I wouldn’t be where I am today without the College of Teaching. I wouldn’t have received the mentoring, support, stimulation to develop my teaching, or the confidence to engage with others on a broader platform had I not committed to the College all those years ago, when I became an NQT. I’m now part of a profession which has grown and grown in status and professionalism since the early days of the College. Teachers voices are heard and respected, of course they are. Views are sought about professional development, examinations and assessment and curriculum. Of course they are.
Teaching has changed a lot since 2015.
Before then, once you qualified and did your NQT year, you were pretty much at the mercy of your school for the rest of your development. Some were great with CPD, others not so. Teacher Standards were pretty fixed, either you did something or you didn’t and schools didn’t always know the best way to engage you, or the best experiences to offer in support of you, if you weren’t quite there yet. You got your annual appraisal and a set of targets, but there wasn’t as much joined-up thinking as there is now about how one year’s experience can form the basis of the next year’s progression.
And it seemed to change in 2015.
That was the year of our debate in school. It was our English teacher’s idea to hold it, though I think she got more than she bargained for. We decided on the motion, ‘This school cares more about levels than about learning’, which seemed to make her laugh, at the time, with a bit of a faraway look in her eyes. I later found out that she’d even tweeted about it! But to us at the time, that was all that seemed to matter. Every week we had assemblies on targets and progress; every term our parents got letters or reports saying how many ‘sub-levels’ we’d moved on in. The teachers always looked apologetic, like they knew this wasn’t really the be-all-and-end-all in teaching. But what could they do? They were constrained by a system that didn’t always work in our best interests and had no professional input in improving it. Either for us or for themselves.
That was then.
That was when the momentum began to build for the College of Teaching, when its core purposes, membership, structure and reach began to be debated. Teachers began to get together to plan a long term strategy for the profession as a whole – the profession I now belong to and benefit from and in turn contribute to. Those teachers were careful to build slowly, to develop the College from some central principles about keeping teachers at the helm, drawing in advice and support from wider professional influences and making sure that teachers developed research literacy so that they could look objectively and systematically at classroom practices.
Since those early days in 2015, teaching has developed a long-term career structure, so that once you find your feet in your first job, you have a clear view of your next stages of development. You’re encouraged to network, read and research, carry on with the enthusiasms that brought you into teaching in the first place. If I want to stretch myself further, I now know that the College can connect me with mentors, offer me guidance on what to study, recommend appropriate CPD a or put me in touch with another teacher who has structured some research on an issue I want to look into. At least I know that my intentions as a teacher are matched and supported by a professional body which, like me, wants to ensure that all pupils are enabled, challenged, supported and valued.
Having been a teacher for over 10 years now, I’m considering applying to be a Fellow of the College of Teaching. It’ll take a while. I’ll need to take on some new projects and extend my role and influence as a teacher. But I’m ready for this and I know that the College will guide me to structure a programme that meets the needs of my pupils and school, local teacher partnerships and local community. And I know I can continue to develop as a teacher – I don’t want the next 10 years to be the same as the last. And in that time, I know I’ll have lots of expertise to ‘pay back ‘ into teaching, and the College, of course, makes sure that I’ll do that in order to support the next generation of teachers.
A teacher, 2028
Currently a pupil, in 2015
That was then