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CPD – Continuing Professional Development
CPD (continuing professional development) plays a key role in enhancing teachers' success as educators. The transmission of a thirst for knowledge – so central to what teachers do in the classroom – cannot prevail without regular professional learning, to keep teaching as vibrant and effective as possible. This section contains a wide range of articles relating to CPD – for both teaching and non-teaching staff. Scroll to the bottom of the list for specific topics, or browse the full list.
From compliance with the curriculum to creativity in the classroom | Continuing Professional DevelopmentWith a more creative and flexible secondary curriculum on the horizon, Rebecca Patterson and Debra Kidd explore what it could mean for CPD Every Child Matters: challenges and opportunities for CPD | Continuing Professional DevelopmentWhat impact will Every Child Matters have on CPD in schools? According to Steven Coombs and Mike Calvert, it will be huge; and schools need to be ready M-level degrees: what can teachers expect? | Continuing Professional DevelopmentAcademic or obscure, instrumental or professionally liberating? CPD Update editor Cliff Jones asks what we can expect the new Master's degrees for all teachers to look like Helping hands: making best use of TAs | Continuing Professional DevelopmentTo allow full use of teaching assistants, curriculum managers need to ensure both TAs and teachers have the support they need. This involves quality line management and a clear understanding of how to plan for effective learning, Lynn Maidment explains Assisting the assistants: CPD for teaching assistants | Continuing Professional DevelopmentAre schools rising to the challenge of CPD for the whole workforce? Elizabeth Holmes investigates what schools need to do to ensure everyone receives professional development Early years PiP Cards: 1.3 Keeping Safe | Continuing Professional DevelopmentEarly Years Update focuses on the importance of well being, as part of their range of practical ideas to underpin the information in the Early Years Foundation Stage Principles into Practice cards An inside look at an Ofsted inspection | Continuing Professional DevelopmentWould you like to be a fly-on-the-wall at your own Ofsted inspection? Paul Williamson, assistant head of Greenbank High School, shares the insights he gained from doing just that Lessons from America | Continuing Professional DevelopmentLast year 12 sixth-form teachers applied to TEAM (The European-Atlantic Movement) to take part in a sponsored study trip to America to deepen and broaden their knowledge of US politics, government and culture. One of them shares his experience The implications of making teaching a Master's-level profession | Continuing Professional DevelopmentAll NQTs will now be able to study for a Master's level qualification. Cliff Jones puts forward three statements to provoke debate on this topic How could Master's-level PGCEs affect CPD? | Continuing Professional DevelopmentThe provision of Master's-level credits in the PGCE is a significant milestone for the teaching profession, but what are the implications for CPD in schools asks Alison Jackson, ESCalate ITE leader at the University of Cumbria How to use ICT to support young children's learning | Continuing Professional DevelopmentEarly years practitioners have used ICT to support young children’s learning in diverse ways, writes Julie Steer Early Years PiP Cards: 1.2 Inclusive Practice | Continuing Professional DevelopmentEarly Years Update focuses on the importance of inclusion, as part of their range of practical ideas to underpin the information in the Early Years Foundation Stage Principles into Practice cards What is the Early Year Professional Status? | Continuing Professional DevelopmentEarly Years Update looks at the opportunities available for practitioners to gain Early Years Professional Status Good leadership and management in early years setting | Continuing Professional DevelopmentIn the first of new series on managing people, Early Years Update looks at the distinction between leadership and management Professional learning: Making meetings better | Continuing Professional DevelopmentCliff Jones takes a look at how we behave in meetings and how they can be transformed from agonisingly sterile and unproductive events into something more useful Performance management experiences | Continuing Professional DevelopmentIn 2007, Teachers TV asked educationalists at the chalkface about their experiences of performance management. Miranda Green looks at the results of the survey Partnerships for postgraduate professional development (PPD) | Continuing Professional DevelopmentSchools wishing to put in place a soundly designed system for evaluation of CPD will benefit from membership of a PPD partnership, especially in view of the growing emphasis on professional learning. Cliff Jones describes what to look for when considering joining one Providing CPD for teachers of children with SEN | Continuing Professional DevelopmentNasen promotes the development of children and young people with special educational needs (SEN). Chief executive officer Lorraine Petersen explains their CPD offering International links for leadership and learning | Continuing Professional DevelopmentThere is a great deal that schools in difference countries can learn from each other about the problems and successes that different approaches to integrating ethnically diverse pupils into schools can offer, says headteacher Neil Berry The 'lesson study' model of classroom enquiry | Continuing Professional DevelopmentLesson study is a form of classroom enquiry from the Far East that focuses on improving an aspect of teaching and learning through collaborative long-term study. Pete Dudley describes its background and how it has been adapted for use in England Evidence-informed practice | Continuing Professional DevelopmentTeachers are being encouraged to use evidence to improve their practice. David Leat looks at three forms of evidence-informed professional enquiry – tinkering, action research and design research Developing teachers' personal effectiveness | Continuing Professional DevelopmentSusannah Temple uses concepts from transactional analysis to highlight an important psychological issue for teachers in developing their own identity as effective practitioners Developing reflective practice through team work | Continuing Professional DevelopmentConsultant Harriet Goodman describes two years' work with staff at New Rush Hall special school to help build even more reflective practice Parents as partners in children's early learning and development | Continuing Professional DevelopmentHelen Wheeler describes how the PEAL training programme helped practitioners to develop parents' involvement in their children’s learning Teacher research mentoring | Continuing Professional DevelopmentWho is on hand to assist a teacher to undertake enquiry into their practice in order to