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Career Entry Development Profile (CEDP) - Transition Point 1 (May 2011)

Glenn Billingham completed his initial teacher training at The East Northants Initial Teacher Training College from 2010-2011. He found the most rewarding aspects of teaching to be building relationships with students, parents, and colleagues and supporting students' pastoral development. His strengths included positive relationship building, classroom management, and creating a comfortable learning environment. He hoped to further develop his skills in assessment for learning and his role as a full-time classroom teacher. However, he did not see a long-term future for himself in the UK education system and aspired to continue his international teaching career.

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902 views3 pages

Career Entry Development Profile (CEDP) - Transition Point 1 (May 2011)

Glenn Billingham completed his initial teacher training at The East Northants Initial Teacher Training College from 2010-2011. He found the most rewarding aspects of teaching to be building relationships with students, parents, and colleagues and supporting students' pastoral development. His strengths included positive relationship building, classroom management, and creating a comfortable learning environment. He hoped to further develop his skills in assessment for learning and his role as a full-time classroom teacher. However, he did not see a long-term future for himself in the UK education system and aspired to continue his international teaching career.

Uploaded by

Glenn Billingham
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© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Glenn Billingham – The East Northants Initial Teacher Training College – 2010/2011

Career Entry Development Profile (CEDP) – Transition Point 1 (May 2011):

1) Aspects of teaching that I find the most rewarding…

 Building relationships with children, parents and colleagues.


 ‘Making a difference’.
 Supporting children in a pastoral sense.

The profession of a teacher is often noted as the most noble of professions. With this in mind, and
considering the basic principals of the job, I believe it should also be one of the most enjoyable
professions for those who choose to pursue it as a career.

There are many aspects of the job that I do genuinely enjoy. I enjoy forming positive relationships with
children, parents and colleagues alike. Personally, this will always be the most rewarding part of the
job and as for relationships with colleagues and parents; they should be easier to maintain as the
child’s best interests should always be at the core.

In the classroom, whatever the lesson or activity, it is always a rewarding experience to see progress
occurring, especially within a lesson personally planned and delivered. This is something I have
enjoyed more and more throughout the year, as I take ownership of more teaching.

Personally, I feel the most rewarding part of teaching, especially with the younger children, is the
chance to educate, coach and develop the ‘whole child’, or the pastoral elements of the child. I feel
quite strongly that the emphasis on this isn’t strong enough, so while I enjoy this aspect of the job, I
feel frustrated at the same time that it isn’t higher valued within the curriculum.

2) Main strengths and achievements as I approach the award of QTS…

 Building positive relationships with children and young people.


 Being aware of the pastoral elements.
 Managing a happy, comfortable and positive learning environment.
 Behaviour/classroom management.
 Working with so called ‘lower ability’ groups and/or disruptive children.

Throughout this year of initial teacher training, one constant of all my feedback has been my ability to
build positive relationships with children. I take particular pride in this, as it was also noted during my
second placement, which highlights this as a consistent strength over the three Key Stages in which I
am training.

Closely related to forming positive relationships is something that I believe is crucial to any classroom,
and another personal strength; managing a happy, comfortable and positive learning environment,
both for the children and other adults in the class. This has also been noted in several lesson
observations and end of term assessments.

Another area in which I feel I perform strongly, is behaviour/classroom management. An area that has
been developed by the expert coaching I received throughout my second placement. Completing a trio
of main strengths, behaviour/classroom management is obviously very closely related to a good
learning environment and building positive relationships. Therefore, throughout my training year and
via previous working experience, I feel these strengths represent a solid foundation to which more
specific and intricate strengths can be built upon.
3) Areas in which I’d benefit from further experience…

 Implementing AFL in planning for progression.


 Develop my role as a class teacher.

At this early stage of my teaching career, I’m well aware that every feasible area of teaching represents
an area from which I’d benefit from further experience. However, I have noted a few where I’d benefit
from the opportunity to take ownership of a class for the duration of a year, something that hasn’t
been possible this year due to the nature of the course.

Initially, the generic area of developing my role as a class teacher is something that I’ve had good
experience with this year, but I feel this would really benefit, naturally, by having my own class for a
full year and really getting to know the children.

The aspect of AFL is obviously highly important in terms of ensuring progression through a period of a
year of school. As switching between three placements within my host schools has also disrupted this,
I feel this is another very important area where I can benefit from further experience.

4) Longer term career development and aspirations…

Personally, I find it very difficult to think long term. I find notions of ‘living in the now’ more
rewarding. However, employment as a teacher often lends itself to be conscious of the slightly longer
term, so I’ll aim for a happy medium while answering this question.

In all honesty, having had very positive experiences of international education in differing countries
and schools, I can say that I don’t see a personal future within the UK state education system. In my
opinion there are a number of aspects that only serve to fail teachers and students alike. Of course, I
can only speak of my own experiences and my own school placements, which have been contrasting in
many ways, but having spoke to many other teachers throughout the UK, I see obsessions with
assessment & levels, higher emphasis on planning & evidence than pastoral elements & time spent
with the children, staff - student ratio’s too high, and a profession that should be one of the most noble
& enjoyable turned into an un-healthy lifestyle choice blighted with job stresses. None of these are
exactly positives. My only career aim at this point is to proceed with my international teaching career.

Summary of Initial Teacher Training:


Training Provider / recommending body:
TENITTC (The East Northants Initial Teacher Training College)

Title of ITT programme:


GTP (Graduate Teacher Programme)

Length of the programme:


0 years and 11 months
Full or part time:
Full time

Date of successful programme completion:


30th June 2011

Age ranges covered:


Early Years Foundation Stage, Key Stage 1 and Key Stage 2.

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