Professional reading makes a difference
Reading educational literature and research is not widespread among busy school practitioners. Jo Evans explains why it can be invaluable, particularly for headteachers as the school’s “lead learners,” and she gives guidance on how to catch the reading bug!
Transforming teacher development and learning
David Weston describes the work and achievements of the Teacher Development Trust – from its earliest beginnings as a personal endeavour to the systemic and cultural change being forged in the world of professional development.
Growing research capital for school improvement
Chris Brown explores how “research capital” can be used as the basis for school and school system improvement, modelled on an evaluative case study of a federation of schools.
The power of incremental coaching – improving teaching quality
Peter Matthews evaluates an approach to regular non-judgemental observation and feedback that has the power to enhance the quality and consistency of teaching and its impact on learning.
How to … treat teachers as learners
Professional development is all about learning. Chris Watkins calls for teachers to be empowered as learners, for the need to combat siren external voices which distract from learning, and for school leaders to see themselves as lead learners.
How to … address “effective learning”
Chris Watkins explores what constitutes effective learning and how to create a culture which encourages more learner autonomy.
How to … build a focus on learning
Chris Watkins explores how using Appreciative Inquiry can ensure a focus on learning.
How to … spot the lack of learning
Chris Watkins says the attention given to learning in classrooms is often minimal and gives guidance on spotting the “space-invaders” which block learning.
How to… develop learning-centred classrooms
This apparently naïve question stimulates important dynamics. Most people (quietly) reply “Of course,” sometimes following up with a qualification: “depends on what and how”. But then they may add: “Why are you asking?”
Enabling effective transition for the vulnerable
Moving from nursery to reception is often a daunting prospect for vulnerable children and the contribution of teaching assistants can be crucial. Liz Jenkins and Rebecca Nelson describe a networking initiative designed to put teaching assistants at the helm of their own professional learning.