Professional Development Today: a manifesto for change
In this article Chris Brown, Rachel Lofthouse and Graham Handscomb signal a forthcoming new approach to Professional Development Today.
Using Theories of Action to bring about improvement
Chris Brown and Jane Flood explore how the use of “Theories of Action” can help teachers engage in evidence-informed self improvement?
Evaluation through story-telling! – a tool for improving teaching
Does evaluation make any difference to improving teaching? Gina Sherwood describes her research among undergraduates, which indicates that a creative approach to evaluation through story-telling can be more fruitful.
Fishing for Evidence of Impact
In this article Gill Rowland, Hazel King, Penny Webb, Alison Cogger and Karen Vincent use seafaring imagery to portray a research project focussed on enriching mentoring within a school university initial teaching training partnership. They report on the professional development benefits gained from use of their framework for both school based mentors and university-based tutors.
To collaborate or not collaborate
A key feature of the self-improving school system is inter-school collaboration. Verena West explores the motivation, benefits and challenges inherent in such commitment to collaborate.
Delivering the goods – professional development that has impact
Sara Bubb describes how the use of her Professional Learning Framework helped to enhance teaching and learning in science, and have a clear impact for teachers’ practice and pupil outcomes.
Changing the system and listening to the professionals
In this polemical article Fiona Carnie argues that there is a crisis within the teaching profession which calls for radical changes in professional development and teacher education. She suggests that a significant shift of emphasis is needed whereby the collaborative voices of teachers are heard.
Leading the learning – yes but for what purpose?
In this article Peter Earley discusses notions of learning-centred leadership and leadership for learning.1He explains why leadership for learning matters even more in high stakes accountability systems. He sets out some fundamental questions for professional development and lays down the challenge that learning should be at the heart of leadership development programmes, especially the National Professional Qualifications (NPQs).
How to ensure professional learning and development make a difference
In this article Vivienne Porritt, Karen Spence-Thomas and Carol Taylor discuss what wecurrently know about leading effective professional learning and development in schools.
System leadership and collaboration – a new skillset for leaders?
In this article Toby Greany describes the development of school-to-school support,networks and partnerships, focussing in particular on recent developments in England.He explores the leadership practices associated with these and argues that schoolleaders must become adept at working in an environment that incentivises collaborative competition.