Induction & EPD Funding Allows New Teachers To Take Stock

31 January 2008

Kate Finch, Geography teacher at Ysgol Dinas Bran, based in Llangollen, Denbighshire, is a great advocate of continuing professional development (CPD) for teachers. Indeed, she needs to be, given she is responsible for overseeing 3 newly qualified teachers going through their induction year and no less than 19 teachers in years 2 and 3 of their careers!

All new teachers in Wales receive a supported start to their teaching career, through funding administered by General Teaching Council for Wales (GTCW) on behalf of the Welsh National Assembly. A statutory induction period attracts funding of £3,700 per teacher and a further entitlement of £1,000 per year for a teacher’s Early Professional Development (EPD) in years 2 and 3.

Ysgol Dinas Bran runs an Induction day at the beginning of the school year to brief staff and convey vital information. A tailored professional development programme is discussed and agreed with each member of staff and monthly meetings are held to ensure staff are getting the most out of the professional development funding available to them.

Alison Nesbitt, who has just completed her induction year at the school, found the training offered by both the school and the LEA essential in helping her to gain focus and assess the progress she was making in her first year. She comments: “I found the training offered not only helpful in an informative way but also invaluable in a social sense. The simple act of being in a room with other new teachers in exactly the same position as me, with the same fears and the same questions is one part of my induction training that I found tremendously beneficial. Being able to discuss all aspects of teaching within a supportive group like this can only allow you to move forward.”

Alison, who teaches Art within the school, added: “I feel that the funding offered plays a huge part in the successful completion of the NQT year. Without the funding to pay for mentor support, supply cover, training and inset days, NQTs would be in a very vulnerable situation. I found that being able to shadow a colleague or spend time observing other teachers within my school very important. Without funding even a simple activity like this would just not be possible.”

Stephen Prescott, who has also completed his induction year at the school, reaffirmed the importance of the Induction funding in his first year of teaching. He comments: “The funding enabled me to settle far more quickly at the school by providing a series of training days, workshops and general meetings both in school and as part of INSET. This enabled me to share issues and problems with teachers in exactly the same boat as myself and also learn from their experiences.”

Craig Gilchrist, Biology teacher at the school and in his second year of teaching, has used his £1,000 EPD funding towards an introduction to teaching A-level Biology course. He commented: “This was a great boost to my confidence at teaching A-level and certainly enhanced my skills. The funding has also paid for teachers to cover my lessons while I observed and assisted with my other subject specialisms of Chemistry and Physics.”

He added:” The flexibility of CPD funding allows teachers to create their own paths in their careers as they can choose particular aspects that interest them.
Eirian Maguire, music teacher and now in her third year of teaching, considers herself lucky in benefiting from the funding available. She explains: “The EPD funding has given me opportunities for specialising and progressing in my career which I would never have had otherwise. If I find a course I would like to attend, or feel worried about any area of my teaching, then I know I have the funds to help me to succeed. It is a huge weight off my shoulders to know I have this support.”

Lowri Thomas, Welsh teacher, confirmed the EPD funding gave her the opportunity to prepare for what otherwise could have been a tricky time. She explains: “During my second year of teaching I had the chance, due to a colleague going on maternity leave, to teach a Welsh first language literature class. As I had not taught the course before or read any of the relevant literature, the EPD funding came in very useful in giving me some time off in which to prepare work for this course. I am now fully able to teach the Welsh literature course, which without the EPD money would have been difficult.”

Andrew Wallis, who is in his third year of teaching, used the funding to take a course which enabled him to learn different ways of teaching Key Stage 3 History. As the prospective learning manager for Year 11, he was also able to get to know his new year group by taking time out to shadow the previous head of year over a couple of days. He believes on-the-job training is paramount for teachers, commenting: “Training days give teachers the ability to stand back and reflect on their teaching practice. Teaching is a hectic profession, and the opportunity to be removed from that environment for a while enables you to take stock and develop strategies for moving forward. This often gives us an opportunity to learn how to handle situations before they arise.”

Hayden Llewellyn, deputy chief executive of GTCW, commented: “Ysgol Dinas Bran is an example of a school which has benefited tremendously by a number of its teachers having access to Induction and EPD funding at the beginning of their teaching careers. Teachers in Wales in the first stages of their career are particularly fortunate as EPD funding is only available in Wales. We would encourage all new teachers to take advantage of this funding and use their entitlement, which can only be of benefit to their careers.”