We conducted research in 2006 that explored second- and third-year teachers' early professional development (EPD).
The research found that:
- The professional development experienced and objectives set during induction needed to be built upon during years two and three through performance management, and
- 86 per cent of second-year and 90 per cent of third-year teachers take on additional responsibilities, making the preparation for new roles (role-induction) critical in EPD.
Within a local authority area or within a school, there may be additional EPD priorities. However, using these EPD priorities as the initial basis for supporting teachers in years two and three of their career offers teachers a sense of consistency in their development.
Local authorities and schools can support teachers in their second and third years by considering systems and opportunities that:
- build on what was achieved during induction
- prepare teachers to take on new roles and responsibilities
