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

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

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

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

Design Thinking

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Design Thinking

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

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

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

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