Originally published in the Eteach School manager Bulletin.

Introduction
This year, for the first time, newly qualified teachers and their mentors (as well as others with responsibilities for induction) will be using the new Career Entry and Development Profile (CEDP). Brought in to replace the existing Career Entry Profile, it reflects the changes that have happened over the last five years in teachers' professional learning and development. This School manager bulletin examines the purpose of the CEDP and how to maximise its use.

The purpose of the CEDP
The CEDP gives teachers structured guidance at key milestones in their professional development. These milestones, or transition points, are:

• at the approach of the award of Qualified Teacher Status
• at the start of induction
• towards the end of induction

By selecting these transition stages, the aim is to enable teachers to make constructive connections between each point. Although every new teacher has to use the CEDP, it is flexible and can be used alongside, or as part of, other professional development records.

As well as focussing in on, and connecting, the main transition points in a new teacher's career, the CEDP helps new teachers to recognise and record their achievements and goals. By getting into this habit early in their careers, professional collaboration and reflection can become second nature.

Maximising the use of the CEDP
It's not sufficient, or desirable, for NQTs to pull the CEDP out a couple of times during induction, dust it down and make a few jottings. Keep these points in mind when using the CEDP with new teachers:

• The teacher must remain at the centre of the CEDP, but collaboration with other teachers and the induction tutor will ensure that most use is made of it and that development takes place.
• NQTs should be encouraged to record, in a variety of ways, the discussions they have with their colleagues. It's not so much about what is written down, but more about the value of the method used for recording. For example, this might be a series of notes to refer back to, or the accumulation of other existing material as a record of development.
• Encourage new teachers not to dwell too much on what is written in the profile; that's not the essential thing. It's far more important that it enables NQTs to recall the essence of the discussions they had regarding their professional development in whatever way is most effective, than it being a detailed account of the words spoken and plans made.
• Emphasise the use that professional discussions can be in furthering a new teacher's professional development. NQTs should be encouraged to communicate with as many different teachers as possible both from within and outside their own schools. Professional discussions, even of the more anonymous kind such as in the Eteach staffroom, are what help NQTs to gain and regain valuable perspective on their jobs.

Read Part 2

Further information
Copies of the Career Entry and Development Profile and support materials can be ordered from the TTA Publications Line on: 0845 6060 323 or by visiting: www.tta.gov.uk/induction