Drawing on research findings can help schools to nurture and support teachers who are in the early stages of their careers. Roger Purdy explains his school’s approach

The first years of a teaching career is full of promise – and risk. For too many NQTs workload pressure, unrealistic expectations and not enough support and development can cast long shadows.
The result is that for too many years too many teachers have left the profession in the springtime of their careers. But we can – and are – changing the situation.

What happens in the early years of a teaching career is by far the most influential and significant in shaping the practice and approach of the experienced teacher, and a growing number of schools are taking active steps because of this.

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