Blog Posts
Considering Models of Professional Learning
We all know that learning can be complex and if we are to facilitate professional learning, trying to understand how this works for teachers seems like a good idea.
We all know that learning can be complex and if we are to facilitate professional learning, trying to understand how this works for teachers seems like a good idea.
This review – Developing Great Teaching provides a foundational summary of the features of effective professional development in schools.
The Culture of Improvement report demonstrates why a ‘cut-and-paste’ approach to professional development is so limited.
After coming across TDT in her first year as a Deputy Headteacher, Collette was empowered to make a positive impact
Alex explores a CPD approach that he and his colleagues have been using at Hunter’s Bar
Lesson Study is a model of collaborative enquiry originating from Japan that is becoming increasingly popular
There is a huge amount of teacher professional development that is concerned with imparting ‘effective techniques’ for teachers.
Resistance from colleagues is a familiar experience to many school leaders. In many cases this resistance is not unfounded.
53.4% of school leaders found it harder to meet teachers’ development needs in the past 12 months because of financial pressures
A Poll asked the question: ‘who is responsible for cpd in schools?’ Perhaps unsurprisingly, the results of the poll proved far from conclusive.
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