Sue Kelly reviews this timely, relevant manual which places a premium on teacher professional development and the joy of learning.
Jane Flood explores the wide range of factors which influence teachers’ engagement with research, and the dynamic relationship between knowledge mobilization and impact on pedagogic practice. She concludes by providing a practitioner’s checklist to help make research engagement a reality.
Graham Handscomb highlights the important part cultural context plays in professional learning and leadership development.
Kulvarn Atwal became head of Highlands Primary school in east London in September 2012. At the time, the school had just received a Requires Improvement rating from Ofsted. By the end of the year, pupil progress at Key Stage 2 was in the top 3% of schools nationally; by the end of the second year, they were in the top 1%. When Kulvarn took over, he firmly believed that by developing teachers within an expansive and collaborative learning environment, teachers will have the confidence to innovate and develop their practice. The simple premise was that through the empowerment of staff, children would flourish and their learning would accelerate. In this article he describes why he decided to create a dynamic learning community and considers the impact on staff.
Alison Peacock discusses the progress made by The Chartered College of Teaching as they seek to develop a new collegiality.
At its core education is about people and, in particular, developing their potential. Just as schools embrace the chance to develop young people so too should they make the most of all opportunities to develop the teachers who shape those young people.
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.