As a newly qualified teacher (NQT), I have spent a significant amount of time since my initial teacher training reflecting on my practice and how to maximise my impact within the classroom. This task poses challenges to any teacher, and even more so to an early-career teacher, with the differences between expert and novice teachers having been well-documented (Persky and Robinson, 2017). Whilst still navigating the world of an NQT and integrating best practice within my teaching, it is vital to reduce unnecessary time costs by focusing planning and resources on the methods that are most likely to have the greatest positive impact with the lowest cost. By utilising more efficient teaching methods, I can find the time to focus on the areas that matter most. Employing evidence from research into cognitive science has allowed me not only to develop as a practitioner but also to do so sustainably, benefiting both my self-efficacy and workload. In particular, the work of Rosenshine (2012)
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