NQTS NQTS
Looking to the future
hen asked about CPd, They are led by staff, so it is sharing practice at
W
my first reaction is to ask
Fresh from offering her advice for second-
its best. They always offer the opportunity to share
myself what it is. your own ideas and practice, plus ask any questions
I remember my final year teachers earlier in this NQT special, which you may not otherwise have the chance (or
year at university, when the forum) to do so. have I found them useful? Yes I
our course leader started
Kate Drysdale now looks at CPD –
have, because they have either impacted my teaching
banging on about CPd, directly or have encouraged me to reflect on my
targets, performance analysis and goals, yet all we were teaching as it exists at the moment.
concerned about was getting our degree and qualified
something that should be a key focus of your
Reflection is something that we all get told about
teacher status. It all seemed irrelevant to us somehow. and all do officially during our training and our nQT
I guess unbeknown to us, it was something that would
continuing development as a teacher in September
year, and while it becomes less “official” as you
eventually shape our careers. progress through teaching, it is still important. Indeed,
You can train for four years to be a teacher (as in my It will impact on my teaching and I can share it brilliant at teaching theory through practical and I can perhaps it is this reflection that helps shape our CPd
case), and your university course can equip you well for with others too. I knew it was something I wanted transfer her ideas to my classes. – if we do not do it, how are we to know what our
school life. There is only so much it can do, however, to do, and to an extent needed to do, so I took Choice is important. It is exactly like we tell our professional needs are?
and there is only so far it can take you. ownership of my own development, found a course, students at GCse option time: if you enjoy something Performance management is a vital cog in this
Teaching is a profession that does not want to stand and enrolled on it. or it interests you, if it is your choice, you are more machine. having someone observe you teach means
still. Whether it is new teaching material to come to I think taking this ownership helps overcome the likely to do well and maintain interest. This can relate that they can offer valuable feedback – on things that
terms with, new legislation, new methods of teaching, thought that CPd can be forced upon you. When to courses you want to do or something internal – like you may or may not realise yourself.
or indeed, new pupils, you need to continually take on speaking to my colleagues, mentions of “fitting what those lesson observations. Indeed, one of my colleagues highlighted this
board new information. not to mention the common I do into boxes in order to please” and “extra work” Internal provisions can be invaluable to your CPd. process as valuable due to the chance to clarify
desire to move up the professional ladder. was interesting. I think sometimes it can be easy to feel Indeed, armour and Makopoulou (2006) found that when what is good and outlining what can be improved
Take my subject, Pe, as a basic example. I spent four weighed down by some of the compulsory elements teachers either learn directly from each other or from on. We use feedback to the students to help them
years training on delivering the national curriculum, a school has in place. You cannot argue against them participating together in a CPd activity, it leads to positive improve every single day, and the exact same thing
and upon completing my nQT year, the bleeding thing applies to us.
changes! similarly, I have just taken my first GCse Furthermore, this process allows us to establish our
class through to examination and when I am ready,
confident and willing to begin the two-year process
again, the syllabus has changed! no resting on one’s
laurels then.
Both these examples are things that have changed
beyond my control and I have to adapt to them. Of
‘
Something an NQT said has stuck with me – if
training needs and to some extent to think about our
ambitions. I want to do my Master’s next year and this
you don’t keep pushing yourself, challenging
has been highlighted as a training point.
equally, I know that I want a position of responsibility
sooner rather than later, and while this is not something
yourself, then the danger is that you might wake
my CPd targets are focused towards at this time, they
course, there are things you do to develop yourself in certainly will be soon.
other ways, courses for example, and this will be different
for everyone dependent on where they want to go next.
up one day and think ‘I can’t be bothered’
It is impossible to make CPd a common process
for everyone to follow, because each person’s needs
I asked a selection of nQTs and second year teachers and subsequent path is different. What I think we all
from my school about what CPd meant to them and got should realise is CPd should not be defined as a single
a variety of responses, but all completely relevant. being wholly relevant to your teaching, but don’t all and sustained changes in knowledge and pract event, with a beginning and an end. There is no end.
One second year teacher commented that CPd teachers wish they had more time?
’
ice.
at my school, south dartmoor, we do just this by There is no time to stop learning and developing. even
is what you make it: “either it can be seen as an at my school, we are required to carry out one 20- attending “learning hubs” throughout the course of the best teacher in the world (if there is such a thing)
unnecessary evil and a rod for your own back, or you minute lesson observation each term. It is a small task the year. can develop their teaching further in this ever-changing
can take ownership of it and use it to drive, develop and that does not take up a lot of time, so can it really be of These hubs are 90 minutes of sharing practice. profession. It knows no bounds.
inspire your teaching practice.” any relevance? Or is it just ticking boxes? We have to attend seven (two compulsory and five something an nQT said has stuck with me: “If you
It is an interesting notion to me, “taking ownership”. Once again, I think it is about taking ownership. of choice) with a variety of topics being covered. don’t keep pushing yourself, challenging yourself, then
Rather than having things forced upon you, or feeling If I go to observe a lesson simply because I have to, I These can range from using interactive whiteboards to the danger is that you might wake up one day and think,
obligated to do something, you should be motivated to will not really learn anything and, to be honest, nor will behaviour management, from being an effective tutor ‘I can’t be bothered’.” SecEd
make relevant choices for yourself. I have just started I really want to. Conversely, what if I go to observe to coursework techniques. You can choose what will be
my Level 2 hockey coaching award, and it has inspired Mr Bloggs because I know assessment for learning is relevant to you and your development, and think about • Kate Drysdale is a teacher of PE at South Dartmoor
me – it has actually given me the kick I needed. a particular strength of his? Or maybe Miss smith is what you want to gain from it. Community College in Devon.
SecEd • June 25 2009 19
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