1. Renata Joseph & Katie Magee
A career-entry professional development programme – from ITT to NQT to RQT and early leadership development
Renata Joseph & Katie Magee
Canons High School
Doing it well – Doing it right

2. Deputy Headteacher (Renata) / Six years post-NQT (Katie)
Our backgrounds
Deputy Headteacher (Renata) / Six years post-NQT (Katie)
Always had professional learning (e.g. Masters) and leadership opportunities at Canons
Renata
Deputy Headteacher
Professionalism & Partnerships Team
Canons Park TSA
SLE for CPD
Katie
International Coordinator
Pedagogy Leader
Subject Mentor
Research Advocate (Professionalism & Partnerships Team)
MAT Leader
SLE for CPD
Doing it well – Doing it right

3. and a close relationship with
Partnership model
A joint bid – two leading Teaching Schools
Cross-phase alliance
National Partners
Away from traded services, comfortable with slow growth.
Doing it well, doing it right, ensuring it lasts. Two research advocates as first appointments.
and a close relationship with

4. The Canons Leadership Structure
Curriculum &Learning
Students & Achievement
Community & Partnerships
People & Professionalism
Teams led by DHT
2+ AHTs
Grassroots Leaders (teaching/support staff)
Doing it well – Doing it right

5. Design Thinking

6. What is the need to address teacher recruitment and retention?
The climate is changing
National picture
Local picture
‘Employee turnover is especially consequential in work sites, such as schools, which have ‘production processes’ requiring extensive interaction among participants. Such organisations are unusually dependent upon commitment, continuity, and cohesion among employees and, therefore, especially vulnerable to employee turnover.’ (Ingersoll, 2001: 3)
‘Recruitment programs will not solve the staffing problems of schools if they do not address the problem of teacher retention.’ (Ingersoll, 2001: 7)
Doing it well – Doing it right

7. Harrow First – Schools Direct Programme
Working in partnership with the University of Hertfordshire, and aiming to optimise potential for retaining good teachers once recruited and trained
Course design:
Ongoing professional learning as a core value, with flexibility, opportunity and a focus on research at the heart of professional learning
Bespoke summer school in addition to university-based programme, providing support from alliance-wide experts and SLEs
Ongoing SLE support and wrap-around sessions
Practitioner research emerging in response to needs identified by trainees so that genuine, useful professional learning can occur
Doing it well – Doing it right

8. Amongst the most effective NQT retention strategies are:
How could we optimise potential for retaining good teachers once recruited and trained?
Amongst the most effective NQT retention strategies are:
Providing appropriate development opportunities
Support – making staff feel valued
The school environment – providing a happy, positive, supportive culture
Work life balance
Relationships – with pupils, parents and staff
Getting recruitment right in the first place
(Centre for Education and Inclusion Research,
Sheffield Hallam University, 2011: 41)
Doing it well – Doing it right

9. Preceded by two weeks’ observation Began with Research Day
Summer School
Preceded by two weeks’ observation
Began with Research Day
Ongoing workshops and planning time with HLTAs
Small group teaching practice in Week 2 with HLTA and SLE support
Doing it well – Doing it right

10. Ongoing SLE support and wrap-around sessions
Timetabled from the start of September
HLTA present with each class
Weekly observations by mentor/another member of Maths department
Further weekly observation by SLE
Monthly wrap-around sessions with HLTAs, Professional Tutors and Research Advocates
Doing it well – Doing it right

11. Practitioner research focus identified by Christmas
Practitioner research emerging in response to needs identified by trainees so that genuine, useful professional learning can occur
Practitioner research focus identified by Christmas
Action research methodology employed
Opportunity to trial an intervention in two schools
Presentation, rather than dissertation, at the end of the year
Doing it well – Doing it right

12. Ongoing professional learning as a core value, with flexibility, opportunity and a focus on research at the heart of professional learning
Discussion Forum
Research design
JPD/Lesson study
Led collaboratively by Karen at UH and a Grassroots Leader at Canons
Staff
effectiveness
2020 Leadership
Professional
Learning
Journal Club
Subject of PHD research project into effectiveness of Teacher Journal Clubs (UCL IOE)
Team effectiveness
Coaching
Supported by CUREE coaching model
Student-centred Practice 
Doing it well – Doing it right

13. The wider role of a teacher
Harrow First
Classroom Procedures
Canons Pedagogy
Lesson observations
Challenge
The wider role of a teacher
Lesson Study
Research
Early July -University based with time in schools for observation
Late July - University based with time in school trained by SLEs
Early August - Live teaching and reflection
Late August - Planning and preparation for September
Doing it well – Doing it right

14. RQT Coaching Support Initial aim
To support the development of teachers moving up from the NQT year into the second year of teaching and beyond.
Doing it well – Doing it right

15. Rationale Daunting transition! Lots of ‘first times’:
full teaching timetable
no longer have scheduled weekly or fortnightly meetings with a subject/NQT mentor
form tutor responsibility
fully integrated into the school’s performance management processes and systems.
Doing it well – Doing it right