improve it? Sarah Fletcher explains the role of the research mentor Learning outside the classroom: examining the school grounds | Continuing Professional DevelopmentDavid Storrie describes a course on learning outside the classroom that has allowed teachers to critically examine their school grounds A global career with global choice | Continuing Professional DevelopmentTeaching abroad is no longer seen as a sideways move that could harm career progression. Steve Caulfield of the Alice Smith School, Kuala Lumpar, describes some of the opportunities Student anxiety under the spotlight | Continuing Professional Development'Pretty scary'. Is this how pupils and students feel when asked questions or when they have to present in class? If so, does it matter and what can teachers do about it? Research by Dr Julie Anderson, academic coordinator for ESCalate, HE Academy Subject Centre for Education, based at the Graduate School of Education, University of Bristol, explains A teacher's perspective on teacher research and its impact | Continuing Professional DevelopmentIs doing research time well spent? Mike Kelly of Ivybridge Community College, Devon, found that the results were positive for both individuals and for schools Training for SENCOs: Learning Walks | Continuing Professional DevelopmentCarol Frankl describes how the concept of the Learning Walk has been adapted for accredited SENCO training and the positive effect this has had on trainees' perception of their work Understanding classroom practice – what school financial managers need to know | Continuing Professional DevelopmentJosephine Smith and Paul Ainsworth describe how school financial managers can contribute to school improvement by becoming involved in class observation and work scrutiny Behaviour for Learning: supporting new teachers | Continuing Professional DevelopmentShiraz Chakera, professional networks manager for the GTCE, describes how the Engage Network has supported early career teachers in coping with a major concern – classroom behaviour Reflective learning journal or blog? Using social technologies | Continuing Professional DevelopmentWhat about introducing the concept of a reflective learning journal to students as a blog? Geoff Tarrant, head of ICT/computing at Trinity School in Carlisle, explains how he 'hijacked' the new technologies loved by young people for educational use Using a cascade approach to promote Philosophy for Children in schools | Continuing Professional DevelopmentPhilip Jenkins, a P6 teacher from Dunvant Primary School in Swansea, started using Philosophy for Children and became determined to get as many of his fellow teachers involved as possible Leading CPD in schools | Continuing Professional DevelopmentAlison Kitson, programme leader in CPD at the TDA, discusses the kinds of questions that you might wish to ask if you were beginning to draw up a role specification for a leader or director of professional learning Teachers TV: adding peer to peer power | Continuing Professional DevelopmentBrilliant TAs, imaginative NQTs, inspiring heads, successful heads of department, and, of course, innovative CPD leaders are using and appearing on Teachers TV, writes Paul Ashton Understanding the classroom - what school financial managers need to know | Continuing Professional DevelopmentPaul Ainsworth and Josephine Smith argue that it is increasingly important for school finance managers – especially those aspiring to lead schools – to understand the process of teaching and learning Developing collaborative enquiry as a part of strategic CPD | Continuing Professional DevelopmentCorina Seal describes how research lesson study was established at her school and has become embedded in its research and development activities CPD for science teachers | Continuing Professional DevelopmentBy training the teachers to train the pupils, the burgeoning network of science learning centres aims to put Britain back at the leading edge of scientific exploration. Alison Redmore, director of the East of England SLC at the University of Hertfordshire explores its origins and its role The Connect network: sharing good practice | Continuing Professional DevelopmentThe General Teaching Council of England’s Connect network provides a national mechanism for teachers to keep in contact with each other. Jane Hough, the GTC’s professional networks facilitator, describes some of the ways it helps CPD leaders to pool their knowledge Professional learning: principles and values | Continuing Professional DevelopmentCliff Jones presents a discussion activity that could also help you construct policy Planning and delivering CPD for TAs: different kinds of support | Continuing Professional DevelopmentLinda Evans looks at how SENCOs can deliver training sessions to help TAs explore different ways of supporting pupils and teachers in and out of the classroom Leading authentically | Continuing Professional DevelopmentJohn Jackson looks at a new approach to leadership that puts the emphasis on integrity Child protection and safeguarding - training requirements | Continuing Professional DevelopmentSteve Adams of the NSPCC looks at the sorts of training that different members of staff require and shares some ideas for successfully carrying it out Creating your professional development portfolio | Continuing Professional DevelopmentMany school leaders don’t have professional development portfolios. David Morley looks at the benefits of creating one for yourself and the pitfalls to avoid More CPD concepts, words and questions | Continuing Professional DevelopmentWhy is it wrong to look for evidence, and why should teachers have more time for theory? Cliff Jones continues his series examining the meanings of CPD words and concepts in current use Pedagogy and personalisation: new guidance | Continuing Professional DevelopmentPedagogy is back on the agenda after a long period of neglect, with new guidance encouraging professionals to think about what should be taught and how it should be taught, writes Cliff Jones Using teacher research to improve behaviour | Continuing Professional DevelopmentOU lecturer John Ralston explains how teachers undertaking practitioner research into behaviour management for their Open University course have produced real change in their schools CPD in the USA | Continuing Professional DevelopmentThe USA is huge and diverse but a quick glance at Sam Hughes Elementary School in Tuscon, Arizona, can give some idea of how professional development helps teachers, reports Susan Clark Learning to learn: improving the quality of teaching | Continuing Professional DevelopmentKate Wall describes the main findings of the Learning to Learn in Schools Phase 3 project evaluation and looks at some of the implications for schools CPD terms and concepts to debate | Continuing Professional DevelopmentCliff Jones invites readers to challenge the meanings of words and concepts with more definitions of terms in current use and questions to stimulate discussion Relating CPD needs to potential impact | Continuing Professional DevelopmentCPD Update editor Cliff Jones outlines an activity designed to help teachers and colleagues to explore their professional needs and gain an early understanding of the kind of impact that might result from addressing those needs Examining the impact of postgraduate professional development | Continuing Professional DevelopmentCliff Jones reviews a report revealing the positive impact of postgraduate professional development Making sense of professional learning | Continuing Professional DevelopmentCliff Jones explores the problematic issues involved in 'learning from our own professional learning' Evidence-informed teaching: the answer (or part of it) is out there | Continuing Professional DevelopmentThe EPPI website is an excellent resource for informing your decision making, says David Leat. CPD for Teaching Assistants: Reading | Continuing Professional DevelopmentLinda Evans suggests how SENCOs can plan and deliver training on subjects which feature prominently in the role of most teaching assistants (TAs). Language of professional learning | Continuing Professional DevelopmentMany terms and concepts are in the air as the new CPD strategy emerges. Cliff Jones offers some definitions and poses some questions to stimulate discussion, and Ken Jones of the Swansea Institute responds TDA Futures project: the future of education | Continuing Professional DevelopmentThe TDA’s Futures project brought hundreds of people together to think about the future of education. Mike Newby reports. Exploratory research in schools | Continuing Professional DevelopmentJoanna Johnston discusses the implications of exploratory research in schools for teachers, managers and researchers. Learning for all stages of a teacher's career | Continuing Professional DevelopmentThe Teacher Learning Academy provides a structure for rigorous professional development. Dr Anne Jasman, policy adviser with the GTCE and her colleague Sara Morgan, head of professional learning, national partnerships and quality, describe the opportunities available. Networking for whole-school improvement - case study | Continuing Professional DevelopmentIn 2003, Blackburn with Darwen’s secondary schools decided to apply to become one of the National College for School Leadership’s (NCSL) Networked Learning Communities (NLCs). John Westwell, Des Callaghan, Joanne Emberton and Jenny England describe the background to that decision and how the Leading into Learning NLC has developed into a major force for professional development and improved attainment in Blackburn with Darwen. Making connections: networking to improve teaching and learning | Continuing Professional DevelopmentBarbara Spender outlines the benefits for students that can come from schools collaborating with each other in a formal partnership where staff give mutual support and share resources Explaining G&T to NQTs | Continuing Professional DevelopmentHow can G&T specialists support NQTs, and how can NQTs prepare themselves? Hilary Lowe of Oxford Brookes University looks at some of the key issues Training and support with new government initiatives | Continuing Professional DevelopmentGovernment initiatives should be accompanied by more training and support, says Geri Skwarek. Investors in People in primary schools | Continuing Professional DevelopmentNina Siddle explains how one school in East Yorkshire found widespread benefits from engaging with the Investors in People programme Developing PPD in partnership | Continuing Professional DevelopmentMandy Winters and David Wood of Oxford Brookes University describe how their university is working with Redborne Upper School and Samuel Whitbread Community College in Bedfordshire. A flexible approach to postgraduate study | Continuing Professional DevelopmentSean Cavan, head of CPD at Sheffield Hallam University describes some of the approaches to postgraduate study that SHU has developed together with its partners, and the impact they can have on teaching colleagues and their schools. School excellence and Investors in People | Continuing Professional DevelopmentWorking to meet the standards laid down by Investors in People (IIP) is an effective way of raising standards and improving staff morale, argues former head Roger Smith. Chartered Teacher Status: Motivating teachers in Scotland | Continuing Professional DevelopmentScotland’s Standard for Chartered Teacher has gained international recognition for a programme that has led to a transformation in CPD. Rosa Murray, professional officer (CPD) at the General Teaching Council for Scotland, describes its origins and its effect. Structured professional development in Wales | Continuing Professional DevelopmentHayden Llewellyn describes the development of the Chartered Teacher Programme in Wales. Recognising professional expertise in science education | Continuing Professional DevelopmentScience teachers are in the vanguard of gaining professional recognition linked to M-level standards. Derek Bell explains. Masters study for teachers | Continuing Professional DevelopmentFor Alison Kitson, embarking on a MA meant taking a solitary path, but things have changed since then. She explains the new attitude to one of the most highly regarded forms of CPD. Key findings on effective CPD | Continuing Professional DevelopmentSENCOs have an important role to play in providing continuing professional development for their colleagues in schools. A recent Ofsted survey lists recommendations for improving practice. Preparing a training session part one: the logistics | Continuing Professional DevelopmentSally Eaton begins a three-part series designed to support managers and leaders who are considering providing some in-house training for their staff. Building a professional development portflio: a guide for managers | Continuing Professional DevelopmentAn effective professional development system is essential for your setting. Steve Mynard explains how to set one up. Critical questions for CPD coordinators | Continuing Professional DevelopmentDo mistakes and critical professional learning go together? Should we plan for evaluation? Cliff Jones presents a list of questions to encourage reflection. CPD priorities: national and personal | Continuing Professional DevelopmentThe Welsh Assembly Government has taken a lead on recognising the individual professional needs of teachers. Gary Brace, chief executive, General Teaching Council for Wales, explains. The teaching vocation | Continuing Professional DevelopmentThe vocational nature of teaching has been eroded by successive government initiatives and we need to take action to preserve it, says Alex Alexandrou, chair of the International Professional Development Asscociation. 