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.
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.
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.
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.
How to… ensure innovative staff training days
Ryan Gibson describes an innovative inset day where the staff spent time on an applied learning placement.
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.
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.
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.
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.