Transforming NQT’s to Autonomous Professional Practitioners Allison O’Sullivan - Subject Leader, Informal and Continuing Education, Glyndwr University Sue Horder - Senior Lecturer, School of Education and Community, Glyndwr University

Regional CPD Partnership Committee Denbighshire County Council Flintshire County Council Glyndwr University Wrexham County Borough Council

Context GTCW – Professional Development Framework Gaining accreditation for professional development 9. The Council proposes that a relationship be established between each of the professional milestones and associated national professional development programmes in the Framework and the possible opportunities for accreditation within the HE Framework that teachers might take advantage of, if they so choose. 10. The Council recommends that it works further with the HE sector in Wales to encourage institutions to put in place accreditation arrangements that can be readily accessed by teachers seeking to convert their professional recognition into a HE award. GTCW, Professional Development Framework for Teachers in Wales Recognition and Accreditation (Strand2) July 2006

The availability of qualified and effective teachers is critical to the education of each generation of young people. Increasingly research supports common sense in identifying teachers as the most important contributor to improved student outcomes, Induction programmes designed to support the professional development of new teachers by enhancing their curriculum repertoire, increasing their pedagogical knowledge and classroom management skills and improving retention by integrating them more effectively into both the school community and world of professional educators, have the potential to address issues of teacher quality and retention, and make a significant impact on student achievement. Centre for Evidence Informed Policy & Practice in Education (EPPI Centre) NQT Induction Review Group

Graduate Certificate in Education for Newly Qualified Teachers Aim To provide accreditation opportunities for Newly Qualified Teachers mapped against their Induction Standards

Structure 3 modules (20 credits each at level 6) The Reflective Practitioner Learning from Teaching Positive Behaviour Management

Delivery model NQT Conference – beginning of October each year Saturday morning sessions (6 spread across the academic year) Extra tutorial support sessions offered after school hours, during the programme Flexible submission date – September/ December each year Professional networking opportunities

Assessments Example: The Reflective Practitioner Portfolio of evidence that demonstrates achievement against the National Professional Standards A reflective analysis, using evidence from the portfolio of the cumulative ‘learning journey’

Extracts from NQT submissions ………Bubb (2001:1) highlights this concept stating that ‘Teaching is a job that can never be done perfectly – one can always improve.’ Although, at times it can be difficult to acknowledge that there is something that could have been done differently, I strongly believe that an NQT must accept this view point and strive to enhance their professional practice…………. …….Price (2004:47) states ‘reflection and critical thinking are transferable skills which learners are expected to develop in practice. Such skills enable practitioners to understand themselves and others and to solve problems’ and by reflecting on the situation that did not go well I have learnt to understand my own weakness and can develop this next year………. On a different note, I have found that my 80 minute drive to-and-from school has provided me with another opportunity to have time to think about the day ahead, and then the day’s events whilst driving home. I will very often add to the post-lesson notes I made in school at home if there is anything I have thought about ………

Challenges Flexible start dates for some NQTs Nature of NQT Contract’s Limited time – external pressures; Estyn inspections etc Support structure

The Future?

And finally! “The support which I had from the university in completing the Graduate Certificate was excellent and that was the most important thing. As a teacher, the programme has given me time to reflect on what I’ve being doing in the classroom – for example allowing me to focus on behaviour management and how best I can deal with behaviour issues in the classroom. I’ve been able to share ideas with fellow professionals, discussing what does and doesn’t work for each of us.”