Career Path

Potential Career Path within the New River Teaching Alliance

This helps to identify a typical career path for teachers, clarifying how you can gain further expertise and the types of roles that you could take on at different stages of your career. It is important to note that fast track progression overriding this may be available for exceptional teachers if they show outstanding teaching and have excellent leadership skills.

Expectations Opportunities for NRTA – Professional Development Example Roles
The trainee teacher will fully develop their teaching and learning skills (including assessment and use of data) in the classroom and subject knowledge for the KS/subject in which they teach. Weekly Professional Studies program developed in consultation with the partner university. Responsibility and accountability for learning and progress for a class / range of classes over a sustained length of time and in more than one school.
This will include undertaking a second placement in a contrasting school to enhance the teaching experience and practice. Dedicated subject mentor with weekly training meetings. Attachment to a form in a pastoral capacity.
They will have a sound knowledge and understanding of their wider professional responsibilities and role in a whole school context and a pastoral capacity. Seminars provided by NRTA for all trainees. Participation in whole school activities e.g. contributing to the school’s extra-curricular program
This will be evidenced through direct observation of teaching against the Teaching Standards. The trainee teacher must also ensure that their professional qualification at their university provider are also undertaken and passed to the required standard. NRTA inset focusing on a range of different issues in education. Access to observe Open   Classrooms
Additional experience days e.g. at non-mainstream schools

NB: this is in addition to training and professional development opportunities provided at university

Expectations Opportunities for NRTA – Professional Development Example Roles
The effective teacher does more than just the successful transference of knowledge/skill or application around a particular topic. NQT Continuing Professional Development Program Class teacher (Year 1)
The effective teacher ensures that this surface approach to learning is replaced by deeper learning experiences where pupils engage with the resources independently, leading to progress being made in their learning. Opportunity to join ITT seminars NQT mentor
This will be evidenced through work scrutiny, direct observation of teaching, analysis of class data and pupil voice Insets focusing on a range of different issues. Class Teacher & Form tutor, (Year 2)
Subject lead (shadowing)
Expectations Opportunities for NRTA – Professional Development Example Roles
Proficient teachers create highly effective teaching and learning experiences for their students. They know the unique backgrounds of their students and adjust their teaching to meet their individual needs and diverse cultural, social and linguistic characteristics. They develop safe, positive and productive learning environments where all students are encouraged to participate and achieve Creative Teachers Program Class teacher & form tutor
They design and implement engaging lessons that meet curriculum, assessment and reporting requirements. They use feedback and assessment to analyse and support their students’ knowledge and understanding. Outstanding Teachers Program Second in charge in secondary school dept.
Proficient teachers use a range of sources, including student data; SEND requirements, EAL, to evaluate their teaching and to adjust their long and short term planning to better meet student needs. Shadowing opportunities at other alliance schools  Department leader in smaller  departments
Proficient teachers are active participants in their profession and with advice from colleagues, identify, plan and evaluate their own professional learning needs. Opportunities to deliver CPD Responsibility post in cross   school projects
Proficient teachers are team members. They work collaboratively with colleagues, for example on schemes of work, implementation of learning interventions and departmental approaches to teaching and learning. Inset focusing on a range of different issues. Research Champion for NRTA for your school
Expectations Opportunities for NRTA – Professional Development Example Roles
Highly Accomplished teachers are recognised as highly effective, skilled classroom practitioners and routinely work independently and collaboratively to improve their own practice and the practice of colleagues. They are knowledgeable and active members of the school. NPQ Middle Class teacher & form tutor
Highly Accomplished teachers contribute to their colleagues’ learning. They may also take on roles that guide, advise or lead others. They regularly initiate and engage in educational discussions about effective teaching to improve the educational outcomes for their students. Leadership NPQ Head of a Year 
They maximise learning opportunities for their students by understanding their backgrounds and diverse individual characteristics and the impact of those factors on their learning. They provide colleagues, including pre-service teachers, with support and strategies to create positive and productive learning environments. Senior Leadership Head of Dept.
They have in-depth knowledge of subjects and curriculum content within their areas of responsibility. They model sound teaching practices in their teaching areas linked to knowledge of specific subject pedagogy. They work with colleagues to plan, evaluate and modify schemes of work to improve student learning. They keep abreast of the latest developments in their specialist content area or across a range of content areas for all teachers. Shadowing opportunities at other alliance schools Leading on something whole school, e.g. rewards and sanctions; a research project
Highly Accomplished teachers are skilled in analysing student assessment data and use it to improve teaching and learning within their dept. They are active in establishing an environment that maximises professional learning and practice opportunities for colleagues. They monitor their own professional learning needs and align them to the learning needs of students.

Their interpersonal and presentation skills are highly developed. They communicate effectively and respectfully with students, colleagues, parents/carers and community members.

Insets focusing on a range of different issues.