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Network members offer advice and recommendations on ways to structure your early professional development (EPD). What can you learn from their experiences as you move into your second year of teaching?
Atiya Saithna is an assistant head in a first school in the London Borough of Harrow. Her present roles include:
Atiya began teaching in 1987. She received outstanding support and encouragement from her head teacher who encouraged her to take on new challenges and responsibilities:
“She opened the door for me where I am now.”
Consider who will support you once you have completed induction. What do you need to help you reach your goal?
James Dawson teaches at Marshlands Primary in Hailsham. He is currently enjoying his second year in the profession. James describes how his career has progressed beyond induction and suggests how you might look for opportunities to develop your role beyond the classroom.
“At the end of my induction year my mentor and I started to think about what roles I could fill in my second year at the school. I had already started to run an after school drama club with a colleague and this had been a great way to get to know other pupils from outside my year group. It was agreed with the headteacher that I would take on two additional roles. As humanities coordinator, I plan the history, geography and RE curriculum for Key Stage 1 and Key Stage 2. I order resources for the whole school and plan and deliver a religious assembly once a week. As outdoor activities coordinator, I make sure trips are properly planned and have been risk assessed.
“This fantastic experience has allowed me to gain a greater understanding of how our school works. The extra responsibility hasn’t impacted on my workload and looks great on my CV! My advice is to say ‘yes’ to opportunities if they are within your capabilities.
“Now, at the end of my second year, other opportunities are arising all the time and there is a possibility that I may become part of our school’s senior management team. Even in a small school there are plenty of opportunities to develop your skills and I have found my extra responsibilities manageable and rewarding.”
Kathy Thomson is the professional tutor at St Cuthbert’s High School in Newcastle upon Tyne. She teaches English as an advanced skills teacher.
Kathy’s responsibilities include:
coordinating and developing all teacher training at St Cuthbert’s
chairing the Partnership Promotion Committee at Newcastle University and the North East Regional Management Group of the Teaching and Development Agency for Schools (TDA)
planning and managing the induction of NQTs
supporting the EPD of teachers in their second year of teaching.
“At St Cuthbert’s we aim to provide seamless, layered training and development from initial teacher training to EPD. We encourage reflective practice. Aspects of classroom management, professional skills and personal development are built into a progressive, three year programme. NQTs identify their individual strengths and needs during an ‘exit’ interview at the end of their induction. We use this to structure their EPD for their second year.”
Check what support is available. This could be school-based or from outside. Some local authorities offer an EPD central training programme. If yours doesn’t, why not ask them to consider running one?
Consistency of assessment is often a challenge, even for more experienced teachers. You could gain valuable insight into examination marking, as well as networking with like-minded colleagues in your subject by becoming involved as an examiner. For first class advice try contacting the National Assessment Agency on www.naa.org.uk
Finally, if further study or action research interests you, note that the Open University runs the largest MEd programme in Europe. It offers a wide choice of courses, in subjects ranging from behaviour issues to leadership and management. Check out their website at: www.openuniversity.co.uk/education4professionals
Christy Caddick teaches at Bentley West Primary School. He joined the school through the Graduate Teacher Programme. He previously worked for eight years in mental health for health and social services.
Christy completed induction last summer and is now enjoying his second year teaching Year 6. He coordinates history across the school and is involved in the Gifted and Talented programme.
Read on to learn from Christy’s experiences.
“My early professional development has been informed by the alarming discovery that I am actually quite ambitious and career minded. I would therefore recommend the following:
“Keep in touch with NQTs you met during your induction. Their continued support can be reassuring as they are in the same boat as you.
“Find a mentor – in an official capacity or not. The best candidate will have your trust and respect, enough experience to offer a different perspective, and enough honesty to tell it to you straight – with the mutual understanding that it is only in your best interests.
“Take on challenges. Find out what is available and get involved. If you are offered an opportunity take it. I supported the gifted and talented set preparing for the Destination Imagination competition and have used this as a way in to working on the school’s programme for gifted and talented students.
“Start something. Instigate a major project that can be your baby. This summer we will be having History Week. We will also be building a permanent archaeology resource on site.
“Ask others where they see you in the future. This is where your mentor can be invaluable. Others can suggest directions and see strengths that you may not see in yourself.
“Tell your headteacher you are ready for more. Aim for the areas where Teaching and Learning Responsibilities will be assigned. Look to the future for chances to shine.”
Aileen Halstead is a school workforce adviser for Medway Council. She joined Medway Council in September 2003, following a career in secondary school education. In her current role, supporting the professional development of staff is a priority.
”Locally and nationally, NQTs are well supported in terms of mentoring, professional development and resources. Once a teacher moves into their second year of teaching, they can feel overwhelmed unless guidance is in place to support career progression.
“Too many high quality teachers are lost to the profession during these early years and working in partnership with the GTC can support their career progression.
“In Medway, we encourage NQTs to reflect on strengths and areas of interest, and to discuss career progression with their induction tutor before the end of the year. By the time that a teacher has their second performance development review in September or October, they need to be in a position to make sure that the target setting supports them. The GTC Teacher Learning Academy, coupled with a strong mentoring and coaching facility, helps focus on the best way.”
