Learning with the International Primary Curriculum
Janice Ireland describes the opportunities provided by the International Primary Curriculum initiative and the professional development to support this.
Creating a coaching culture
What would a coaching culture in your school look like; how can it be developed and how can you ensure it meets ecpectations? Julia Foster-Turner provides an introductory guide.
Coaching: options for change
Maureen Lee and Mannie Burn look at the current state of coaching in schools and suggest some alternative perspectives, including the merits of external coaching, the need for coaching supervision, and the value of becoming a coaching school.
Teachers reclaiming professional learning
Has the performance culture in our schools constrained our whole outlook on professional development? Peter Logan and Jane Jones reflect on the experience of teachers conducting action research into their practice and argue for a more dynamic, creative approach, centred on the model of the teacher-scholar.
How to… know if it is making a difference
This last HOW To contribution, taken from the CUREE handbook, considers ways in which you can assess the contribution that coaching and mentoring makes to the professional learning of staff and the impact this can have upon the learning of pupils as well as offering ideas on how to make this manageable.
How to… use tools and resources to build skills and capacity
In this HOW TO article we explore the role that tools can play by scaffolding learning and supporting colleagues, especially when you might not be around to offer support directly. The role of such tools is to help ensure fidelity and quality assurance as well as providing evidence for both formative and summative evaluation.
How to… embed Coaching & Mentoring into the everyday life of the school?
This section draws on CUREE’s handbook for supporting effective coaching and mentoring. (http://www.curee.co.uk/mentoring-and-coaching) It is designed to help you, as a CPD Leader, to think through how you could organise support for professional development on mentoring and coaching in school.
How to… use the evidence base to build a case for developing coaching and mentoring in your school
Compelling international evidence reveals that properly structured and sustained coaching and mentoring can bring about improvement in teacher professional learning which impacts upon the learning of pupils. So it is perhaps unsurprising that in the last few years there has been a drive to embed coaching and mentoring skills into many CPD programmes.
How to… secure quality in mentoring and coaching
This issue’s HOW TO section is devoted to the how and why coaching and mentoring skills are important for teachers who wish to take their professional learning seriously and see it have an impact on pupil learning. It explores why school leaders should invest in developing these skills within their organisation. Firstly we begin by examining the evidence base which establishes the case for coaching and mentoring. Secondly we move on to considering what a CPD leader can do to embed them into the everyday life of the school.