From the residential programme to the PGCert Part 2: Anna’s Story
Hear from a member of our community, Anna Wallace, about her experience of our Postgraduate Certificate.
With my newfound confidence and reignited passion for the arts I decided to take the leap and apply for the PgCert in Developing Teachers Research and Practice, but with some apprehension.
A few questions concerned me; What was the time commitment? Would my school support me? Could I afford the tuition fees? Was I capable of study after all these years? My experience of the residential was so positive and motivating that, despite my concerns, I applied to the course anyway. What did I have to lose?
After accepting a place on the course, I than applied for the Jane Featherstone Fellowship and was accepted. Two of my concerns were now crossed off the list! Plus, I felt very proud of myself.
To me, the PgCert represented a step forward in my professional and personal journey – Somewhere within the hustle and bustle of daily life I had forgotten how much I enjoyed research and learning. Walking around the University of Leeds campus on the first Saturday seminar session, toward the School of Fine Art, History of Art and Cultural Studies was a joyous experience. I felt very privileged to have this opportunity at this stage of my life – just being on campus made me feel clever!
At the start of the first weekend session, I soon realised that I wasn’t alone in my concerns but that they were needless. From the beginning, Anne-Louise and Abigail encouraged a dialogue straight away and guided us through the whole course with kindness, support and cake ….. lots and lots of cake.
As my project began to take shape, I started to discuss and share my experience with my own students. They were interested in what I was learning and curious to find out more. The course not only develops teacher research & practice but feeds into the educational experience of the children we teach. When I explained the PgCert to my Headteacher and that I hoped to explore a cross-curricular project with a whole school approach, they were more than supportive. I am thankful to work in a forward-thinking trust, that encourages professional development and an individual approach to pedagogy.
For my first essay I explored how arts activities could improve memory retention – this was based upon my thinking during the residential and triggered by the activities we engaged in. Using my newly received student card I was able to access all University libraries and portal. This provided a solid foundation to help me delve deeper into the subject and broadened my own contextual understanding. Additionally, I had forgotten how great a student card is (especially when making purchases from certain retailers!)
Thinking back, I feel that the PgCert significantly enhanced my critical thinking and skills in practical application, turning research and project design into action. The course also allowed for considering my own current practice through reflective assignments and case studies. Throughout we were encouraged to engage with research and shown how to apply this to our essays and translate into practical application.
I feel the closing few sentences of my first essay summarise my thinking at the time and my hopes for the in-school project:
‘My aim is to use art as the trigger for curriculum change and to use this wonderful subject to improve students’ memory retention and to enhance their learning and education experience. Art is a subject that stands out, that is controversial and inspires conversation. Art has always been a catalyst for change in society, perhaps it will also be in the classroom.’
Currently, I am over halfway through a 3-year secondment and working on a Department for Education funded pilot project which aims to reduce young people’s involvement in serious violence. In this role I design and commission evidence-based interventions to support referred young people who are at risk of disengagement from education. The skills I learnt and developed during my time completing the PgCert Developing Teacher Research and Practice have greatly helped me in this role. In this position I specifically use research as the basis for project design and within the commissioning cycle. The fact that I had recently completed a series of research-based essays helped me to write academically, to structure my thinking and embed research related justifications into theories of change. I am proud to say that through this process I have secured over £3 million in funding for schools in the district where I work.
Additionally, the course also developed my confidence to grasp opportunities as they present themselves. An example of this is that I applied to join Julies Bicycle Creative Climate Leadership UK 2023 cohort (https://www.creativeclimateleadership.com/alumni/ ). This is something that I would never have thought I could do before the PPP residential!
My advice to anyone considering applying to the PgCert is to go for it. Your schools, your students and your future selves will thank you for it!