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Maintaining momentum
In the first of a series of case studies, we look at teachers in the early stages of their careers and how they are using CPD and Professional Recognition to positive effect.
After what seems like a lifetime of learning, having completed the rigours of university, teacher training, and then the teacher induction programme, it would be quite understandable to take a breather and just concentrate on the 'day job'.
Increasingly, however, teachers at the beginning of their careers are showing that they have caught the professional development bug. Their appetite for learning and development, not only for themselves but also those around them, is creating a momentum that is a very positive outcome of the modern emphasis on CPD.
GTC Scotland enthusiastically supports this development. The Professional Recognition programme gives teachers the opportunity to be recognised for the research they carry out and expertise they gain, whatever stage they are at in their careers.
Mairi McAra, Professional Officer (Early Professional Learning) at GTC Scotland, said: "A growing number of new teachers are gaining Professional Recognition from GTC Scotland early in their careers. This would indicate that both the McCrone Report and the Teacher Induction Programme are instilling a culture of CPD.
"This can only be good for the standards and professionalism of teaching in Scotland."
Pamela Di Nardo, less than six years into her teaching career, is a perfect example of this. Currently on secondment as a Primary Probationer Teacher Support Officer in Falkirk, Pamela has used CPD and Professional Recognition as stepping stones to rapidly progress her development, and positively impact the wider profession.
Pamela secured her first teaching post in North Lanarkshire, where she quickly became an active facilitator of change.
She said: "I dedicated a great deal of time researching active teaching and learning strategies. I committed many hours of research to supporting the needs of individuals within my class and in partnership with the SfL team to design and evaluate IEP and GEP planning."
Pamela then moved to work at Falkirk Council. She used the fresh perspective this gave her to continue her research. She said: "The move provided me with an excellent opportunity to explore the variety of CfE approaches and strategies developed within another authority at this exciting time of change within education. I established active learning experiences within my new school and worked in partnership with the SMT to drive this initiative forward."
Pamela also spent time working with the SfL teacher to assess reading schemes, and how structured programmes could be adapted to accommodate the needs of individual learners.
This experience quickly paid dividends. Pamela explained: "I was approached by the head teacher to evaluate whole school planning and suggest areas for development. I held a leading position within a language working party, assessing language resources and designing Curriculum for Excellence forward planning sheets that would be used by the whole school."
The momentum built. Pamela said: "I was then chosen to represent Falkirk authority as an external assessor for the SQA as part of the Scottish Survey of Achievement in writing. This experience provided me with the skills and knowledge to develop assessment strategies and evaluation processes within my school."
In 2009, Pamela was chosen to represent her authority and become a member of the BEd writing group for the University of Glasgow, where she and the group were tasked with designing a new programme of study and experiences for BEd students.
She said: "I had experience of mentoring and supporting Postgraduate and BEd teachers throughout my career. This provided me with the insight to relate to students experiences and assist in the design of a degree that embraced the new curriculum while inspiring fresh, confident and informed teachers for the future."
So, in little more than half a decade, Pamela has developed to create a lasting legacy not only for the schools and local authorities she has worked with, but also future generations of teachers.
Pamela received Professional Recognition in Assessment in October 2008. This was awarded for her contribution to improving and evaluating assessment strategies in writing as part of the Scottish Survey of Achievement.
She said: "Obtaining professional recognition has provided me with the confidence to embrace new initiatives with enthusiasm and commitment. I regularly find myself researching new initiatives while reflecting and improving my teaching and the learning experiences of my pupils.
"I'm currently in the process of applying again for Professional Recognition for three separate development areas that I am working on. These areas of professional recognition are linked closely to my experiences and development of leadership skills.
"Professional Recognition provides you with an opportunity to be merited for your effort and contribution to improving education. I would definitely encourage others to do the same and be recognised for their professional development."
Rosa Murray, Professional Officer at GTC Scotland, added: "It is inspiring to see how careers are developing and the part Professional Recognition is playing to support learning and development.
"We would encourage and support teachers at every stage in their career to see CPD as a means not only to better themselves, but also to improve systematic practices across the profession. Professional Recognition is the perfect mechanism for this."