2013 and the age of entitlement | Continuing Professional DevelopmentMuch remains to make the 14-19 vision into reality. Gareth Griffiths, 14-19 provision and attainment director at the Learning and Skills Council looks at progress in developing the diplomas and establishing collaboration between schools, FE colleges and training providers. Creating support staff development plans | Continuing Professional DevelopmentRuth Bradbury explains why it is vital to create development plans for support staff in schools, and outlines a range of practical measures to make the process more manageable in your own school. Performance management: all change? | Continuing Professional DevelopmentIn November 2006, education writer and former head Roger Smith looked at the new draft performance management guidelines and what they might mean for schools. Welcoming and integrating new teachers into our schools | Continuing Professional DevelopmentTeacher Colin Smith, supported by fellow teacher/researchers seconded to a TLRP-funded project looking at the early professional learning (EPL) of teachers, reports on findings on what helps new teachers feel welcome in a school. Helping adults develop | Continuing Professional DevelopmentSara Bubb of the Institute of Education in London discusses the implications of research into adult learning for their professional development. Learning not to teach | Continuing Professional DevelopmentTeacher and group facilitator Celia Baly describes the challenge of getting out of the way so that children and young people can talk about how emotions affect their experience. A critical professional learning framework | Continuing Professional DevelopmentForthcoming changes will require education professionals to engage with and influence policy. Cliff Jones presents a framework to help CPD leaders develop a comprehensive approach to these challenges. Collaborative leadership and professional development in Buckinghamshire | Continuing Professional DevelopmentJudy Durrant and John Bartholomew of Canterbury Christ Church University describe developments that are leading to real and sustainable improvements in CPD and pupil’s learning. Using NPSLBA to transform behaviour and raise attendance | Continuing Professional DevelopmentUsing NPSLBA to transform behaviour and raise attendance. Towards a new professionalism in the further education sector | Continuing Professional DevelopmentWith closer cooperation between schools and FE colleges in 14-19 education on the horizon, Lee Davies provides an overview of recent changes to CPD for teachers in further education. Med: How did I get involved in this? | Continuing Professional DevelopmentLisa Crosswood describes the benefits of a modular Masters degree in Education. Encouraging research for publication | Continuing Professional DevelopmentPublishing research is an excellent form of professional development says Stephen Merrill. Cohesion and collaboration in London | Continuing Professional DevelopmentIn answer to concerns about a lack of strategic leadership in CPD, Vivienne Porritt, CPD consultant to the London Challenge, describes how a regional framework for CPD is being built in the capital. New exclusion guidance brings in training | Continuing Professional DevelopmentThe government has updated its guidance on exclusion from schools and pupil referral units. Coaching in performance management | Continuing Professional DevelopmentNeil Short looks at methods for supporting colleagues more effectively in the performance management process. Why your setting needs CPD | Continuing Professional DevelopmentSally Eaton examines the benefits of CPD and the line manager’s role in implementing it. Performance management: monitoring and review | Continuing Professional DevelopmentNeil Short looks at the second and third stages of the PM cycle: monitoring and review. Performance management | Continuing Professional DevelopmentFormer headmaster Neil Short examines the first stage of the PM cycle – planning. Support childminder scheme comes to Milton Keynes | Continuing Professional DevelopmentJane Webb is the support childminder coordinator in Milton Keynes, employed by Milton Keynes Council and working within the childcare team at Galley Hill Education Centre in partnership with the National Childminding Association (NCMA). She recounts how her local authority set up its support childminder scheme. Case study: the Effective Early Learning Project | Continuing Professional DevelopmentPauline Cox explains what was involved in taking part in the Effective Early Learning (EEL) Project. Effective Early Learning project | Continuing Professional DevelopmentThe Effective Early Learning (EEL) Project, aims to improve the quality of children’s learning in early years settings. Pauline Cox explains the project's aims. Training your staff | Continuing Professional DevelopmentIn her second article on training, Sally Eaton looks at some everyday opportunities. Should teachers of citizenship be certified? | Continuing Professional DevelopmentDr Hugh Starkey discusses two pilot CPD courses, part of a new DfES initiative on citizenship. Internationalism in 'theory' and 'practice' | Continuing Professional DevelopmentCynthia Jones argues that active internationalism is an essential part of CPD for citizenship. Studying management online | Continuing Professional DevelopmentPetra Luck describes the benefits of learning alongside colleagues from around Europe. Enthusiasm but also concerns about Common Assessment Framework | Continuing Professional DevelopmentThe Common Assessment Framework (CAF) and Lead Professional (LP) work are key elements in the Every Child Matters: Change for Children programme. This evaluation of authorities trialling the new approach will be of interest to SENCOs who will become increasingly engaged as the national roll-out continues for these processes for multi-agency working. Equipping the workforce: role of SENCOs | Continuing Professional DevelopmentThe Education and Skills Committee report on SEN includes a brief but important analysis of the role of the SENCO, which highlights a major gap between policy rhetoric and reality. Reflections on the Certificate of School Business Management course | Continuing Professional DevelopmentThe Certificate of School Business Management is fast becoming an essential qualification for all school finance staff. But what is the course actually like from a delegate's perspective? SFM asked a recent delegate to share her views Exploding the myths of networking | Continuing Professional DevelopmentWhat does networking mean to you? Energy fuel | Continuing Professional DevelopmentThe food we eat provides the energy we need throughout the day. In this article, we will explore the different food groups that provide sustained energy and describe which foods stimulate our brain and relieve stress. We will also consider some healthy alternatives when we have a snack attack in school or feel we need to grab that extra cup of coffee! How We Learned to Stop Worrying and Love Feedback! | Continuing Professional DevelopmentDo you subscribe to the notion that: 'There is no such thing as failure - only feedback', so that whatever mistakes we make, we're left with the new learning that has emerged? Identifying time stealers | Continuing Professional DevelopmentImproving your time management