At The College of Teachers Awards Ceremony on 17 May 2011 Professor Mick Waters received the Honorary Fellowship of The College, which had been awarded in absentia in 2010. Following the event he spoke of the prime job of the teacher - making learning better. Most teachers are constantly seeking to develop the professional work they do and like to enjoy the learning adventure as much as their pupils. He explained that teachers develop most when they feel a valued part of a learning community, such as is the role of The College of Teachers.

A special event took place recently as The College of Teachers held an Awards Ceremony to recognise people who had made steps forward in their own professional journey. With colleagues, friends and their own families, individuals were brought forward to receive acknowledgement and, implicitly, the thanks of society for their efforts to make a difference to the future for learners. There were people who had taken a course of study and proved their mettle through examination, others who had embarked on research to investigate an aspect of learning that mattered to them, the results of which might be valuable to others, and those who had been nominated for their contribution over time to the wider world of teaching. Everyone had a story of their own learning adventure.

Making learning better is the prime job of the teacher and most teachers are constantly seeking to develop the professional work they do. They like to enjoy the learning adventure as much as their pupils, but their adventure takes place at another level.

An adventure is not just about fun; true, it should be enjoyable, but real adventures involve so much more. They involve steps into the unknown, meeting new experiences, a little bit of risk, hard work and some uphill challenges along with the downhill strolls. Most adventures involve a little bit of the ‘wonder whether it is worth it’ or ‘why we ever started’ questions. In most adventures we are so busy wondering what next that we only realise what we have achieved when we stop for a breather and tell fellow travellers what we have found.

The Awards Ceremony is one of those stops on the way. It tells the story of some teachers and schools as they explore some ‘new for them’ learning terrain. It tells of enhanced practice and impact so that others might like to try a similar endeavour. We know from research that teachers will try new things that seem straightforward and accessible. We know they will have a go if they feel it is not too big a step from where they are and where resources needed are not too specialised or complex. The most important thing in getting teachers to take the learning step is that they will try ideas that have been suggested by people who are local to them and people they trust. Most of all teachers develop when they feel a valued part of a learning community: this is one of the roles of The College of Teachers. Since 1847, The College of Teachers has sought to help and recognise teachers as they construct the profession challenge necessary to make learning effective.

A collegiate body welcomes all members, wherever they might be in their careers. It helps people to feel part of something big and important, doing vital work. Whether working in inner London, urban Sunderland, rural Somerset or the South African townships, we do important work as part of a learned group of colleagues. It is that group that has evolved over time as schools have evolved, but essentially the task is the same: encouraging learners through the application of learning about how to teach. The challenge is to encourage more of the profession to take up the challenge of their own professional development and to be instrumental in shaping the very job we all do. As an example, The College of Teachers has worked in partnership with the Teacher Learning Academy (TLA) where in school practice is the root of professional development and improvement.

Teachers are asked to engage in disciplined innovation within their own working context. They record, study and experiment in the very work they are already doing. It is not an additional workload but additional interest, additional fascination and additional professional enjoyment. The self-selected action research becomes the learning adventure and many teachers are getting caught up in it, becoming engrossed. They are having those learning adventures, being connected with other explorers and finding the fascination of their classroom to be the spur to their own growth as the teacher they always wanted to be.

Every child should have a moment in the limelight to find out how it feels to be acknowledged, celebrated, recognised, valued and applauded. Similarly with teachers, there are many thousands of good teachers across the world making a profound difference to the life chances of the people they teach. The Awards Ceremony even recognised that and celebrated with some of the noble profession.

PROFESSOR MICK WATERS left the QCDA in 2009 after four years as Director of Curriculum to take on the role of Professor of Education at Wolverhampton University and the inaugural presidency of the Curriculum Foundation.

Before joining QCA, Mick was Chief Education Officer for the City of Manchester. In a challenging education environment schools worked hard to break the cycle of urban deprivation, promoting a wide and rich curriculum and encouraging all learners to achieve.
Previously Mick Waters worked in Birmingham Local Education Authority. He drove forward a school improvement agenda which saw increasing achievements and increasingly successful schools. He is a trustee of the Children’s University.