Professional Development Today

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Issue 19.1

PDT 19.1 Cover

PDT 19.1 Cover.

Date:
13/03/2017
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PDT 19.1 Contents

What's in this Issue?

Date:
13/03/2017
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PDT 19.1 Comments

Graham Handscomb argues that effective professional development has to have learning at its core.

Date:
13/03/2017
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PDT 19.1 Growing teacher leadership

Christopher Chapman and Kevin Lowden describe how they built teacher leadership through collaborative research and development as part of the School Improvement Partnership Programme1 led by the Robert Owen Centre for Educational Change at the University of Glasgow. They report significant gains for both teachers and pupils, together with partnerships helping to close the attainment gap.

Date:
13/03/2017
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PDT 19.1 Enabling effective transition for the vulnerable

Moving from nursery to reception is often a daunting prospect for vulnerable children and the contribution of teaching assistants can be crucial. Liz Jenkins and Rebecca Nelson describe a networking initiative designed to put teaching assistants at the helm of their own professional learning.

Date:
13/03/2017
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PDT 19.1 How to… develop learning-centred classrooms

This apparently naïve question stimulates important dynamics. Most people (quietly) reply “Of course,” sometimes following up with a qualification: “depends on what and how”. But then they may add: “Why are you asking?”

Date:
13/03/2017
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PDT 19.1 How to … spot the lack of learning

Chris Watkins says the attention given to learning in classrooms is often minimal and gives guidance on spotting the “space-invaders” which block learning.

Date:
13/03/2017
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PDT 19.1 How to … build a focus on learning

Chris Watkins explores how using Appreciative Inquiry can ensure a focus on learning.

Date:
13/03/2017
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PDT 19.1 How to … address “effective learning”

Chris Watkins explores what constitutes effective learning and how to create a culture which encourages more learner autonomy.

Date:
13/03/2017
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PDT 19.1 How to … treat teachers as learners

Professional development is all about learning. Chris Watkins calls for teachers to be empowered as learners, for the need to combat siren external voices which distract from learning, and for school leaders to see themselves as lead learners.

Date:
13/03/2017
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PDT 19.1 The power of incremental coaching – improving teaching quality

Peter Matthews evaluates an approach to regular non-judgemental observation and feedback that has the power to enhance the quality and consistency of teaching and its impact on learning.

Date:
13/03/2017
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PDT 19.1 Growing research capital for school improvement

Chris Brown explores how “research capital” can be used as the basis for school and school system improvement, modelled on an evaluative case study of a federation of schools.

Date:
13/03/2017
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PDT 19.1 Transforming teacher development and learning

David Weston describes the work and achievements of the Teacher Development Trust – from its earliest beginnings as a personal endeavour to the systemic and cultural change being forged in the world of professional development.

Date:
13/03/2017
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PDT 19.1 Professional reading makes a difference

Reading educational literature and research is not widespread among busy school practitioners. Jo Evans explains why it can be invaluable, particularly for headteachers as the school’s “lead learners,” and she gives guidance on how to catch the reading bug!

Date:
13/03/2017
File Format:

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