• ‘ … and now it’s over to you’: recognising and supporting the role of careers leaders in schools in England

      Andrews, David; Hooley, Tristram; University of Derby (Taylor and Francis, 2016-11-11)
      There is a long history of teachers and schools being involved in the delivery of career education and guidance. As the breadth of career education and guidance activity in English schools grew throughout the twentieth century it became increasingly necessary to have an individual within the school responsible for leading and managing this activity (the careers leader). The transfer of responsibility for career guidance from local authorities to schools following the Education Act 2011 has intensified the need for this role. There have been various attempts to conceptualise and professionalise the role of careers leader and to develop appropriate training and support. This article defines the role and the rationale for the role, sets out its history and makes recommendations for the future professionalisation of the role. It is argued that this will include recognition of the role by policy, professionalisation and the development of a career structure and the development of appropriate training and CPD.
    • Resilience, Reflection and Reflexivity

      Codina, Geraldene; Fordham, Jon; University of Derby; Urban Primary School, UK (Bloomsbury, 2021-02-25)
      Historically the teacher resilience literature has tended to focus on the individual (Day, 2017), their ability to manage stressors and risk factors and to draw on protective factors (Howard and Johnson, 2004). More recently the emphasis has shifted from analysis of the individual, towards understandings which emphasise the interaction between individuals and their environments (Ungar, 2012). Focussed more on the latter rather than the former, this chapter moves away from the potentially damaging effects of a ‘pull yourself together’ mentality, in favour of analysis which contextualises teacher resilience. Teacher resilience is viewed more in terms of the space where an individual’s capacity to navigate challenges interacts over time with their personal and professional contexts (Beltman, 2015). The desired outcome of this meeting between individual and context is a teacher who experiences professional engagement and growth, commitment, enthusiasm, satisfaction, and wellbeing (Beltman, 2015) and thus is able to act in a personally, socially and emotionally responsible way. The nexus between professional challenge and teacher satisfaction is explored through two case studies presented in this chapter and the subsequent discussion which addresses the inclusion of children with additional needs (both special educational needs and/or disability (SEND) and able and talented).
    • What works? The evidence base for teacher CPD delivered by employers.

      Dodd, Vanessa; University of Derby (The Careers & Enterprise Company, 2017-12-04)
      Teacher continuing professional development (CPD) delivered by employers can refer to a variety of professional development activities where an employer is the primary facilitator of training. But what impact do teacher placements have and what can we learn about lessons in best practice? This paper provides an overview of the evidence for teacher continuing professional development (CPD) provided by employers with the aim of clarifying possible impacts and identifying effective best practice.