Effective Practices in Continuing Professional Development: Lessons from schools

Porritt, Vivienne; Earley, Peter

ISBN 10: 0854738835 / ISBN 13: 9780854738830

Verlag: Institute of Education, 2009

Beschreibung

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Bibliografische Details

Titel: Effective Practices in Continuing ...

Verlag: Institute of Education

Erscheinungsdatum: 2009

Einband: Paperback

Zustand: Used; Very Good

Über diesen Titel

Inhaltsangabe:

Effective Practices in Continuing Professional Development presents case studies of schools' journeys towards effective CPD practice as part of a TDA national project. It tells the story of the goals set and achieved, and the challenges and successes along the way. Each case study makes specific reference to the nine factors or approaches to CPD identified in the book as underpinning effective practice. This includes how a clarity of purpose was established at the outset of CPD activity and how the London Centre for Leadership in Learning's clear and rigorous impact evaluation framework supported and challenged projects to develop their thinking and practice. All of this is contextualised within the wider literature about the successful leadership of CPD and the effective practice of school workforce development. The editors introduce why effective CPD matters, and conclude with the lessons learnt and ways forward. Among the many cases provided by leaders in this field, Sara Bubb writes how coaching in a special school was used to make teachers and support staff feel more valued. John Tandy describes how primary school heads came together with the Local Authority to jointly develop a Leadership Charter that was a summary of effective leadership practice in the Borough. The book will interest practitioners and professionals who design and develop CPD opportunities and practice within all sectors of education, as well as all working within the strategic leadership of CPD. It also complements the TDA's national development programme for the leadership of CPD by showing how the strategic implications of the nine CPD approaches identified can improve the overall quality and impact of professional development and so enhance the learning for all children and young people.

Über die Autorinnen und Autoren:

Peter Earley is a Professor of Educational Leadership and Management at the London Centre for Leadership in Learning at the Institute of Education, University of London. His central research interest is leadership and professional development and he has recently completed studies of accelerated leadership development programmes and an evaluation of the National Professional Qualification for Headship pilot programme.

Vivienne Porritt is Executive Director for the London Centre for Leadership in Learning, Institute of Education, University of London. She sees the continuing professional development of all colleagues as central to achieving improvement, working with schools, local authorities and national agencies to support a coherent approach to CPD.

Liz Francis taught in London schools for five years prior to working for 14 years in a number of government agencies including the QCA where she worked on public examinations and 14-19 policy. Liz left QCA to work for Suffolk LA as a senior adviser during which time she also worked as an Ofsted inspector. She is currently Director of Workforce Strategy at the Training and Development Agency for Schools.

Sara Bubb has an international reputation in staff development and new teacher induction. As well as being a senior lecturer at the Institute of Education, University of London, she is England’s advanced Skills Teacher network leader and was the TES new teacher expert. She is directing the DCSF research project on outward-facing schools.

Steve Illingworth is a Secondary Strategy Teaching and Learning Consultant for a Local Authority in the North West of England. For most of the period covered in this study he was Acting Secondary Strategy Manager for the LA. In both of these roles, he has supported several of the borough’s secondary schools with the development of their coaching programmes.