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Continuing Professional Development for NQTs

Continuing Professional Development for NQTs. The National Picture. The government is clear that CPD is a vital part of teachers’ ongoing development in terms of improving pupil outcomes; Teaching is a craft which is learned through on-the-job-learning and continuous development;

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Continuing Professional Development for NQTs

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  1. Continuing Professional Development for NQTs

  2. The National Picture • The government is clear that CPD is a vital part of teachers’ ongoing development in terms of improving pupil outcomes; • Teaching is a craft which is learned through on-the-job-learning and continuous development; • CPD increasingly takes place in multi-agency settings e.g. schools, regional & local alliances and Trusts (e.g. PTSA run CPD for NQTs); • The National College for School Leadership; • Universities offer Masters’ programmes.

  3. Before you start….reflect…. • Consider your own career development; is teaching a long-term career for you? • If so, plot your landscape: Headship? Head of Department? Subject Leadership? The best damn teacher you can be? South-West? Family commitments? • Know your own skills and development points; • Individuals are increasingly responsible for their own CPD, including making a substantial financial contribution.

  4. More reflection….. • Each NQT should have access to a mentor with whom they can talk over their CPD needs; • Masters’ CPD is important for career progression and demonstrates a number of things to employers: • High levels of self-organisation, self-initiative, planning, communication, critical reflection and insight, etc. • Commitment to self-improvement and career progression; • Essential in a highly competitive market-place (particularly in the south-west); • Enables geographical mobility.

  5. Masters’ at USMSJ • 3 years part-time; • No need to attend the university except on 3 or 4 Saturdays per year; • Several enrolment ‘windows’ annually; • Content-free modules, enabling participants to create their own assessments based on their practice and professional development needs; • Tutor-supported learning; • On-line and distance-learning materials.

  6. Masters’ at USMSJ (contd) • It’s not free – you will have to make a contribution. Your school may help with fees or not (ask them); • Fee contributions will vary, depending on whether or not your school has a trained, in-house mentor to tutor-support assessments at Masters’ level; • Payments by instalments spread the fee load; • Requires a high level of self-planning and self-organisation.

  7. Comments from previous students • “It was hard – I had to give up holidays and weekends …my family were fantastic and gave me the space I needed.” • “My tutor was great – there when I needed her and her encouragement and feedback was brilliant”. • “My Dissertation research has led to my school developing a programme for Year 4 story-writing – you can see the increased improvement in writing skills – there is a real buzz in the school”. • “I would say to other teachers don’t do it without your eyes fully open to the commitment (and sacrifices) you have to make – but it’s worth it”. • “I loved the freedom of being able to design your own essay and project titles – it made it really meaningful”.

  8. Further information… • Dr Karen Stockham • kstockham@marjon.ac.uk

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