Stimulating Learning Conversations
How do educators make meaning together to gain insights into their practice and bring about change? Louise Stoll provides a comprehensive guide to “learning conversations” – the conditions needed to support them and how they can transform professional development.
The visual guide to teaching!
Oliver Caviglioli reveals a new all visual approach to developing teaching techniques.
Internationalism in reflective practice
Raphael Wilkins explores the growing internationalism in reflective practice and school-based enquiry and why this is relevant to practitioners working in English schools.
How to… get your ideas off the ground – using development funding
In these cash-strapped times, how can schools and their staff support professional development initiatives? Setting up a development fund to bring about impact in specific projects may be the answer. Margaret Noble and Alison Keyworth show how.
How to… use a Professional Learning Framework to support whole school improvement
This HOW TO contribution explores the value of Professional Learning Frameworks and how they can be used to support whole school improvement. In the article Alison Keyworth and Margaret Noble give examples of the practical guidance that such frameworks can provide for schools.
How to… get started in action research: guidelines for support staff
In this HOW TO article Alison Keyworth and Margaret Noble explore using small-scale action research as a professional development opportunity for support staff. They offer some pointers on how to get started with practice-based research using the example of the Teaching and Learning Academy (TLA).
How to… support the professional development of teaching staff
Learning which is situated within the workplace can be the most powerful form of professional development. Margaret Noble and Alison Keyworth show how this can be supported and developed effectively.
How to… support and reward professional development
In this series of HOW TO articles, Margaret Noble and Alison Keyworth reflect on a number of important aspects of Continuing Professional Development and explain how the Teaching and Learning Academy (TLA) Framework could be used as a vehicle for supporting CPD in schools. The key to the TLA is that it is focused on what matters most to those working in schools - their everyday practice. The TLA has been designed to offer learning opportunities and national recognition for staff working in schools at all career stages while giving schools a framework for professional development that supports a range of school initiatives. It is also designed to inspire and challenge those involved in teaching or pupil support at all levels of experience, ensuring that what an individual learns is valuable to their own practice, their pupils and their school’s development and improvement.
Developing Effective Community Leadership
What is the next big challenge for school leadership? Denis Mongon focuses on the call to exercise community leadership. He looks at its key features, provides a framework for analysing schools’ connections “beyond the school gates” and explores the professional development needed to ensure effective community leadership.
Connect to Learn: Learn to Connect
Alma Harris and Michelle Jones show how Professional Learning Communities bring about improved student outcomes – the core purpose of professional development. They demonstrate the power of this enquiry-driven form of collaborative learning but warn against mere cosy cooperation. Instead they argue for rigour and impact through their Connect to Learn model.