Consultant Harriet Goodman describes two years’ work with staff at New Rush Hall special school to help build even more reflective practice read more

Susannah Temple uses concepts from transactional analysis to highlight an important psychological issue for teachers in developing their own identity as effective practitioners

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‘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 read more

Teaching 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

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David Storrie describes a course on learning outside the classroom that has allowed teachers to critically examine their school grounds

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Who 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 read more

Is doing research time well spent? Mike Kelly of Ivybridge Community College, Devon, found that the results were positive for both individuals and for schools read more

Carol 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 read more

What 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

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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

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Josephine Smith and Paul Ainsworth describe how school financial managers can contribute to school improvement by becoming involved in class observation and work scrutiny read more

Alison 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

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Philip 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 read more

Brilliant 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 read more

Corina Seal describes how research lesson study was established at her school and has become embedded in its research and development activities read more

Paul 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 read more

Cliff Jones presents a discussion activity that could also help you construct policy read more

The 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 read more

By 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

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John Jackson looks at a new approach to leadership that puts the emphasis on integrity read more

Linda 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

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Many school leaders don’t have professional development portfolios. David Morley looks at the benefits of creating one for yourself and the pitfalls to avoid

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Steve 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

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The 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 read more

OU lecturer John Ralston explains how teachers undertaking practitioner research into behaviour management for their Open University course have produced real change in their schools read more

Pedagogy 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 read more

Why 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

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Kate 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

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What are the right conditions for teacher learning? Teachers need a working space where they have freedom to think, innovate and learn, say David Leat and Kate Wall read more

Cliff Jones explores the problematic issues involved in ‘learning from our own professional learning’

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CPD 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 read more

Cliff Jones invites readers to challenge the meanings of words and concepts with more definitions of terms in current use and questions to stimulate discussion read more

Planning for teacher learning has to be a key priority, says David Leat. read more

Joanna Johnston discusses the implications of exploratory research in schools for teachers, managers and researchers. read more

The TDA’s Futures project brought hundreds of people together to think about the future of education. Mike Newby reports. read more

Many 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 read more

Linda Evans suggests how SENCOs can plan and deliver training on subjects which feature prominently in the role of most teaching assistants (TAs) read more

The 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. read more

Barbara 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 read more

The Leading into Learning NLC has developed into a major force for professional development and improved attainment in Blackburn with Darwen, as John Westwell, Des Callaghan, Joanne Emberton and Jenny England explain

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Government initiatives regarding financial management should be accompanied by more training and support, says Geri Skwarek

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Mandy 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. read more

Scotland’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. read more

Working 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. read more

Sean 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. read more

SENCOs 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. read more

For 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

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Science teachers are in the vanguard of gaining professional recognition linked to M-level standards. Derek Bell explains

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Hayden Llewellyn describes the development of the Chartered Teacher Programme in Wales. read more

Sally Eaton begins a three-part series designed to support managers and leaders who are considering providing some in-house training for their staff. read more

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