skills means being aware of the things that eat into your time and prevent you getting on with the important and urgent tasks. Listening to students' expectations | Continuing Professional DevelopmentWhen setting out classroom rules and telling students what you expect of them, do you ever consider turning this round and asking students what they expect of their teacher? Dirty work, but someone's got to do it | Continuing Professional DevelopmentYou left the meeting with a sense of excitement about all those excellent ideas. Yes, some of them are really unusual, and they could work! They'd make a difference. Optimism exists! Three months later... nothing. Did the meeting really happen? Why isn't anyone talking about it? What happened? Rob Sheffield's final article in a series of 3 looks at the final stage of problem-solving. How can we implement ideas for change so they gain acceptance from others and improve our lives at work? International Professional Development: Dominica | Continuing Professional DevelopmentA fading tan isn't all that remains of Rosemary Cairn's CPD experiences in the Caribbean! Open door or revolving door? | Continuing Professional DevelopmentThe space between 'being available' and 'being overwhelmed'. Teaching Tips 2 | Continuing Professional Development13 Lucky Steps to a Personal Learner-Centred Classroom. Teaching Tips 1 | Continuing Professional DevelopmentIf Their Bodies don't Move their Brains won't Groove. Time to relax and re-charge | Continuing Professional DevelopmentConsider a normal school day dashing from one classroom to another, grabbing a quick break, dealing with problems during lunch, and coping with the demands of marking and reports, all with limited time... Top tips for effective meetings | Continuing Professional DevelopmentDo you feel as though you're spending most of your time in meetings and not necessarily achieving anything? If so, you're not alone. Life beyond the classroom | Continuing Professional DevelopmentYou love your job, you like the people you work with, you have a great family but you seem to finish every day thinking 'There just aren't enough hours to get everything I need to do done'. Sadly you would not be alone in these thoughts. New school, new job, new role | Continuing Professional DevelopmentGetting that new job is terribly exciting. The adrenalin rushes as you realise you are the chosen one and gives a great buzz from the day the news breaks... and for some time afterward. Unveil your hidden power in school: developing facilitation | Continuing Professional DevelopmentPhilippa Bogle compares and contrasts facilitation, coaching, mentoring and counselling When all else fails | Continuing Professional DevelopmentSometimes, regardless of how much effort we put into planning, stimulating and rewarding, we will still come across the pupil who is determined to disrupt at all costs. In this instance, conflict is probably unavoidable and will have to be confronted. 5 ways to make an impact with new classes | Continuing Professional DevelopmentSeptember is the time of year when the greatest numbers of teachers are starting a new job. Many will be facing their own classes for the first time ever, and others will be trying to make a mark in a second or third teaching post. Whichever category you fall into, there will be some degree of nerves and trepidation. Problem solving techniques | Continuing Professional DevelopmentRob Sheffield examines three techniques to help your team explore problems. The Critical Skills Programme: rising above critical levels | Continuing Professional DevelopmentMany teachers who have gone through the Critical Skills Programme (CSP) have declared it has changed the way they teach forever. Why does the programme raise such enthusiasm? Colin Weatherley, manager of CSP in Scotland, looks at its development and explains its strengths. Writing a reflective learning journal | Continuing Professional DevelopmentRecording your learning experiences can provide fresh insights. Kelly Christey of Westlands School, Sittingbourne, describes the initial problems and subsequent benefits of keeping such a journal and her tutor, Kit Field of Canterbury Christ Church University, explains why his students on the MA in Leadership and Management for Learning are asked to keep them. The Teacher Training Resource Bank (TTRB) | Continuing Professional DevelopmentThe title of this resource bank might mislead leaders of CPD into thinking that there is little in it for them. This would be a mistake. Although it is focused upon teacher education it is also a treasure trove for anybody interested professional learning. Changes to 14-19 education | Continuing Professional DevelopmentCPD Update has often pointed out that the further implementation of changes to 14-19 education will create demand for professional learning. We have also made the point, reflected in the recent legislation, that, in order to respond effectively to these changes, schools, together and separately, will have to work with FE colleges. This means collaborative professional learning across a number of boundaries. CSP in theory and practice | Continuing Professional DevelopmentAlison Fox looks at the social constructivist underpinnings of CSP and explains how she put the theory into practice in her postgraduate work with teachers in Scotland. The Training and Development Testbed Project | Continuing Professional DevelopmentSince the Training and Development Agency (TDA) acquired responsibility for CPD it has been systematically setting about finding out how continuing professional development in schools can operate in order to take forward government policy. More funds for PPD | Continuing Professional DevelopmentThe Training and Development Agency (TDA) is inviting applications for funds to support postgraduate professional development (PPD) programmes. The East Sussex self-review checklists | Continuing Professional DevelopmentThe role of self-review is gaining in importance. Cliff Jones considers why teachers need to look at their own practice and presents a useful tool for critical professional learning. The CPD wiring diagram | Continuing Professional DevelopmentHow can all the different initiatives, programmes and requirements be linked up to support the professional learning of your colleagues? Cliff Jones takes a look at some of the components. A look at the new guidance for the performance management process | Continuing Professional DevelopmentCliff Jones analyses the new draft guidelines for performance management. Addressing CPD needs in Bury | Continuing Professional DevelopmentWe look at a CPD plan that links professional development to a system of accreditation. Walk and talk: the new meeting room | Continuing Professional Development"During a simple 10 minute walk, it is amazing how ideas can be generated, solutions explored and areas discussed openly, effectively and with a great use of time that invigorates the body and mind". Developing the use of Teachers' TV | Continuing Professional DevelopmentJonathon