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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 bulletin explores ideas around making records of reflections and reviewing progress.
Recording reflections
At transition point 2, the start of induction, the TTA suggests that NQTs will want to discuss with their induction tutors how the priorities identified towards the end of initial teacher training relate to the NQT's position during the first term of their new job. These pointers will help:
- The process of professional reflection and discussion is more important than what is actually written down! Whatever method is used to record reflections, the key is that this should be of most value to the NQT.
- Induction tutors and NQTs should be encouraged to think carefully about how relevant previously identified targets are to the NQTs new situation, not only at the start of the year, but also throughout that first term. Priorities will inevitably change and allowances should be made for this. There has to be flexibility built into the way in which targets are recorded and pursued.
- When exploring the contextual issues facing new teachers, consider the resources, the NQT's changing responsibilities and the profile of the pupils they teach as well as the subjects they teach.
- Summaries of meetings can be as brief or as detailed as necessary; as long as they are meaningful to the NQT.
- Throughout induction, it's useful for NQTs to record key moments of learning and their significance. It also helps if they can identify how their key strengths have been developed throughout induction. Record these when evidence for development exists.
Reviewing Progress
- Any action plans should identify the following: between 3-5 objectives, success criteria, actions needed, resources needed, target dates and, crucially, review dates.
- NQTs and induction tutors should review progress every 6-8 weeks. They should consider how they know that progress has been made. What evidence is there? How is that evidence recorded?
- NQTs should keep some form of note or record about what professional development opportunities have had the most impact on the NQT's learning and what additional support would be valued.
- New objectives and goals could be identified as necessary at each review point. Flexibility is key.
- Development activities such as in service training and observing other teachers, both from within and from outside the NQT's school, could be recorded, including specifically how these have led to learning.
Further information
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