Student Resources

Section 9

Additional questions and tasks for students are available here for further study.

Unit 9.1: Applying for Jobs and Preparing for Your Induction Year

Task 1

There is plenty of advice online about applying for jobs. Have a look, for example, at the video that shows you how to create a professional-looking letterhead for your application to a teaching job (

This YouTube page also gives links to numerous other short videos on aspects of preparing job applications. See if you can hunt down any similar videos that give advice about conducting yourself at interview.

Task 2

There is also plenty of written advice about applying for teaching jobs on the internet. The best place to start is probably at the Prospects graduate careers site ( This gives very full advice on all aspects of job applications.

Compare the advice you are given here with that on the rather more quirky Mr Belshaw site (

Task 3

The Times Educational Supplement of 26 June 2009 ( published an article suggesting that psychometric tests will be used in future to assess potential teacher trainees. Read this article and the comments it has elicited from various readers.

What do you think are the likely merits and disadvantages of this plan?

Task 4

Some excellent advice on preparing for a job interview for a teaching position can be found at Read through the questions in section 10 of this advice and prepare sample answers to as many as you are able. Compare your answers with those of colleagues.

Unit 9.2: Continuing Your Professional Development

Question 1

In what ways can research/enquiry support and shape CPD?

Question 2

Should teachers both receive and provide CPD? How do you avoid recirculating ‘tips for teachers’?

Question 3

To what extent are professional and academic skills related in terms of improving teaching and learning?

Question 4

How can you assess the impact of CPD?

Question 5

Should CPD be at Master's level?


Consider in what circumstances and for what purposes the following forms of CPD are most useful:

  • reading;
  • project evaluation;
  • project management;
  • course attendance (skills);
  • in-house observation;
  • being observed;
  • membership of an action learning set;
  • research at another institution;
  • action research;
  • being mentored/coached;
  • mentoring and coaching others.

Unit 9.3: Teaching, Research and Further Qualifications


Can you recall a professional encounter or an event when you had ‘no time to think’ but you had to act. Write a short account of such an event or an encounter. Put it to one side for a day or so and then reread it with the following questions in mind.

  • In what ways does the event or encounter resonate with other events and encounters in your life, professionally and/or personally?
  • What aspects do they share? What aspects are different?
  • How does ‘time’ play a part in the account that you give?
  • Look at the language you are using; what can it tell you?
  • What research questions emerge from your explorations?
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