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Career Entry and Development Profile

Career Entry and Development Profile. CEDP Profile. The career entry and development profile (CEDP) is designed to help trainee teachers and newly qualified teachers think about their professional development at three transition points.

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Career Entry and Development Profile

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  1. Career Entry and Development Profile

  2. CEDP Profile • The career entry and development profile (CEDP) is designed to help trainee teachers and newly qualified teachers think about their professional development at three transition points. • Transition point one is towards the end of initial teacher training (ITT), point two is at the beginning of induction, and point three is towards the end of induction. The CEDP should be used by NQTs in partnership with their induction tutors.

  3. The career entry and development profile (CEDP) is primarily an online resource aimed at trainee and newly qualified teachers (NQTs). It will encourage you to focus on achievements and goals early on, and discuss your professional development needs. • This page will help you understand the CEDP and provides templates for you to download and record your progress.

  4. How is the CEDP structured? • It is in three transition points. Transition point one is towards the end of initial teacher training (ITT), point two is at the beginning of induction, and point three is towards the end of induction. • There are guidance notes at each transition point, a set of prompt questions and sample formats that can be selected or adapted for making notes. There are also resources to help you set objectives and write induction action plans.

  5. Who should use it? • Primarily you – by answering the questions in the profile, in partnership with your tutors and induction tutor. • For example, the statutory induction arrangements say you should be observed teaching within the first four weeks of your induction period, then at six to eight week intervals. This will provide valuable feedback on your progress, and help you identify your achievements and development needs. • The CEDP is designed to help teachers make the transition from ITT to their first teaching post. It supports the national statutory induction arrangements that are compulsory for all NQTs.

  6. Who else will it help? • The CEDP is also useful to those supporting NQTs. It helps ITT providers prepare you for an active role in induction and it will support discussion between you and your induction tutor. It helps schools understand your strengths and experiences at the end of ITT, and helps them make connections between your induction, professional development and performance management. This will help the school support you as your career progresses. Specific guidance is available for ITT providers and school induction tutors. • The requirements for ITT state that providers must ensure trainee teachers receive, and are supported in completing, their CEDP. You must also be informed about statutory induction arrangements, and how to prepare for your induction period.

  7. Using the CEDP • The profile is built around three transition points: • Transition point 1 • towards the end of initial training, supported by your tutors in ITT • Transition point 2 • at the beginning of induction, supported by your induction tutor • Transition point 3 • towards the end of induction, supported by your induction tutor

  8. Transition Point One • As you near the end of your initial teacher training (ITT) programme, you will want to think about your progress. Your ITT provider will also be preparing you for your induction period and helping you understand your role in that process. • This section helps you consider your experiences before, during and outside your formal training programme, and identify achievements and aspirations. You will want to build on your strengths, develop aspects that interest you, and gain more experience in areas where your development is limited.

  9. How to use your evidence • In addition to your responses, you can also draw on existing evidence such as: • reports on your teaching observation • Reports examples of your planning • records of objectives set during your ITT programme • your own audits of progress towards the standards for qualified teacher status (QTS) course assignments or subject audits

  10. Use your notes for discussion with your tutors or mentors, and together, you can decide how best to create and maintain your portfolio. • Your ITT tutor should sign to confirm your transition point one discussion took place. A form for the signature is included in the sample formats for transition point one.

  11. Transition point 2 • At the start of induction, you should talk to your induction tutor about your priorities and how these relate to, build on, or differ from the priorities you identified at transition point 1. • Together you will plan your induction support programme, which will include discussing your early priorities for professional development. This is part of the statutory arrangements for the induction of newly qualified teachers (NQTs). • This section includes questions to prompt your thinking, and should also help you to record your responses and reasons for them. You will probably want to use your notes in future discussions with your induction tutor, particularly when setting and planning your development objectives.

  12. How to use your evidence • You will be able to draw on existing evidence, for example: • the notes you made at transition point 1, and the evidence and reasons for them • the information you have been given about the school and your role, and any additional experience you have gained between being awarded qualified teacher status (QTS) and starting your induction period.

  13. You will want to be able to find this evidence and, if necessary, share it with your induction tutor. You may wish to attach or copy materials to accompany your profile. You can collect them in your structured folder, or make notes in your profile to indicate where the evidence can be found. • The main focus of the discussions with your induction tutor around transition point 2 is likely to be the setting of professional development objectives and the development of an action plan.

  14. Transition point 3 • Towards the end of induction, take the opportunity to look back at your induction period and consider your progress, support programme and aspirations for continuing professional development (CPD). • At this stage you should review your progress and, with your induction tutor, identify what you have achieved. You may also find it useful to evaluate your induction support programme. • This section includes several questions designed to prompt your thinking, and it should help you record your responses and reasons for them.

  15. Prompts for discussion • In these discussions you are likely to: reflect on your own learning as a teacher • identify the conditions which enable you to develop as a teacher • focus on your CPD needs for your second year of teaching • prepare for involvement in the school’s performance management arrangements • In addition, reviewing your induction period will help you and your school to: think about how the CEDP can be used with NQTs in subsequent years draw on the reflection and analysis developed during induction to support your CPD. You should keep this evidence to hand and, if necessary, share it with your induction tutor. You can attach or copy materials to accompany your profile. You can collect them in your structured folder, or make notes on where the evidence can be found.

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