Professional development

As an NQT, the transition from ITT to the induction period marks the start of a new phase of your professional learning and development, rather than an end to your training. Similarly, completion of the induction period will represent a step towards increasing responsibility for your own professional development.

CPD consists of reflective activities that are designed to improve an individual’s professional attributes, knowledge, understanding and skills. It supports individual needs and improves professional practice.

Useful resources

Professional development portfolio for NQTs
All our newly qualified teachers (NQTs) should use these professional development materials for planning development and identifying evidence for termly assessments.

Ealing CPD online (Ealing CPD website)
Ealing's searchable training directory offers NQTs a wide range of courses for their professional development needs.

Career entry and development profile (TDA website)
The career entry and development profile (CEDP) is primarily an online resource aimed at trainee and NQTs. It will encourage you to focus on achievements and goals early on, and discuss your professional development needs.

CEPD transition points (TDA website)
The CEPD is structured in three transition points. Transition point one is towards the end of initial teacher training (ITT), point two is at the beginning of induction, and point three is towards the end of induction.Towards the end of induction, take the opportunity to look back at your induction period and consider your progress, support programme and aspirations for continuing professional development (CPD). At this stage you should review your progress and, with your induction tutor, identify what you have achieved. You may also find it useful to evaluate your induction support programme.

Early professional development (TDA website)
Building on from your first year. The end of induction review provides an opportunity for you and your induction tutor to review professional development over the induction period and take stock of what has been achieved in the first year. The review should also focus on your early professional development needs and prepare you for your involvement in the school’s performance management arrangements.

On successful completion of induction all teachers become subject to performance management and are entitled to annual reviews and regular feedback on their performance. As part of performance management all teachers should agree developmental objectives with their line managers and receive the training and support they need to achieve them.

Professional standards for teachers (TDA website)
Provides the backdrop to performance management and set out what is expected of teachers at each career stage. The professional standards cover the following career stages:

Q - qualified teacher status
C - core standards for main scale teachers who have successfully completed their induction
P - post-threshold teachers on the upper pay scale
E - excellent teachers
A - advanced skills teachers (ASTs)

The standards are arranged in three inter-related sections:

professional attributes
professional knowledge and understanding
professional skills