Professional Development Today

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Issue 15.4

PDT Editorial Developing leaders for the future

Graham Handscomb looks at the great challenges facing leaders in an ever changing school system and educational environment, and poses the question whether professional development for school leaders is fit for purpose.

Date:
01/08/2013
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PDT Cover Issue 15.4

Developing leaders for the future

Date:
01/08/2013
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PDT Contents Issue 15.4

PDT Contents Issue 15.4

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01/08/2013
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What next for school leadership development?

Raphael Wilkins explores the changing contribution of school leaders to shaping future school systems, and the implications for professional development of the next generation of school leaders. He calls for a radical re-think of the professional learning opportunities which incorporate more lateral development experiences gained through local and international networking.

Date:
01/08/2013
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Disciplined Collaboration: Professional Learning with Impact

Michelle Jones and Alma Harris call for professional learning with impact – which means moving away from traditional training programmes and towards collaboration with colleagues on real issues that will make a difference to practice in the classroom. They show how this is being delivered through their Disciplined Collaboration approach being pioneered in Australia.

Date:
01/08/2013
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Growing your own evidence!

Chris Brown emphasises the importance of evidenced-based practice and argues that because individual context matters practitioners should ‘grow their own’ evidence. However he shows that there is much to be done to help practitioners to do this.

Date:
01/08/2013
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How to… lead change!

Introduction to this issue's 'How to...' contributions, in which Graham Handscomb provides a range of material and professional learning exercises on the challenge of leading change. (Open access)

Date:
01/08/2013
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How to... take the long view

This issue's 'How to...' section begins with the perspective of seeing school improvement as a journey, comprising patterns and trajectories of change, linked to school specific features. This article also considers the value of longitudinal research which investigates how change plays out within the school as an organisational entity over an extended period of time.

Date:
01/08/2013
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How to... understand the importance of cultural context

This article in our 'How to lead change' series looks at how leaders use a range of strategies in relation to their particular and unique school context, and also reflects on the significance of cultural context.

Date:
01/08/2013
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How to... deal with the complexity of change

Graham Handscomb considers leadership from the respective perspectives of the leader, the follower and the relationship between the two, and explores the view that in complex organisations like schools, different types of leadership can be productively entangled together.

Date:
01/08/2013
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How to... learn from change models and theories

This final 'How to...' article explores the traditions of school improvement and school effectiveness research, the perceived strengthens and limitations of each, and some attempts to bring about a blended approach which contains elements of the two.

Date:
01/08/2013
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How to... a concluding reflection

Graham Handscomb's concluding thoughts on this issue's 'How to... lead learning' series, plus some further reading. (Open access)

Date:
01/08/2013
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Developing leadership skills and capabilities for the future

In this article Peter Earley reports the findings of a recently published national research report on current professional development of school leaders and the skills and capabilities they will need to develop in the future.

Date:
01/08/2013
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Professional learning leaving its mark!

Jane Jones recalls a professional and leadership development experience which was woven into the daily life of the school and has influenced her approach to leadership and teaching ever since.

Date:
01/08/2013
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NEET prevention: reading the signs to keep students on track

Practitioners have a crucial role to play in preventing young people from disengaging from education. Tami McCrone introduces a new checklist of indicators and an evidenced-based CPD toolkit developed by the National Foundation for Educational Research (NFER).

Date:
01/08/2013
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