Forging Your Own Development in Education
By Annabelle Pemberton
What can you do to take control and ownership over your development as a professional?
The journey into the ever changing realm of teaching—a kaleidoscope of challenges and triumphs, where idealistic aspirations meet the realities of the classroom. I entered the profession fueled by a deep-seated desire to make a tangible difference in the lives of my students, to be a beacon of positive change and create a safe space for students who needed it. My commitment to these ideals led me down a path of forging my own professional development, weaving a narrative of resilience and personal growth even in the face of setbacks.
As an eager ECT 1, I set my sights on a new role that embodied my values – that of an Anti-Racist Coordinator. The interview process was challenging, exacerbated by the unfortunate timing of my battle with tonsillitis (classic first teacher, they said) and the subsequent necessity of conducting the interview remotely. Despite my dedication and passion, the position was understandably taken by a more experienced colleague.
In that moment, it would have been easy to succumb to discouragement, to let go of the lofty aspirations I held and just focus on doing my job within the realms of my expectations as a Teacher of History. However, I chose not to dwell on the closed door. Instead, I shifted my perspective. My commitment to my students was unwavering, surpassing the allure of TLRs and financial gain. With this clarity, I embarked on a journey to carve out my own path of development. So what did this look like?
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Culture Club
Recognising the power of fostering inclusivity, I founded a sixth form Culture Club within the school. This forum allowed students to share and celebrate their diverse backgrounds, promoting a sense of unity and understanding. It became a vibrant space where students shared and celebrated their diverse backgrounds. I provided opportunities for students to meet authors, partake in trips (meeting David Olusoga at the Historical Association Awards Ceremony was a particular highlight), engage in workshops at the Black Cultural Archives and much more. I am so proud of the space that I created for students who needed it and it was as valuable to me as it was the students.
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Developing Partnerships
Partnering with BLAM UK, I organised Racial Wellbeing sessions for students across the school. These sessions provided students with the opportunity to openly discuss their pride in their identity and navigate the challenges they may face. Additionally, students from the Culture Club supported these sessions, enhancing their experience for future applications. As a result, BLAM UK workshops have become a regular feature of our whole-school PSHE drop-down days.
Alongside this, I submitted a successful application for our school to become a Holocaust Beacon School. I have also been collaborating with the British Library, developing resources for teachers and participating in their research initiatives. Furthermore, I contributed to a Trust-wide EDI working group that shaped policies across schools and participated in a Department for Education teaching campaign. These connections and experiences have enriched my professional development, allowing me to make meaningful contributions to our school community and beyond.
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Leading Teaching and Curriculum Development
I seized every opportunity to push myself beyond my comfort zone and develop my skills. This involved leading annual training for PGCE students at the University of Reading and sharing good practice at a Harris Teach Meet. These experiences enriched my pedagogical toolkit, making me a better practitioner and intensifying my passion for creating an inclusive educational environment.
I also collaborated with the Head of History at our sister school on a project focused on developing an oral history curriculum centred around the Brixton Uprisings. Together, we got in touch with individuals who had direct involvement in the Uprisings such as Michael Groce and George Rhoden. We selected students to conduct interviews with these individuals, which were professionally recorded by a film crew at the Black Cultural Archives. These insightful interviews formed the basis of a comprehensive scheme of work on the Brixton Uprisings, which is now implemented across both of our schools. More than that, it created an unforgettable experience and brought history to life for students in a way they still cherish today.
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Amplifying Student Voice
Understanding the importance of students being given a voice and leading amongst their peers, I organised assemblies with sixth form students focusing on Black History Month and the tragic case of Stephen Lawrence. These sessions weren’t just educational; they provided a platform for students to voice their thoughts and concerns, fostering a sense of empowerment. I also initiated a peer mentoring program through Culture Club, pairing older students with younger ones to discuss topics like mental health, academic pressure, and social issues. This program not only offered support but also helped senior students develop leadership skills.These efforts have collectively amplified student voices, making them active participants in shaping their educational environment.
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Outreach Initiatives:
Collaborating with universities, I organised outreach trips that exposed students to the possibilities awaiting them beyond the classroom. These experiences broadened their horizons and for many students was the first university they had visited. Alongside this, I organised for the University of Oxford to deliver a session for KS3 students on the ‘Invisible East’. This session, designed to introduce students to diverse perspectives and historical sources, provided invaluable insights into the often overlooked narratives of history. Recently, I took students to an EDI conference at the City of London School. The event featured influential speakers like George the Poet, Sagan Daniels (Rugby Blacklist Co-founder), Abimbola Johnson (Human Rights Barrister), and Lavinya Stenet (The Black Curriculum Founder), providing valuable insights and networking opportunities.
Through these endeavours, I learnt a valuable lesson: genuine passion and a commitment to a purpose beyond personal gain can pave the way for profound professional growth. When your motivations are rooted in a desire to make a positive impact, opportunities naturally follow suit.
I am now honoured to serve as the Equality, Diversity, and Inclusion Curriculum Lead at my school, where I continue to drive positive change at a wider and more structural level. This role not only allows me to expand my impact within the school community but also provides a platform to advocate for EDI principles across various educational initiatives. I must add that I have been fortunate to work at a school that has wholeheartedly embraced the opportunities I have introduced. The support of my line manager and the senior leadership team has been instrumental in facilitating these initiatives. Their encouragement and collaboration have empowered me to implement meaningful changes and foster an inclusive, supportive environment for all students and staff.
So, fellow educators, ask yourselves: What drives you? If your motivation extends beyond titles and monetary rewards, your journey will be one of continual growth and meaningful impact. Let your passion be the driving force that forges your unique path in education, creating opportunities that resonate with your purpose. When opportunities pass you by or are not yet available, remember: you have the power to create your own. After all, the most valuable professional development often stems from the seeds of authentic dedication.
