Professional Development Today

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Issue 13.1

Research-informed professional development

Alice Pettigrew and Stuart Foster show how their research into teaching and learning about the Holocaust has helped to create a fve part professional development programme. The result is a compelling example of research-led professional development which transforms practice.

Date:
26/03/2010
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Professional development that works!

Graham Handscomb asks does professional development make a difference to the school workforce and to children, and how would we know?

Date:
26/03/2010
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Effective Practices in Continuing Professional Development –

In this article, the first of two, Peter Earley and Vivienne Porritt discuss the main findings of the TDA’s “Effective Practices in Continuing Professional Development” project whose aim was to help schools improve their provision and evaluation of CPD for the school workforce.

Date:
26/03/2010
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Developing teachers – changing classroom practice

Robin Newman describes his school’s approach to professional development through its ‘Teaching & Learning Workshops.’ These fostered a spirit of professional learning communities where teacher development is closely aligned to impact on learning for children.

Date:
26/03/2010
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The Chartered Teacher – transforming teacher development

Ken Jones and Chris Turner explore the opportunities and challenges presented by the introduction of the Chartered Teacher Initiative in Wales.

Date:
26/03/2010
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How to...

In this issue’s HOW TO section, Sara Bubb assembles a range of contributions that assess how we can be sure the professional development that staff experience brings about the desired benefits to their beliefs, values, attitudes and behaviours, and to pupil outcomes.

Date:
26/03/2010
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How to... ensure staff development makes a difference

Sara Bubb and Peter Earley demonstrate how professional development can have an impact on the learning of pupils and how the two are intimately connected.

Date:
26/03/2010
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How to... evaluate impact

Sara Bubb and Peter Earley give a step by step approach to evaluating the impact of professional development – starting with what impact you want to have on pupils.

Date:
26/03/2010
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How to... make a difference for support staff

Sara Bubb provides a case study of how one school, Norbury Manor, went about improving training for its support staff.

Date:
26/03/2010
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How to... ensure innovative staff training days

Ryan Gibson describes an innovative inset day where the staff spent time on an applied learning placement.

Date:
26/03/2010
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The Diploma and professional development

The 14-19 Diplomas present a major professional development challenge to teachers. Alan Clarke describes 'Lifelong Learning UK’s' approach to equipping them with the knowledge, skills and experience of applied learning.

Date:
26/03/2010
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The Diploma – professional development testimonies

The Diploma is engaging students with its combination of practical and academic learning. So what does the qualification mean for teachers’ professional development? This article from the DCSF draws on the reflections of individual teachers to chart the development journey they have travelled.

Date:
26/03/2010
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The new National Training and Development Programme for CPD

Liz Francis, director of workforce strategy at the Training and Development Agency for Schools, describes the pivotal and growing role of CPD leaders in schools.

Date:
26/03/2010
File Format:

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Transforming teaching and learning about the Holocaust

Alice Pettigrew and Stuart Foster show how their research into teaching and learning about the Holocaust has helped to create a five part professional development programme. The result is a compelling example of research-led professional development which transforms practice.

Date:
26/03/2010
File Format:

PDFPDF