Training Issues: A number of perspectives

Staff Development

We have a number of Newly Qualified Teachers on our staff this year and they have training programme which involves them working alongside a range of experienced staff.  It is our belief that we have a very talented workforce and for this reason, a great deal of our training takes place “in house” which involves staff sharing their expertise.

Our associate staff play an invaluable role within the school.  We are committed to offering these members of our team training opportunities, to enable them to develop their skills.

Janet Daniels

How We Support Our New Teachers

At The John Bramston School we work hard to recruit some of the best newly qualified teachers to join our staff. Over the years we have welcomed many teachers who have gone on to well deserved promotions both in this school and elsewhere.

This school is an excellent place to learn and practice the skills of being an effective and successful teacher. The work of our new teachers is co-ordinated by David Zeffie who runs an induction programme for newly qualified teachers.  In this article some of our new teachers reflect on their first ten weeks in the school and David Zeffie outlines the work that he does with these people new to the teaching profession.

Hayley Mead: Art and Design

My first term of teaching as an NQT at The John Bramston School has proved to be a challenging, interesting and rewarding start to my career.  I feel that I’ve had the opportunity to learn a great deal in the short space of time that I’ve been working here.  One of the things that makes this job enjoyable is the students’ sense of humour, and the fact that the majority of students are willing to give back as much as you are willing to give them.  Although I’m the teacher, most days I’m learning from them too!

There’s a great feeling of satisfaction when you are able to watch students develop as learners and achieve something they have worked hard towards.  There have been times when I’ve been faced with problems and questioned my abilities as a teacher, but I have always been reassured and encouraged by the support of my department and other colleagues.  I’m glad to be working in a school that has such a friendly team of staff that are willing to go out of their way to offer useful knowledge and advice.

There’s one thing I can say with certainty about life at The John Bramston School – there’s never a dull moment! That’s what makes teaching here worthwhile.

Hayley Mead

Lisa Polden: Humanities

Several years ago I found myself in the position of looking at a variety of schools for my eldest daughter who was about to make the transition to secondary school.  Looking at schools through the eyes of a parent, listening to the wishes of my daughter and seeking advice from her Year 6 teacher, we made the decision to accept the offer of a placement at The John Bramston School.

Throughout the time that I have been a parent of a pupil at John Bramston, I have been impressed by the standard of education my daughter has received, the extra curricular activities available for her to participate in and also the channels of communication the school has to keep parents up to date with their child’s achievements.

As a teacher, when I became aware of the vacancy in the Humanities Faculty, I did not hesitate in applying for the vacant post.  At the interview stage, I became aware of the school ethos but what was most striking was the friendly and supportive atmosphere generated by the members of staff.

Since becoming a member of staff, not only have I been made to feel very welcome and part of a professional teaching team, but the levels of support I have received from all staff members of John Bramston have been overwhelming. 

Lisa Polden

David Zeffie: NQT Induction Tutor

I am pleased to be able to report that the school’s Induction Programme has begun successfully following the arrival of ten newly qualified teachers in September.

The group is ably supported by ten excellent subject mentors across the school who play an important part in the professional development of their newly qualified colleagues.  Mentors meet regularly with new staff and discuss issues relating to the successful completion of the induction year.  I am also pleased to be able to welcome Norman Clark to the programme; our former Vice-Principal is now advising at the Teacher Training Agency based in Harlow.  Norman has been into the school frequently in order to meet with newly qualified teachers and his experience and knowledge of the standards required to complete the induction year have been welcomed by myself and others around the school.  Janet Daniels, current Vice-Principal at the school has been instrumental in promoting the ethos of professional development to all staff and our NQTs have also valued her advice and input.

As the induction tutor at the school, I am enjoying the work I do with newly qualified teachers and subject mentors and am confident that the programme is part of a foundation upon which future successes of teachers at the school can be built.

Thanks must also go to other members of the Bramston staff who have given up their time to lead discussion groups with NQTs; to date, Helen Owen (maths), Stuart Nichol (science), Daren White (languages), Hazel Jordan (Learning Suport), Beverley Dowsett (Finance Manager) and Jackie Seakins (Assistant Principal) have all given excellent practical advice to newly qualified staff.

David Zeffie

David Spiller: Our New Professional Tutor

Since September I have taken on the role of Professional Tutor from Mike Gee who had been in the role for six years.  This is a very important role in the school as I look after all the teachers who work with us as post-graduate trainees.

The John Bramston School has for many years now, welcomed trainee graduates from several universities. Postgraduates come from Cambridge University, APU in Chelmsford, Brighton University and Middlesex University among others. Our links with these universities are close and we have a good working relationship with them. The universities pay the The John Bramston School for the students in order to reimburse all costs involved.

Each trainee is expected to successfully complete one or two of a total of three placements during the course of the academic year at the school.

For each placement, after an initial induction period, each trainee carries out lesson observations, attends weekly seminars in a range of core skills overseen by a Professional Tutor and ultimately teaches a limited timetable. The trainees’ work is supervised at all times by a trained mentor in their subject area, usually the head of department or an experienced member of staff. Mentors monitor the work of each trainee giving help and guidance. Towards the end of each placement a report is submitted to the university. All mentors are trained by the university from which their respective trainee comes.

The John Bramston School works in a syndicate with three other local Schools; Notley High, Tabor Science College and Honywood School, Coggeshall. Once a month, each of these schools, ourselves included, hosts a joint core studies seminar taken by the host schools’ Professional Tutor. This gives all trainees the opportunities to see other schools, meet with their colleagues and fellow trainees on both a formal and informal basis to discuss issues and to share experiences.

The trainee programme is beneficial for all concerned. Mentors gain valuable experience for their own professional development. Trainees, with guidance and close monitoring develop skills and expertise. Our students gain the experience of working with committed and enthusiastic young professionals who bring fresh insights to their work, and the school plays a vital role in ensuring the next generation of well-qualified teachers.

David Spiller