In what ways does continual career progression (CPD) aid educational progression?

Teachers are now encouraged to keep CPD files in order to maintain constant development of effective practice throughout their career. The National Foundation for Education Research (NFER) recently published a document entitled ‘Research into early career teachers’ professional development’ (2009). The report illustrates that NQT’s in many cases look to begin CPD immediately. Around 84% of NQT’s take on one or more extra responsibilities as soon as they begin their first full year of teaching.

The new responsibilities included subject head or co-ordinator, mentoring or managerial role, teaching a new age range or becoming a form tutor. The goal of such extra responsibility is to enhance the schools practice but also gain valuable experience for the teacher. In a competitive job market it is imperative that teachers show a variety of skills and the ability to adapt.

CPD does not end with the early years of teaching. Teachers can seek to become an Advanced Skills Teacher, Heads of House, Faculty leaders, various pastoral roles, borough co-ordinators and even roles working in the SEN or Gifted and Talented sector. All of these promotions seek to enhance school and individual practice through experience and liaison.