator; seek out other teachers, including school advisers, who can further our knowledge and understanding of the curriculum, classroom management, and assessment; participate in departmental, school, or e'ternal professional development opportunities; observe in another teacher!s classroom; observe our own class, or a group of our own students, being taught b another teacher; undertake team teaching with our supervising teacher or another teacher; familiarise ourself with the resources and technolog in the local communit , such as at museums, the librar , and science and resource centres; reflect on our professional learning and maintain a teaching journal or diar ; liaise with support people such as the guidance counsellor, the dean, the ()*+ teacher, the reading resource teacher, the school nurse, or other specialist teachers in the school or communit ; set personal goals and create a professional action plan for our own learning; prepare for school events, such as camps, visits, and parent da s; familiarise ourself with the school!s policies and procedures,

What Documentation Do I %eed to &ee"?

&ee" in a 'ile or 'older 'or auditing, i' re(uired# -s a self-managing professional, it is important that ou keep a record of our teaching "ualifications, our teaching e'periences, and the professional development that ou have undertaken, &his documentation includes records of our advice and guidance programme . records that must be endorsed b our supervising#tutor teacher,

&hese records are important in the following wa s: &he ma be needed when ou appl for full registration, (&he /ew 0ealand &eachers 1ouncil ma re"uire ou and the school to provide evidence of the advice and guidance process ou have undertaken, ) &he will be needed if ou take up a position in another school before our two ears of provisional registration are completed, 2efore accepting a position at a new school, make sure that the principal or supervising teacher there understands our need to continue with an advice and guidance programme and is prepared to provide ou with ongoing guidance that builds on the support ou have alread received, &he must link to the )atisfactor &eacher 3imensions, &hese records ma also form part of our curriculum vitae and will be re"uired when ou appl for teaching positions both in /ew 0ealand and overseas,

What Do I %eed to &ee"?

You should keep: a record of the advice and guidance programme and who provided it; a record of the lessons that have been formall appraised and of the feedback ou have received; a record of the lessons in which ou have been observed b other teachers and of the feedback ou have received; a record of the professional discussions and meetings (both formal and informal) ou have had that have been directed at improving our abilit as a teacher; records of the professional development courses ou have attended, both those provided b the school and those provided b an e'ternal agenc ( ou might also note an professional development needs that the school was unable to provide); reflective notes to inform our teaching on our: . lesson planning and preparation; . teaching practices; . understanding of students! learning; . developing curriculum knowledge; . developing knowledge about and use of assessment information; . classroom management; . interactions with students; . interactions with parents,

Written Documentation )e(uired 'or *o ing to +ull )egistration

&he re"uired documentation will include: -n outline of our advice and guidance programme for ear one and ear two, - cop of our job description, Your supervising teacher!s or principal!s records of observations of our teaching, &hese ma include e'amples of plans that ou have developed for our class, Please ensure that there are samples from both years of your advice and guidance programme. - record of our reflection on our teaching, &his ma include reflections on: . advice that ou have been given b our supervising#tutor teacher; . how the advice given helped or didn!t help our teaching; . new strategies that ou have tried in the classroom, . the meetings that ou had with our supervising#tutor teacher, %ecords of meetings with our supervising#tutor teacher showing how often ou met, what goals were set and how and when the were met, what other issues were discussed, and so on, &his ma be demonstrated through our job description or our latest annual appraisal, . evidence of our professional development,