Student voice is the subject of this CPD Week, as Elizabeth Holmes discusses the CPD preparation necessary behind making student voice work as a process

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CPD Week discusses the latest professional thinking regarding the personalisation agenda and personalised learning, and how to encorporate this important issue into CPD

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Elizabeth Holmes examines ways in which the Children’s Workforce Network publication Visions and Principles for Induction can support induction in schools

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As we begin the final term of the school year, Elizabeth Holmes offers eight top tips to help CPD coordinators refresh their policy and give the professional learning at their school a boost

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Increase teacher motivation at your school by organising a CPD trip. Here, several participants recount one particularly worthwhile CPD visit, with one participant describing it as ‘the most effective training I have had in over 20 years of teaching’

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What should the next step for your CPD policy be? Now that the central role of CPD is recognised in schools, Philippa Cordingley looks at how professional learning can progress even more in the future

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Create a culture of CPD at your school using an approach based on CPD for all staff. Julia Upton gives advice on whole-school reviews, micro-skills — including tips on how to be an effective teacher — training for support staff and the development of networks

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How can participating in collaborative professional enquiry foster pupil learning and professional learning in teachers? Alison Fox from the University of Stirling and chartered teacher Jan Brophy describe how

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How can your school become more open when it comes to CPD and professional learning, in terms of the access and sharing of ideas? CPD Week here includes five top tips on sharing CPD

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What are your colleagues’ priorities for CPD in terms of SEN and inclusion? Linda Evans discusses how SENCOs can help them in this area

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Mark Blois explores plans for a new code of conduct for the General Teaching Council for England GTCE

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Is personal emotional wellbeing a priority concern for you and the teachers at your school? Identifying and controlling negative stress is an important part of continuous professional development (CPD), as Elizabeth Holmes explains

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Developing effective AfL: from a whole-school strategy to consistent classroom practice

Date: Wed 24th June 2009

Elizabeth Holmes discusses a finanically sustainable approach to teachers’ continuing professional development

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The role of finance director at an academy school is potentially a very attractive career opportunity for ambitious school business managers and bursars. Ruth Bradbury explains why

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The evaluation of CPD and its impact is one of the most difficult tasks for CPD leaders. Sue Kelly demonstrates some far more interesting ways of evaluating CPD than simply handing out a questionnaire

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What does it take to become an effective assistant headteacher? Dr Ray Chatwin looks at how to manage the teacher transition from middle leader to assistant headteacher

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The Teacher Learning Academy (TLA), led by the GTCE, is achieving great things in the world of continuing professional development (CPD), according to a recent independent report commissioned by nfer. CPD Week talks to the GTCE’s Sara Morgan, Head of Professional Learning, about the report’s findings

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Action research with G&T pupils didn’t produce the results Peter Leyland expected, but he found it had great CPD benefits

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School can greatly benefit in terms of CPD from links between a network of schools; in this case one in Lambeth and another in Kosovo, which have brought CPD benefits to teachers in both areas. Elizabeth Gowing explains

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The continuing professional development training implications of the gifted and talented (G&T) agenda are highlighted here by Sophie Craven and Brin Best, explaining all that CPD has to offer in the area of G&T

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CPD Week looks at how professional learning might support staff goals and aspirations for moving onwards and upwards in their career

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In this issue of CPD Week, Elizabeth Holmes examines the role of evaluation of professional development in supporting other activities and ways of maximising its use

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Development changes in your workforce which make flexible use of vital support staff teams will do much to encourage school improvement in general, believes Brian Rossiter, headteacher of Valley School in Worksop

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‘Doing’ learning is only one stage of the process. In order to know how useful it might be for us, we need to evaluate it. This ebulletin explores how to start thinking about the evaluation of professional learning

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Elizabeth Holmes looks further into the links between professional development and behaviour, focusing specifically on children with special educational needs and/or disabilities

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Employment Law in Schools – Updated Guidance and New Legal Obligations

Date: Thu 21st May 2009

Clarity of leadership themes is an ambition we should strive for in our schools – in this case, with reference to CPD. Here Jane Golightly looks at two themes to start the discussion – the big picture within the school and outward-looking CPD for multi-agency working

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Sir Alan Steer’s interim report on behaviour is the springboard for this week’s focus: the links between professional development, teaching and learning, and behaviour

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A partnership between a school and a university can enhance teachers’ professional development, by gaining them accreditation for work done in the classroom. Steve Merrill and Gill Yates explain the benefits

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The difference between pupil outcomes in English schools is one of the highest in the industrial world, and reducing it is a persistent problem in education. But sharing good practice within schools can be a better solution than turning to outside experts, say Dr Peter Kent and Ray Tarleton

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The quality of an NQTs induction can shape their entire school career, in terms of their CPD. So how can schools ensure NQTs have the best possible introduction to their school? Elizabeth Holmes investigates

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Teaching assistants need fresh ways of approaching CPD , so that they have the chance to grow and learn in line with other members of your school’s community. CPD Week looks at CPD for TAs

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How can strong teachers become even better? Headteacher Peter Kent and deputy head Annabel Kay describe the staff support triad system they put in place to help staff learn from and support each other

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The new National Professional Qualification for Headship pilot is underway. Crispin Andrews talks to one of the first participants

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Following on from her initial look at how to create an ideal learning culture at your school, Elizabeth Holmes looks deeper at how to follow it through and align a sustainable learning culture with your school’s other priorities

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What CPD needs will a teacher have throughout the six distinct stages of their career? This article offers research summaries on the subject

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A supportive learning culture among staff, mutual respect and motivational development for everyone! That needn’t be just a ‘blue sky’ dream. In the first of a CPD Week series, Elizabeth Holmes explains how to start creating a sustainable learning culture in your school

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What is the most effective form of CPD? What effect will workforce remodelling and the new Master’s have? Nansi Ellis of the Association of Teachers and Lecturers gives her views

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Does your school encourage innovation within teaching through its CPD? According to the GTCE, most teachers are displaying innovative practice, even though they don’t realise it. This article showcases some best practice

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Have you ever thought of approaching your school’s CPD with an arts focus? Beverley Kirk describes the reflective and creative benefits of teachers coming at their continuing professional development from a different perspective

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Ground-breaking changes to teaching and learning in the 14+ sector have seen the introduction of Functional Skills. But what does this mean for CPD in our schools and colleges? This ebulletin considers what you need to know as you begin to implement Functional Skills in your school.

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This issue is entirely devoted to three schools, each with very different needs and approaches, who discuss their plans for hitting their CPD targets in 2009

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The Investors in People Standard had a major impact on Alison Shakespeare’s school’s CPD, helping them to embed a culture of continuous improvement across the organisation. Read why she thinks it’s such a good idea for school improvement

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Motivating individual staff to share their professional and personal development is a key factor in school improvement. This CPD Week offers ways in which individual staff can be helped to nurture their intrinsic motivation and offers a useful checklist for future reference

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Linking performance management to professional development (CPD) can immediately improve specific areas of learning across the school, Carol Taylor advises CPD leaders

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A network of CPD leaders visited schools in the US to explore good practice in leadership of professional development. Barbara Dutton, coordinator of the network in Warrington, reports on what the group learned, and describes how they’ve been putting it into action

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We’ve been collecting your stories about the inspiring and encouraging experiences you’ve had at work during 2008. Here is a collection of the CPD themed responses you sent to the question, What has been your most positive experience at work this year?

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Motivation helps educational staff to develop both personally and professionally, and should be a focus for all CPD leaders. But what does it mean to foster school-wide motivation?

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