Professional Development Today

Professional Development Today

A sister publication to School Leadership Today, Professional Development Today is a highly respected journal that is designed to support all those involved in the personal and professional development of teachers.
ISSN: 2048-0164
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In issue 18.2


Talk, enquire and learn
Graham Handscomb puts learning centre stage and reflects on the implications for the contribution made by professional development.

Also in this issue

Teacher talk and open learning spaces
Jane Jones writes about Teacher Talk – teachers talking about teaching and learning; lesson sharing; creating dialogic spaces; and engaging in meaningful conversation. She shows how Teacher Talk lies at the heart of powerful professional development.

Leading Learning in a World of ‘Whitewater’
Jane Reed believes we are living in unprecedented turbulent times and doubts whether we are equipping current and forthcoming generations of children to meet the big challenges sufficiently. She describes a project which sought to restore the primary focus on learning, provides a set of core practices, and explores the professional development implications.

How to … make the case for Enquiry and Project Based Learning (EPBL)
One of the biggest hurdles to overcome in enquiry and project based learning within schools is convincing people of its merits in the first place. David Leat, Rachel Lofthouse and Ulrike Thomas provide some helpful guidance

How to... plan Equiry and Project-Based Learning (EPBL)
David Leat and Ulrike Thomas outline how EPBL can be planned creatively and collaboratively.

How to... lead EPBL and the professional learning of EPBL teachers
Enquiry and project based learning places particular demands upon teachers. David Leat and Rachel Lofthouse explore the implications for professional learning and leadership.

How to... develop brokerage for EPBL
David Leat & Ulrike Thomas give guidance on how to broker and provide logistical support for EPBL.

Growing a culture of inclusion: understandings from the research
Schools operate within a cauldron of continuous change. Alison Ekins describes a two year research project which indicates that if teachers are to cope successfully with all the changing demands made of them they needed to be supported through professional development opportunities and also through a deep understanding of professional identity.

Achieving evidence-informed school improvement: a check list for school leaders
Chris Brown provides guidance on how leaders can embody research engagement in their own practice and in the way they empower others.


Making a difference in education: what the evidence says
Chris Brown explores a book of valuable narratives about what makes a difference in education and the often shaky evidence underpinning this. Whilst offering no quick fixes, he applauds the book’s invitation for readers to focus, engage in context and to learn.


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