Professional Development Today

Professional Development Today

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All the evidence suggests that it is the quality of teaching that in the end drives school improvement. Sometimes changing teaching practice means taking risks. If you are involved in the personal and professional development of yourself and your staff, and want to be able to respond, contribute, grow and become resilient in times of challenge, then this journal is for you.

A sister publication to School Leadership Today, Professional Development Today is a highly respected journal that is designed to support all those involved in the personal and professional development of teachers.
ISSN: 2048-0164
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OUT NOW issue 20.1

What's Inside?

When Leadership Turns Toxic

Ian Craig reflects on the phenomenon of “toxic” leadership in schools and makes connections to accountability pressures, the changing education landscape and the fragmentation of the school system. He identifies the implications this has for leadership development.

Leader development – it’s personal!

Peter Earley and Sara Bubb call for a radical overhaul of leader development which places more focus on opportunities for personal development.

School-university partnerships – fulfilling the potential

Graham Handscomb explores the contribution of school-university partnerships to professional learning and the features that can help to make them more effective.

How to… ensure  performance management is professional learning

Too often teachers’ performance management is mechanistic and managerialistic, disconnected from their professional learning. The situation is not helped when activities intended to promote teachers’ or leaders’ continuing development turn out to be incoherent or inconsequential. These four ‘HOW TO …’ pieces, written by John Blanchard,  offer ways of enhancing educational effectiveness by making it possible for the processes of performance management and ongoing professional learning to be symbiotic, mutually stimulating and reinforcing.

  • How to … own your continuing professional development - John Blanchard shows how using action research, training opportunities and formal study can be used as ways of continuing to learn about learning, teaching and leadership.
  • How to … benefit from observing colleagues and being observed - John Blanchard looks at how colleagues’ visiting one another’s lessons and observing other activities can inform insights and innovations. He shows that this applies as much to leaders, managers and mentors as it does to teachers. Peer observation is a direct way of promoting job morale and satisfaction, while informing agendas for whole-school development.
  • How to … lead teaching and learning across a whole school - Here, John Blanchard explores how leaders, managers and mentors can most effectively guide and support teachers. Without leadership teamwork lacks vision and coherence. Without teamwork leadership lacks potency and agency.
  • How to … focus performance management on professional development - John Blanchard looks at how in performance management collaboration between teachers, senior leaders and governors can contribute to all involved being better prepared and lead to a more effective and rewarding experience.

Collaborative School Leadership – new opportunities and challenges

David Middlewood, Ian Abbott and Sue Robinson describe their investigation to discover what’s different about leading a group of schools. They identify a range of issues related to scale, school autonomy, trust and effectiveness. In particular the new world of leading across raises particular implications for leadership development and progression.

Making teacher engagement with research a reality

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.

Inside Teaching – How to Make a Difference for Every Learner and Teacher

Sue Kelly reviews this timely, relevant manual which places a premium on teacher professional development and the joy of learning.



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