What happens when all the pupils and staff at a school read the same book at the same time, and what impact can this kind of whole-school project have on CPD? Lesley Hutchison explains

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

With a more creative and flexible secondary curriculum on the horizon, Rebecca Patterson and Debra Kidd explore what it could mean for CPD

What 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

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

Our European neighbours do education differently – with different starting ages, reading levels, varied approaches to the curriculum and assessment, extremes of class size and funding. What can we learn? Dave Weston shares his experience

Headteacher Neil Berry explains how Brampton Manor in East London – described by Ofsted in December 1999 as having ‘serious weaknesses’ – was turned into the fully inclusive, successful school it is today

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

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

Cliff Jones reviews a report revealing the positive impact of postgraduate professional development

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

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

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.

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.

An effective professional development system is essential for your setting. Steve Mynard explains how to set one up.

Do mistakes and critical professional learning go together? Should we plan for evaluation? Cliff Jones presents a list of questions to encourage reflection.

The 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.

In November 2006, education writer and former head Roger Smith looked at the new draft performance management guidelines and what they might mean for schools.

Forthcoming 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.

Dr Hugh Starkey discusses two pilot CPD courses, part of a new DfES initiative on citizenship.

Jim 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.

Kit 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.

Richard Jenkin and Alan Tucker present accounts of the impact of postgraduate professional development (PPD) on learning and teaching gathered from schools across Cornwall.

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.

From inclusion to ethics, CPD Update looks at twelve essential headings for a CPD policy.

CPD Update analyses a document giving the direction of policy for the next three years.

Now 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.

Answering our list of questions could help you to define your role as CPD coordinator.

One of the most significant events affecting CPD over the next year will be the revised national standards.

Government plans to enlarge Ofsted in order to create a single inspectorate that will include all of the services for both children and learners.

Graham Guest provides an introduction to the basics of continuing professional development in schools

Category:
depl678-20