Fletcher, an assistant head at Isleworth and Syon school, looks at staff attitudes to Teachers’ TV and ways of using this resource for CPD. Making a difference: a model illuminating the impact of PPD | Continuing Professional DevelopmentJim Christophers and Chris Bryan of the college of St Mark and St John examine the problems of assessing impact and present a model that takes account of the individual and the wider community. New CPD stakeholder alliance announced | Continuing Professional DevelopmentThe Critical Advisory Support Partnership for CPD (CASP) was formally launched at a meeting attended by representatives of three key stakeholder associations on 10 May. Subject teaching and professional learning | Continuing Professional DevelopmentLast month we reported the establishment of chartered science teacher status, a new professional qualification for science education professionals developed by the Association for Science Education (ASE). Using the national standards for CPD | Continuing Professional DevelopmentKit Field, the chair of the CPD Committee of the Universities Council for the Education of Teachers (UCET) looks at the revised national standards from the point of view of CPD. Call to prioritise teacher wellbeing | Continuing Professional DevelopmentThe Teacher Support Network called for a coordinated approach to improving teacher wellbeing as it launched a report stating the importance of linking up the disparate services that tackle teacher stress. The impact of networks | Continuing Professional DevelopmentA recent review of the impact of networks of at least three schools has found evidence that networks can be ‘an effective vehicle for improving teaching, learning and attainment’. Managing stress in 5 minutes | Continuing Professional DevelopmentWe have all experienced periods at work where things are very stressful and we cannot seem to get anything done, or other people and situations are making work difficult for us. Rushing around all day, not managing to complete anything or deal effectively with issues is a common problem. We sometimes need to take time out just to regain some element of control. PPD impact? Show me the evidence! | Continuing Professional DevelopmentRichard Jenkin and Alan Tucker present accounts of the impact of postgraduate professional development (PPD) on learning and teaching gathered from schools across Cornwall. Developing a high-performance culture | Continuing Professional DevelopmentHow can school leaders and managers create an environment in which highly effective work can take place at all levels and all times? Former deputy head John Jackson suggests an approach. Life after maternity leave | Continuing Professional DevelopmentGoing back to teaching after a lengthy period can be quite daunting, especially if there is a new member of your family needing your undivided attention. Here are some tips to make life easier. CPD plans for the FE sector | Continuing Professional DevelopmentIncreased involvement with the FE sector in 14-19 education will have an impact on the way schools organise their CPD. CPD Update looks at the latest proposals for CPD in the tertiary sector. NRT merges with TDA | Continuing Professional DevelopmentOn 1 April, the National Remodelling Team (NRT) formally merged with the Training and Development Agency for Schools (TDA). Former NRT director Dame Pat Collarbone will lead the new development directorate as executive director. The development directorate will continue the NRT’s work. Consultation on ITT requirements | Continuing Professional DevelopmentFollowing the review of the national standards (see opposite), the secretary of state for education and skills has asked the Training and Development Agency for Schools (TDA) to review the initial teacher training (ITT) requirements. Revised national standards: the latest | Continuing Professional DevelopmentThe Training and Development Agency for Schools (TDA) delivered its revised draft of the professional standards for classroom teachers to the secretary of state for education on 7 April, following extensive consultation. Teachers' TV and CPD | Continuing Professional DevelopmentCliff Jones looks at some useful tools for professional development on the channel’s website. ASE award for science teachers | Continuing Professional DevelopmentThe Association for Science Education (ASE), in collaboration with the Science Council, offers a professional qualification for science education professionals. Nine ways to improve your worksheets | Continuing Professional DevelopmentAccelerated learning tips. New qualifications for support staff | Continuing Professional DevelopmentNew qualifications for support staff in schools are now being piloted, bringing with them increasing responsibilities for CPD leaders. The Mentoring Wheel | Continuing Professional DevelopmentAs you embark on a mentoring programme in your school, have you considered defining a clear approach to mentoring relationships? The following model of the mentoring process may help you to put all the elements for a successful programme together. Inspirational meetings! | Continuing Professional DevelopmentWouldn't it be nice if you had a reputation for organising and running meetings that were engaging, fun, productive, and used the talents of the people in the team? Maybe you do already... Is teaching bad for your back? | Continuing Professional DevelopmentBack pain is very common – a survey published in 2000 showed that almost half the adult population suffered from low back pain lasting more that 24 hours at sometime during the year. Shared learning: the IHP programme | Continuing Professional DevelopmentHeadteacher Anne Clarke reports on an international headteacher placement (IHP) to Akron, Ohio, which she facilitated on behalf of the British Council and the National College for School Leadership (NCSL). Mentoring in practice | Continuing Professional DevelopmentGraham Osborne , former head and now HIP and NCSL consultant, presents an insight into the Headship Induction Programme through a case study of a recent mentee. Working Together for Success | Continuing Professional DevelopmentEffective teams are key to raising standards argues Pat Barnes, education consultant and former headteacher. Forming professional friendships | Continuing Professional DevelopmentPeter Kent, headteacher of Lawrence Sheriff School, Rugby, and his deputy Annabel Kay, describe how a new model of ‘professional friendship’ has reaped dividends at their school. Principles for a CPD policy | Continuing Professional DevelopmentFrom inclusion to ethics, CPD Update looks at twelve essential headings for a CPD policy. The government's plans for CPD | Continuing Professional DevelopmentCPD Update analyses a document giving the direction of policy for the next three years. News from the Training and Development Agency for Schools | Continuing Professional DevelopmentNew strategy for people development Teacher exchange scheme improves retention | Continuing Professional DevelopmentThis successful