Could our mobility opportunities have been severely damaged by the statement regarding salary retention?
My chances to compete for a Secondary Classroom Teacher post – should I ever wish to experience another school authority – has been significantly reduced, when one considers the Secondary Teacher salary ceiling and that this, in such austere times, additional 3 or 4,000 pounds to employ myself and others like me as a result of a professional development scheme that was publicly dissolved as one facet of the McCormack Review, and one which was misunderstood by senior management and local authorities, may well count against me even being considered for interview.
The assurance of salary protection (which may change) not only has a negative effect on mobility, but the inability of staff to ‘migrate’ across authorities may lead to stagnation, which ultimately leaves little inspiration for the pupils of such teachers who have low levels of confidence as to their professional development. Furthermore, partially-accredited practitioners may find themelves faced with unwieldy ‘remits’ from less sensitive and more cynical local authorities who wish to get the ‘best bang for their buck’.
Decisions against pursuing a management position, or a Guidance Role made five or six years ago may now be reversed, as those betrayed by the decision to dismantle – nay, dissolve – the Chartered Teacher Scheme now seek the very limited P.T., Faculty Head or Guidance posts as the only opportunity for career advancement – rightly or wrongly!
Next Post – ‘The Academic Canon’.
The MEd Project Proposal was submitted to UWS yesterday (Wednesday, 5th January). Its research basis: The use of Activity Theory to support Literacy within interdisciplinary learning across Curriculum for Excellence. If successful, I am given some examinable respite from now until August 2012; the project continues until July 2013.
The task at hand now is to begin reading extensively on this theory, aspects and nuances of the theory itself and case studies. Its flexibility affords its implementation in a wide number of disciplines and contexts, and I am finding Mendeley extremely helpful in collating documents, and my Kindle 3.0 is perfect for both reading lengthy PDFs and highlighting and saving quotations.
The past 3 years on the Chartered Teacher Programme have certainly widened my appreciation of the context of teaching; I gained accreditation for 4 modules, too, drawing upon near simultaneous studies on the Postgraduate Diploma in E-learning course at the University of Edinburgh.
Both experiences have been as humbling as it has been emancipating: formal clarification of my intrinsic beliefs in and abilities for continually enhancing my teaching practice: by two academic institutions, by my peers (home and abroad) and the school management team.
There lies behind and ahead a canon of texts (digital and physical) produced by peers across the globe and spread across the whole gamut of subject areas and levels: we secondary teachers have as much to learn from the ‘early years’ as the further and higher education specialists. A multitude of mediums facilitate access, and the UWS programme has developed in me the belief, confidence and practices to synthesise these elements as I go forward as an ‘enhanced practitioner’; autonomous yet inextricably bound to a globalized constellation of networked teaching professionals.
‘Shoulders of Giants’, indeed!