However well planned for, the process of moving from trainee to professional will always constitute a big change

Essential to this process is the means by which professional learning can be carried forward. CPD Update asked the Training and Development Agency for Schools (TDA) to explain how use of the Career Entry and Development Profile (CEDP) can aid a smooth transition

You may have heard about the Career Entry and Development Profile (CEDP), but what is it, what does it look like and how does it work? The CEDP is a support package which helps teachers as they move from initial teacher training (ITT) to their first teaching post. It helps guide new teachers and their tutors, to plan and record their professional development during the induction period.
The profile has been developed in consultation with ITT providers, newly qualified teachers (NQTs) and induction tutors. It builds on the good practice in professional development planning and recording that had already been established in ITT, local authorities and schools.

The profile benefits from being easily compatible with other profiling and professional record systems in ITT and induction, and can be integrated with training and development and performance management systems already used in schools. Using the profile also stimulates continuing reflection on teaching and professional development established during ITT.

In addition, the CEDP supports the national statutory induction arrangements that are compulsory for all NQTs. The requirements for initial teacher training state that providers must ensure that their trainee teachers receive and are supported in completing the CEDP and that they are informed about statutory induction arrangements and how to prepare for their induction period.

The CEDP enables NQTs to make constructive connections between ITT, induction and the later stages of their development as a teacher. It also assists in focusing reflection on achievements and goals in the earliest stages of an NQT’s teaching career, and to guide the processes of reflection and discussion about their professional development needs. The CEDP is deliberately flexible in prompting questions and recording responses to reflect the individual’s needs. NQTs and trainees are not expected to write lengthy responses unless they want to do so. They can select and adapt the optional sample formats; or they can use other recording formats that may be more appropriate.

The profile is structured to offer guidance at key milestones in professional learning and development. These milestones are referred to as ‘transition points’, and using the profile will help teachers to make constructive connections between these points. It is designed to be a flexible working document that can be used alongside, or as part of, other professional tools and records.
For each transition point there is a set of questions to help trainees and NQTs reflect on progress and think about future learning and development.

  • Transition point 1 is towards the end of ITT when, supported by tutors in ITT, NQTs are encouraged to think about where future professional development should concentrate in order to build on strengths in practice, develop aspects of the teacher’s role that are of particular interest, and provide more experience, or build up expertise, in areas where development has been limited.
  • Transition point 2 is at the beginning of induction, with NQTs being supported by the induction tutor. Here the emphasis is on sharing experiences of ITT, including strengths, achievements, and ambitions, as well as any new professional development needs that have been identified, recording these in an action plan highlighting professional development objectives.
  • Transition point 3 is at the end of induction when NQTs, supported by the induction tutor, think about the challenges they have faced as an NQT, reflect on their successes and their own learning as a teacher and think about their aspirations for continuing professional development.

By the time transition point 3 has been completed, the CEDP will have enabled NQTs to reflect instructively on their professional development, identify evidence of their successes, take a balanced view of their progress during induction, and look ahead to what they want to achieve next in their teaching career.

The CEDP, as well as a range of supporting materials, can be accessed online at: www.tda.gov.uk/cedp. In addition, hard copies are available for ITT providers to order from mid-January 2006. To order folders, please contact the TDA induction team (tel: 020 7023 8323; email: cedp@tda.gov.uk)

Further benefits of CEDPCEDP provides leaders of CPD and their colleagues with a vehicle for making the transition from ITT to NQT more productive. The forthcoming revised national standards and the new professionalism also make it important to ensure that, when appropriate, school policies for CPD encompass what is happening in ITT and training and follow through with good induction and professional learning.

The CEDP can also:

  • fit into the kind of Critical Journal of Professional Development and Portfolio of Evidence for Impact that has been described in CPD Update (go to www.standards.dfes.gov.uk/keystage3/downloads)
  • contribute to critically examined evidence for accreditation
  • be made part of the process of collecting, assessing and evaluating evidence for membership of the GTCE’s Teacher Learning Academy
  • help to demonstrate how an effective CPD policy supports the SEF.

CPD Update is interested to hearing from readers with experience of the CEDP, particularly in how it features in school CPD policy.