teacher exchange scheme in the West Midlands provides high-impact, low-cost collaborative CPD, as Maggie Langdale explains. CPD implications of the Education Bill | Continuing Professional DevelopmentAlthough much of the publicity surrounding the Education and Inspections Bill now before parliament has focused upon admissions, trust and foundation status, the powers of local authorities and the position of parents, the bill also brings together a number of initiatives and developments that have slowly been taking place for the last two years that have direct implications for CPD. Teacher support now online | Continuing Professional DevelopmentThe Teacher Support Network has set up an online advice, information and support service for teachers. This will supplement the existing telephone service, which offers counselling to around 17,000 teachers and lecturers every year. Collaborative support for CPD in Rochdale with the REAL Trust | Continuing Professional DevelopmentThe Real Trust is run by schools for schools and has gained Leading Aspect Award Status for continuing professional development and collaborative working. CPD Update looks at its work. Investors in People: worth the effort | Continuing Professional DevelopmentPaul Mangnall (deputy principal) and Richard Stakes (staff development coordinator) of the City of Stoke-on-Trent Sixth Form College discuss adopting and working to the revised standard. National standards and school CPD policy | Continuing Professional DevelopmentNow that the consultation period on the new national standards has closed and their coming importance has been underlined in the TDA’s report to Ruth Kelly, CPD leaders need to build a picture of how they might become part of a school’s CPD policy. Cliff Jones raises some questions. From student to professional: the transition from ITT to CPD | Continuing Professional DevelopmentHowever well planned for, the process of moving from trainee to professional will always constitute a big change. Making a difference: the impact of a school-based MA | Continuing Professional DevelopmentSoile Pietikäinen and Peter Winbourne of London South Bank University reveal how participant voice and reflexive learning in a school-based MA are contributing to positive impact. A design for professional learning | Continuing Professional DevelopmentCliff Jones sets out a plan for work-based learning that could be used for MA accreditation. A 'do it yourself' job description | Continuing Professional DevelopmentAnswering our list of questions could help you to define your role as CPD coordinator. Masters level accreditation to accompany LftM: the multiplier effect | Continuing Professional DevelopmentIn the October issue of CPD Update we published a version of the bridging assignment designed to convert work done on NPQH into Masters level credit. New Relationship with Schools assessed | Continuing Professional DevelopmentThe evaluation of the trials of the New Relationship with Schools (NRwS) has now been published. The trial involved 93 schools in eight local authorities. Exploring professional life or 'simply good continuing professional development | Continuing Professional DevelopmentTen questions to ask yourself about your CPD policy and your performance as leader of CPD so far this year. NQTs should not shy away from the TLA | Continuing Professional DevelopmentLorne Charles, who teaches at Morpeth School Bethnal Green, was one of the first NQTs to join the GTCE's Teacher Learning Academy (TLA). She describes how her involvement has helped her to develop professionally and the value of the TLA's support at this moment in her career. Sharing good practice to develop staff | Continuing Professional DevelopmentShaun Allison, assistant headteacher at Littlehampton Community School (LCS), explains a variety of ways to cross-pollinate in-house skills and expertise to meet each teacher’s training needs. Learning new skills on secondment | Continuing Professional DevelopmentA deputy head and a vice-principal describe the new perspectives they have gained from working in different organisations through a scheme run by Headteachers and Industry (HTI). New national standards consultation | Continuing Professional DevelopmentOne of the most significant events affecting CPD over the next year will be the revised national standards. Accrediting NPQH for study at Masters level | Continuing Professional DevelopmentCliff Jones guides CPD leaders/coordinators on how to add value for aspiring heads. The impact of 'Investors in Excellence' | Continuing Professional DevelopmentThis report was compiled by Richard Jenkin who works with Padstow School on behalf of the College of St Mark and St John. GTCE chief executive calls for new approach to testing | Continuing Professional DevelopmentSpeaking at a fringe meeting at the Labour Party conference in Brighton Carol Adams, chief executive of the General Teaching Council for England (GTCE), set out her thinking on assessment and testing. Performance management and CPD | Continuing Professional DevelopmentWalsall assistant heads Mike Swan and Keith Sydenham report on a secondment activity. Academies and membership of the GTCE | Continuing Professional DevelopmentIn a letter to the DfES in May Universities Council for Education of Teachers (UCET) expressed concern that teachers working in city academies do not need to be members of the General Teaching Council (GTC). Single inspectorate for children and learners | Continuing Professional DevelopmentGovernment plans to enlarge Ofsted in order to create a single inspectorate that will include all of the services for both children and learners. SWOT analysis: generating ideas | Continuing Professional DevelopmentJulie Bennett examines the ways in which SWOT analysis can be used with your pupils for brainstorming and exploring projects, ideas, change and decisions. Positive deviance: tapping into the power of your hidden change agents | Continuing Professional DevelopmentPeter Hook explains the connection between malnourished children in Vietnam, a sorcerer in Mali and your school's performance. Giving and receiving | Continuing Professional DevelopmentDorothy Nesbit examines the complex relationship between being able to ask for support, but also knowing when to say 'yes' or 'no' when someone asks you to do something. Levels of leadership consciousness | Continuing Professional DevelopmentMike Munro Turner works with clients to help them become more effective leaders, exploring their identity as leaders 7 ways to run effective meetings | Continuing Professional DevelopmentTips to run more efficient and effective meetings. New ways of looking at talented teachers in schools | Continuing Professional DevelopmentDo schools need to give more opportunities for teachers to realise their potential? Do teachers need to grasp the chance of becoming passionate lifelong learners in their workplaces as well as in their personal lives? Bill Lucas considers the options. Let's talk about...? | Continuing Professional DevelopmentIn the dark days of winter, some teachers find it more of a challenge to get through the day. But suggest counselling to a teacher and what's their immediate reaction? Surprised - perhaps. Defensive - maybe. 