Alan Child and Anne Gager describe how an innovative training programme focused on inclusion crossed many boundaries between a range of professionals and overcame barriers to learning
Leading and Managing Continuing Professional Development
Leading and managing continuing professional development is aimed squarely at practitioners involved in a leadership and management role, especially headteachers, deputies and professional development coordinators intent on keeping their school aligned with CPD best practice.
CPD – transforming Learning and Teaching
Graham Handscomb emphasises the importance of applying professional development so that it benefits learning and teaching, and highlights the expectation that it will transform classroom practice
Shaping a professional identity
Kevan Bleach and Chris Rhodes describe how newly qualified teachers can enhance their teaching skills, professional development and career progression through an accredited programme of school–based reflective practice created with four LEAs
Citizenship into practice: The CPD Challenge
Peter Brett highlights the gap between policymakers' ideals FOR citizenship education AND the reality IN the classroom. He indentifies why practice IS so weak AND describes how the NATIONAL CPD Strategy FOR citizenship will help transform the future
What can coaching do for you Melinda Hale describes how a coaching programme in her school has helped teachers plot their way to achieving their professional goals. She gives a practitioners guide to setting up and making the most of coaching as a powerful CPD tool.
Identifying training and development needs in your school
Margaret Adams offers some advice for CPD coordinators on how to approach needs analysis as part of a school's training AND development programme.
Changing teaching and learning through collaborative action
Teachers from three Milton Keynes schools – Jane Andrews, Katy Gillam and Paula Harrington – togther with Christopher Day from Nottingham University, describe how their classroom investigations led to transformed professional learning for themselves, and improvement in self–evaluation by pupils