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Make your best better
By Keith McKenzie, Chartered Teacher
Constant improvement is a necessary and positive aspect of an evolving education profession.
Since the mid-1990s, schools in Scotland have had to deal with change on an unprecedented scale. Change has come in the form of several major educational initiatives (5-14 Framework for Learning; Higher Still; McCrone Agreement, and Curriculum for Excellence) which have greatly fashioned both the structure of the teaching profession and the curriculum in which they operate. Those within the learning community have had to evolve, and continue to evolve, in response to this journey of change.
From a personal perspective, several significant learning experiences in my career have acted as cornerstones for personal and professional change.
Central to cultivating my pedagogy and meeting concurrently with curricular changes has been the need for a programme of CPD.
My first notable introduction to what we now refer to as CPD occurred during my probationary period as a novice secondary teacher. I recall my Principal Teacher commenting: "Remember, you don't need to be sick to get better." Little did I appreciate, at the time, how these simple words would continue to underpin my teaching pedagogy.
Although the benefits of CPD have been well documented, my experience at this early stage suggested that it did not always accommodate and reflect either my professional or personal needs.
It was not until the McCrone Agreement that my development was given the impetus it needed. Taking responsibility for the planning and management of my own professional development improved my ability to reflect, in as well as on, my current practice. This became a major vehicle in critically analysing the effectiveness of my pedagogy and my ability to plan a structured programme of self regulated learning. The level of decision making undertaken made me revisit my own approaches to teaching and learning and made me question how they contributed to the effectiveness of pupil learning and attainment, within the classroom and beyond.
Reading, research and CPD have allowed me to develop a strong correlation between my own understanding and awareness of pupil motivation to learning, and my pedagogy across other curricular areas. By increasing the number of opportunities to facilitate cognitive learning and motivation within Physical Education, I have attempted to re-engage learners and nurture a culture of independent learning.
My involvement in leading an ASDAN class challenged my expertise and resourcefulness in implementing a curriculum which would combine previous working theories and raise self-esteem through celebrating individual and group achievements.
Leading and contributing to the whole school CPD Programme provided me with an excellent background from which to fulfil my role as a mentor. Not only did this provide an opportunity to support, guide and develop student and probationer teachers, it also provided an opportunity for greater self-reflection with regards to my own professional development.
My willingness to reflect and question my competency as a practitioner has, without question, been the catalyst for my professional and personal development. Such an approach has allowed me to achieve enough experience to achieve Charter Teacher status.
It is difficult to predict the path education will take over the next five years, but key to its success will be the ability of teachers and management to foster personal growth through a structured programme of CPD.
Reflection and critical enquiry will be central to the enhancement of curriculum delivery through a greater understanding of a more partnership- based, and collaborative approach towards teaching and learning.
The New Teacher Induction Scheme, Professional Recognition and Chartered Teacher status should continue to promote expertise within teaching and learning, while improving the professional identity of the teaching body within the learning community.