School improvement through professional development
Martin Beedle describes how he used the General Teaching Council’s Teacher Learning Academy programme to nurture a professional learning community and fuel whole school improvement.
Involve young people in reviewing the school
Paul Clarke gives practical professional guidance on how school staff can get young people to evaluate the school and reveal the good, the bad and the ugly!
How to: Self-evaluate.
The HOW TO section in this issue of PDT focuses on school self-evaluation and how we can equip people in the school community to contribute to the self-evaluation process – not just the headteacher and senior leaders but all staff and indeed children! School self-evaluation has become a key feature of the organisation and accountability of all schools and yet the implications for professional development have been relatively neglected. Our HOW TO section aims to remedy this. It contains a comprehensive guide from Chris Chapman and Alison Collins, adapted from material produced for the Specialist Schools and Academies Trust. This is followed by a concise guide for teachers to involving young people in the self-evaluation process.
Inclusion in Action: Joined-up thinking and development
Alison Ekins and Peter Grimes tackle the fundamental issue of how schools inclusively meet the needs of all their students. They argue for a more coherent approach to whole school evaluation and development, and provide a range of practical activities which can support this.
Self-evaluation and professional development
Evaluation and assessment of our schools is not a new phenomenon. External evaluation of one form or another has been an integral part of our education service for over a century.
Self evaluation as a sensory activity
John MacBeath explores what lies at the heart of self-evaluation. He calls for teachers to re-claim this territory and to develop fluid evaluation skills that do justice to the dynamic nature of their schools.
Re-claiming self evaluation – the professional development c
Graham Handscomb calls for in-depth professional development to ensure a dynamic approach to self-evaluation.
Graham Handscomb and Duncan Ramsey provide thinking and practical guidance on using reflective teaching as a fundamental part of professional development and explain the important contribution it has to make to school self-evaluation.
From self-evaluation to school improvement: the role of staff
What difference has the requirement for schools to maintain a self-evaluation form (SEF) as part of inspection arrangements made and what are the implications for professional development? Sara Bubb and Peter Earley report on a 20 month research investigation.