Connect, Achieve and Engage are three GTC professional networks enabling different groups of teachers to share knowledge and access support. Bea Oaff finds out what’s on offer.
If you’re leading continuing professional development (CPD); promoting racial equality and diversity in schools; or taking the first steps in your teaching career, the GTC has a network specifically designed to support you. While Connect, Achieve and Engage are targeted to meet the needs of different audiences, they share similar overall aims.
These include supporting teaching practice and providing a link between teachers nationwide to share ideas, strategies and expertise. They also act as a one-stop shop for
research, resources, news and events.
The GTC’s professional networks manager, Shiraz Chakera, says: 'This year we plan to strengthen the work of our professional networks. There’ll be more opportunities for local authorities to benefit from the knowledge, research and expertise available through the networks. We are also keen to run an enhanced programme of collaborative conferences and workshops.'
Engaging new teachers
Launched two years ago, Engage is the GTC’s latest network. Engage is for new teachers and those who support them, such as induction tutors and mentors. Through Engage, new teachers can:
- hear about national initiatives and research
- put forward ideas to inform the GTC’s national policy work
- build networks with other new teachers.
A regular electronic newsletter keeps everyone up-to-date. So far, articles have included suggestions on early professional development (EPD), a guide to useful websites and a first-hand account of one teacher’s induction year.
Joanna Pelleymounter is a keen advocate. 'Coming out of a PGCE and taking on our own classroom is a huge step,' says Joanna, an art teacher at William Parker specialist sports college in Hastings, East Sussex. 'Engage has given me a lot of guidance. It has also put me in touch with other teachers in the same position and we have been able to buddy one another. I’ve learnt various new approaches to my teaching practice, such as behaviour management, but more than anything I’ve received real encouragement. For me, Engage and the people in it have been very inspirational.'
Currently Engage is working with second and third year teachers. 'The GTC has developed a research anthology that we believe is a powerful tool for teachers at this stage of their career,' says Shiraz. 'Now we want to make its findings accessible and relevant.'
Joanna Pelleymounter
Making connections
Connect was the first of the networks. Established in 2003, it supports CPD leaders in schools, helping teachers to pool their knowledge and creating effective strategies to boost CPD leadership.
Connect runs regular conferences and workshops. It also has two project groups. These enable members to investigate, discuss and learn about the best ways to progress CPD. They also provide a mechanism to give feedback to the GTC on its CPD policies and practices.
CPD leader Tricia Newbold says: 'All its work has been useful, especially that relating to small schools.' Tricia is head of Gaddesby primary school in Leicester, where less than 100 pupils are on roll. 'For me, the biggest improvement has come from being able to link up with CPD leaders in other small schools,” she says. 'Together, we’ve been able to create a new CPD programme for ourselves – which is great.'
In 2007, Connect will focus on two areas of interest. One is finding ways in which each teacher can develop a CPD programme tailored to their own needs. The other will explore best practice for accessing and disseminating information on special educational needs.
Tricia Newbold
Achieving success
Launched in 2004, Achieve has three main objectives and these are to:
- promote the achievement of black and minority ethnic (BME) pupils
- prepare all pupils to live in a multiethnic and multicultural society
- recruit, retain and develop BME teaching staff.
The network is for senior managers in schools and school governors; teachers, LA advisers and teaching assistants with expertise and responsibility in supporting BME pupils; and BME teachers and teaching assistants. In common with its counterparts, Achieve offers conferences, workshops, project groups and regular updates, enabling
teachers to share and stimulate new thinking, support good practice, and influence policy. In January, Achieve hosted its second annual reception. There’s a regular newsletter too, which includes topical issues. For example, the autumn 2006 issue asked teachers for their views on the Government's policy of expanding the number of faith schools.
Aisha Naeem Sheikh is unequivocal in her support for Achieve. 'It’s been brilliant,' says Aisha, a Year 1 teacher and numeracy co-ordinator at Curwen primary school in Plaistow, east London. 'I feel my teaching has been enhanced in many ways. Just one example is becoming more aware of the specialist resources that are now available. I have gone on to find some great books, games, posters and dictionaries for pupils. I know these are really helping pupils’ achievement levels and that’s what we’re all
about.' She also pays tribute to her head, Paul Harris, saying: “He has been great in supporting the work I've done.'
Currently Achieve is working with 80 teachers and local authority advisers across the country to look in detail at effective routes to promoting race equality and diversity in schools. The projects will come to fruition this spring and Achieve will share their findings around the network. In addition, Achieve is exploring best practice for supporting Traveller pupils, again through a specific project group.
Aisha Naeem Sheikh