'I don't need counselling!' Cut your paperwork in half...learn to speed-read | Continuing Professional DevelopmentSpeed-reading is not going to change your life, but it will help to ease the conflicts of time in your day-to-day school life, writes Clare Forrest Evaluating four strategies for improving behaviour and attendance | Continuing Professional DevelopmentThis evaluation of four approaches used in the Primary Behaviour and Attendance pilot study is relevant to the work of SENCOs involved in helping pupils with social, emotional and behavioural difficulties. It also identifies management issues pertinent to SENCOs involved in supporting similar whole-school initiatives. Developing the children's workforce | Continuing Professional DevelopmentMore people are working in schools than ever before, including almost half a million support staff. Support staff who are well trained, fairly rewarded, and clear about their distinctive contribution, can be instrumental in the work of raising standards and enriching the lives of children. 'I won't need you now, Miss': the role of additional support through technology | Continuing Professional DevelopmentJohn Liddle, head of services to education, AbilityNet East, challenges readers to think anew about the effective use of technology to support children with special educational needs and how this has implications for the role of learning support assistants. What is SWOT analysis? | Continuing Professional DevelopmentSWOT is a frequently used management tool, useful for reflection, decision-making and appraising options Dealing with stress | Continuing Professional DevelopmentOne day there was a knock on the door at a home for Alzheimer's patients. When the matron opened the door, a middle-aged woman stood there holding an elderly gentleman by the arm. "This is my father," she said. "He has Alzheimer's and I have cared for him by myself for twelve years. If you don't take him, I am going to kill him." And she meant it. 11 ways to be promoted | Continuing Professional Development"If you continue to do what you have always done, then you'll continue to get what you've always got." Anon An introduction to CPD | Continuing Professional DevelopmentGraham Guest provides an introduction to the basics of continuing professional development in schools Streetwise body language | Continuing Professional DevelopmentNLP defines a number of communication categories. Richard Churches and Roger Terry explain how to use these to develop rapport with individuals and with groups Learn to speed-read | Continuing Professional DevelopmentImportant: Before you begin to read this article, make a note of the time you begin and note it again when you finish. 11 ways to declutter and save time | Continuing Professional DevelopmentIf you are disorganised your colleagues will think you're less effective, even if you aren't. Unfair but true. Prioritised lists and well-planned lessons disperse the illusion of chaos, but what else can you do? First management role? Make an impression | Continuing Professional DevelopmentIf you're starting your first management job here's some good advice from former headteacher and Ofsted inspector, Kerrigan Redman Mind Mapping – what is it? | Continuing Professional DevelopmentGillian Burn was first introduced to Mind Mapping over 20 years ago while learning to be a midwife. "A very astute tutor introduced me to the concepts of Mind Mapping and I continued to create Mind Maps of my whole midwifery course. Once in my exam, I found I was able to 'see' my Mind Maps in my minds eye to answer the exam questions – they help even when delivering babies!" Getting the most from mentoring | Continuing Professional DevelopmentClare Smale and Andrew Gibbons consider how mentoring encourages the development of a learning organisation culture Secrets of retaining and motivating staff | Continuing Professional DevelopmentThe teaching profession needs to hang on to more of its bright newly qualified teachers (NQTs), as well as to ensure that all staff remain motivated and committed to their careers. Headteacher Anne Clarke outlines how it’s done. Training governors to be fundraisers | Continuing Professional DevelopmentFundraising for school activities is nothing new. Only now with the pressures of workforce reform and initiatives such as extended schools and specialist status, many schools are reviewing the way they have to raise funds. The CPD research agenda: what is the job of the CPD leader? | Continuing Professional DevelopmentIn this article Cliff Jones looks particularly at the part that the General Teaching Council for England is beginning to play in encouraging professionally significant research. Training and Development Agency for Schools is launched | Continuing Professional DevelopmentGTCE chief executive calls for new approach to testing. Forming CPD partnerships | Continuing Professional DevelopmentEstablishing partnered, networked, or collaborative CPD provision is not always easy, and it can be expensive – but CPD Update gives some tips for success. City academy teachers will register with GTCE | Continuing Professional DevelopmentThe secretary of state for education and skills, Ruth Kelly, has announced to the Labour Party Conference that government has agreed that in city academies 'as with other schools, all teachers will be registered with the General Teaching Council because those children deserve the best'. School self-evaluation and CPD | Continuing Professional DevelopmentCPD Update takes a look at the SEF: the self-evaluation form (secondary version). Performance management and CPD | Continuing Professional DevelopmentWalsall assistant heads Mike Swan and Keith Sydenham report on a secondment activity. Creative partnerships | Continuing Professional DevelopmentIn a letter to the DfES in May Universities Council for Education of Teachers (UCET) expressed concern that teachers working in city academies do not need to be members of the General Teaching Council (GTC). The GTCE's Engage network | Continuing Professional DevelopmentIn a letter to the DfES in May Universities Council for Education of Teachers (UCET) expressed concern that teachers working in city academies do not need to be members of the General Teaching Council (GTC). Design your own critical journal of professional development | Continuing Professional DevelopmentCliff Jones looks at the principles involved. Teachers' TV Associates | Continuing Professional DevelopmentSingle inspectorate for children and learners. Motivating teachers to principalship | Continuing Professional DevelopmentRina Barkol shows the importance of mentoring for women’s careers through her case study of Nira, an Israeli principal, who inspired a dozen teachers to become independent principals. Most Related:
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