The following articles, taken from recent issues of our Optimus newsletters, will prove invaluable for anyone with a professional or personal interest in CPD for NQTs. To ensure you stay up-to-date with the very latest thinking in this area, please make use of the articles below. If you can’t find what you’re looking for here, simply click on another category on the left or 'search the library'.
Pupils' challenging behaviour tops the list as the most stressful part of teaching; but can it be managed by teacher training? The effects of CPD on behaviour management are investigated by Elizabeth Holmes
Academic 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
All 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
The 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
'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
Shiraz 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
PE and Sport Today talks to primary link teacher Lorraine Livingstone who, despite the inadequacies of PE training for primary teachers, has become something of a specialist
Cliff Jones reviews a report revealing the positive impact of postgraduate professional development
The relationship between teachers and teaching assistants is a changing one. Angela Youngman investigates and offers guidance to ensure effectiveness
Teacher 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.
How 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.