16. The second year of teaching
The move from NQT to the second year of teaching is itself a significant transition. For most teachers, this is a time for developing confidence, and broadening their focus beyond the classroom, looking outwards.
Doing it well – Doing it right

17. Enhanced confidence
Enhanced classroom skills including time management
Reflection
Better relationships with colleagues and pupils
Career aspirations
Empathy with and rapport with pupils
Doing it well – Doing it right

18. Centre for Education and Inclusion Research at Sheffield Hallam University in 2011:
Support for [second year] teachers comes primarily from the heads of department and departmental colleagues in secondary schools, and from leaders and colleagues across the school in primaries. Rarely is there a post-NQT year mentor, although some second year teachers have access to in school coaching and mentoring. Yet this is a crucial point in the career of most teachers, and so care is needed. Some teachers do still require quite structured support to progress – and those in primary schools with responsibility certainly need support for these new roles - and lack of support is associated with likelihood of leaving the profession (2011, p.50).
Doing it well – Doing it right

19. RQT Coaching conversations
Consistent use of the GROW model
Take responsibility for one’s own professional learning
Opportunity for professional dialogue
Develop leadership opportunities
Consider research-based innovative practice
All currently done
within the school
Potential to open this
up and involve other
schools in the CPTSA?
Mentoring and coaching between schools are at the heart of effective practice transfer. A school that has not developed a strong M&C culture is not likely to be successful either at moving professional knowledge and skill to alliance partners or at rising to the level of JPD.
Doing it well – Doing it right

20. RQT and trainee teacher partnerships
Paired RQTs up with SE2 Student Teachers
Not from the same subject area
Informal coaching relationship
Someone who has been through the ITE process recently
All currently done
within the school
Potential to open this
up and involve other
schools in the CPTSA?
A school may have some of the prerequisites for partnership competence, such as a culture of mentoring and
coaching, but it acquires partnership competence only when it draws on these to make a real partnership
work. In successful alliances all schools set the acquisition of partnership competence as an alliance goal.
Doing it well – Doing it right

21. Towards a sustainable career-entry professional development programme?
‘Leadership development is now conceptualised as a progressive trajectory supported throughout a teaching career.’ (Hargreaves, 2010: 20)
and yet one year later
‘Few schools have developed a coherent and integrated approach to professional development from initial training to advanced leadership development.’ (Hargreaves, 2011: 11)
So to what extent have we realised the original vision?
What next steps are necessary to do so?
Doing it well – Doing it right

22. Towards a sustainable career-entry professional development programme?
Hargreaves suggests that in order to attain a mature self-improving system, capable of sustaining a coherent leadership trajectory that the professional development needed includes:
Joint practice development
Talent identification and development through distributed leadership
Mentoring and coaching
Distributed staff information (2011: 8)
What are our next steps?
Doing it well – Doing it right

23. The wider role of a teacher
Harrow First
Classroom Procedures
Canons Pedagogy
Lesson observations
Challenge
The wider role of a teacher
Lesson Study
Research
Early July -University based with time in schools for observation
Late July - University based with time in school trained by SLEs
Early August - Live teaching and reflection
Late August - Planning and preparation for September
Doing it well – Doing it right

24. This is still a work in progress as we
Harrow First +1
Coaching
JPD/Lesson Study
Mentoring
Professional Learning Community
Research
This is still a work in progress as we
focus on the needs of last year's trainees and develop a programme that responds to the challenges
Doing it well – Doing it right

25. Design Thinking

26. Grassroot Leaders Leadership focused in the context of change
System
Leadership
Strategy and Competitve Advantage
Challenge as vision and practice
Investment in Human Resources
Strategic Management of Resources
Coaching
Research informed
Leadership focused in the context of change
Driven by research
Inward facing leadership
Early leadership development
Doing it well – Doing it right

27. SLE Leadership focused in the context of change Driven by research
System
Leadership
Challenge as vision and practice
Joint Practice Development
Coaching
Research informed
Managing change in education setting
Leadership focused in the context of change
Driven by research
Outward facing leadership
Across the Teaching School
Early leadership development (for some)
Doing it well – Doing it right

28. Leadership Leadership focused in the context of change
System
Strategy and Competitve Advantage
Challenge as vision and practice
Investment in Human Resources
Pedgagogy
Strategic Management of Resources
Joint Practice Development
Coaching
Research informed
Managing change in education setting
Leadership focused in the context of change
Driven by research
Outward facing leadership
Strategic focus to managing resources and organisational capabilities
Across the Teaching School Alliance / Multi Academy Trust
Senior Leadership development (for some)
External / Internal participants
Doing it well – Doing it right

29. References:
Hargreaves, D. (2010), Creating a self-improving school system, National College for Leadership of Schools and Children’s Services. Hargreaves, D. (2011), Leading a self-improving school system, National College for School Leadership. Ingersoll, R. (2001). A Different Approach to Solving the Teacher Shortage Problem. Consortium for Policy Research in Education (CPRE) Policy Briefs. Centre for Education and Inclusion Research, Sheffield Hallam University (2011), NQT Quality Improvement Study for the Training and Development Agency for Schools, Synthesised key findings from all five stages of the NQT Quality Improvement Study, Final Report.
Doing it well – Doing it right