How does my current career and professional development relate to the Fessler and Christensen model?

The model in question begins with pre-service which I undertook through a Graduate Teacher Program at Fred Longworth High School, Wigan. I was supported by the program co-ordinators with whom I met once a week for a seminar. My mentor was a veteran teacher of History at the school. Along with the other members of the humanities department, he offered me a wealth of knowledge and advice about the teaching of history, education in general and coping strategies which must be used to work efficiently in the profession.

During the year I had a 6 week placement at PEMBEC school, Wigan. This offered a different experience of teaching in a different socio-economic area. Moreover, I had a day long trip to a primary school in Wigan to see KS1 and KS2 during a regular day. The course supports 'various experiences' that Fessler and Christensen’s say should be offered to trainee educators.

With a GTP 'entering the profession' and training quickly merged into one. The GTP program is similar to an ‘on-the-job’ training. I was quickly teaching in the classroom to a variety of age groups. As Fessler and Christensen’s model suggests I was provided with guidance, close supervision and support from more experienced teachers. Moreover, I was not expected to take on extracurricular roles immediately, although I did so out of choice.

Following my initial year at Jeddah Prep and Grammar School, I proposed a new system of accommodation for Gifted and Talented students. This was accepted and I was supported by the Head and colleagues thus allow me to 'Build Skills'. Funds were provided for me to buy literature for research of the role and equipment to run my first project which was a school newspaper. I also coached the U-16 boys football team (show below) which aided my development as a football coach as they went on to win the Saudi Championship. Moreover, I am now working with the current Head of History with regard to standards and procedure that I must become familiar with when I take the role in September 2010. The support team mentioned by Fessler and Christensen will be the Deputy Head of Academics along with the Key Stage Managers and of course the Headmaster.









The 'Enthusiasm and Growth' stipulate by Fessler and Christensen have developed because of an acknowledgement of my abilities by the Head and a strong enthusiasm on my part. These advancements have led to extensions of roles and responsibilities. Referring to the model once again, time has been set aside to discuss my new role with the current Head of History.

With reference to the Fessler and Christensen I believe I was approaching the ‘Seniority freeze and professional frustration’in this particular institution after 3 years here. However the new role of Head of History will repeat a phase of enthusiasm and growth and that will be the beginning of a new cycle.

The next cycle would be to arrive back in the UK and reach a position on the Senior Management Team so that I may be able to utilize the experience I have gained, the qualifications I aim to attain and bring into effect some of the good practice I have seen through a varied experience of education.