Blog Posts
Five ways to avoid ineffective ‘instructional coaching’
The instructional coaching approach is being misunderstood in some schools leading to ineffective support for teachers.
The instructional coaching approach is being misunderstood in some schools leading to ineffective support for teachers.
When it comes to professional development, how can school leaders build meaningful and impactful collaboration?
Collaborative curriculum design as a form of inquiry has the potential for increased engagement in CPD as it involves working towards something tangible that will be put into practice.
Dr Gary Jones shares his thoughts on the recent research on instructional coaching and the implications it can have on schools’ cpd.
The Teacher Development Trust Teaching and Leadership Mini Summits ran throughout October 2020 and brought together a range of experts
Alex explores a CPD approach that he and his colleagues have been using at Hunter’s Bar
Research in Florida and North Carolina has shown that when a highly effective teacher gets a job at a new school, their new colleagues tend to improve as a result.
The question is whether this ‘shape up or ship out’ approach ultimately leads to better outcomes for both pupils and teachers.
Resistance from colleagues is a familiar experience to many school leaders. In many cases this resistance is not unfounded.
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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