The early career teachers have arrived and, after a short period learning their craft, they’re reporting for duty at the chalkface. They’re fresh faced and full of wonder. Barely a battle scar on them.

At the whole-staff Inset, the usual experienced staff are happily raising their hands to respond to questions. They’ve been in teaching a while and are confident in their opinions. But what is this? A new hand in the air? Not just any new hand, but that of an individual who is new to the trade? What on earth have they got to offer when they are barely out of teacher training?

If we’re honest, we have all succumbed to a fleeting thought of this type when an eager newcomer has offered their thoughts. As with any career, there is a perception that you have to earn your stripes before you pipe up.

I have learned not to see things that way. I believe that even the most seasoned professionals can learn from newbies.

NQTs: New teachers give a fresh perspective

There is good reason to listen to them. The new arrivals in the profession are more likely to be up to date on new teaching pedagogies, the latest research, innovations and technology. And they have had the time and opportunity for the pedagogical exploration that comes with teacher training. Yes, sometimes it is the case that the same old theories come back around, but there can also be new perspectives that are invaluable to any member of staff, regardless of experience.

That said, is it possible for leaders to facilitate the sharing of insights from new teachers without upsetting more experienced members of staff? In my opinion, yes.

Training triads are a good route to take. This is where training opportunities are delivered by grouping three teachers of differing experience and expertise, and allowing them time and space for in-depth discussion. Likewise, forums and steering groups offer spaces where discussion can flow without pressure, allowing those who feel they have something to offer to do so in a non-threatening environment.

Essentially, it is about creating spaces where views are shared, not dictated to others. We want schools to be environments where everyone, at whatever level or stage of their career, feels confident to contribute, and where the viewpoints of all are considered valid and valued. While this won’t banish feelings of being put out when the NQT questions a practice you hold dear, it will at least lessen its impact and help you put a more positive framework around it so you can discuss those concerns or criticisms rather than simply feel attacked.

If we manage to do that, then schools can be places for the vibrant exchange of ideas, not hierarchical systems where change is seen as a threat, not an opportunity.

Nikki Cunningham-Smith is an assistant headteacher in Gloucestershire

This article originally appeared in the 23 April 2021 issue under the headline “Old dogs can learn NQT tricks”