The new generation of 'superteachers' in England is at the end of its first academic year. The government's controversial plan to reward the stars of the profession was announced this time last year, with the aim of keeping good teachers in the classroom, and sharing their expertise with others.

Janet Cohen talks to superteacher Nigel Frith

The teachers' unions already fighting the introduction of performance related pay, condemned the new idea as divisive. They were especially upset that superteachers could earn up to �40,000 a year and the scheme had been introduced withour consultation.

The government however, is convinced the scheme could be an important part of its drive to raise standards.

'I'll give it a go'

One such superteacher is Nigel Frith from Prince William School in Oundle, Northamptonshire. Last autumn he was appointed as one of the new advanced skills teachers, because of his outstanding abilty in the classroom. The brief - to advise other staff and share ideas with different schools.

Last year Nigel said he hated the label superteacher and had mixed feelings about the job.

"I'm pleased but aware I am giving up a very stable role as head of English in what I feel is a strong team. It feels a little as if I am making myself vulnerable for two years. But it's good career development for me, I hope it will be good for the school and I'm going to give it a go."

Potential 'to be divisive'

When the role of so-called superteacher was first mooted, the unions were opposed to singling out one or two teachers and paying them more. Back in the autumn term, the head of Prince William school, Chris Lowe, agreed there could be problems.

"When you've got a lot of people who are excellent and you can only chose a small number of them it has the potential to be divisive and therefore you have to take the staff along with you and you have to discuss the issues, which is indeed what we did. Not a soul has expressed resentment. Whether they harbour any I don't know but they've certainly not expressed it," he said.

Nigel Frith acknowledged last autumn that he would have to win over some his more sceptical colleagues, and that his new job was in part political as well as educational.

"I think the key with something like this is to start with small numbers and look for it to gain momentum. But I am sure there are people who are not convinced by it to begin with."

The challenge ahead

Two terms later, Nigel Frith has been working with a colleague who teaches languages. They have devised a system to help students improve their essay work.

There have also been trips out to talk to other schools, while another project has involved working with a group of lower achieving pupils to get them to analyse their own aptitudes and learning styles.

But so far his role has involved working with indivual teachers and small groups. The real challenge will be involving the staff as a whole.

"It will be challenging," said Nigel. "Next year is the year when I hope to take what has been work with individuals and show that to the rest of the staff.

"But I want to ask the question next year are so are there elements in this that ought to become whole school practice and that we ought to be taking on board?

"Now I would guess realistically that some people will find that harder to accept than others, but we'll do what we have done this year which is take it a step at a time and so far the groundswell has been positive.

The first training session will be at the beginning of next term, when Nigel Frith will present the fruits of this years' work to his colleagues.