Can the Teacher Learning Academy double the number of teachers it has enrolled by 2011? What are the benefits of signing up? Four teachers describe their involvement with the academy read more

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

Muriel Thomson tells how she has transformed the way teaching assistants and other support staff are used at Brixham College, Devon, bringing wide-reaching benefits across the school

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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 read more

Are schools rising to the challenge of CPD for the whole workforce; including teaching assistants? Elizabeth Holmes investigates what schools need to do to ensure that everyone receives professional development

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To 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

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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

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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

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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

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Last 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

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The BERA Professional User Reviews, published in 2003, aimed to critically inform the thinking of practitioners about research. Kate Wall uses them as a focus to argue that the closing of the theory-practice divide is becoming more and more relevant in 2008 read more

Nasen promotes the development of children and young people with special educational needs (SEN). Chief executive officer Lorraine Petersen explains their CPD offering read more

Lesson 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

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Teachers 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 read more

Helen Wheeler describes how the PEAL training programme helped practitioners to develop parents’ involvement in their children’s learning read more

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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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

‘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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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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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

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

Dance specialist and SSCo Kim Spiller offers advice to primary teachers about delivering high-quality dance

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

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

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

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

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

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

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

Headteachers Anne Clarke and Annabelle Guyver analyse the benefits that trips abroad bring to participating pupils and to the staff leading them

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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

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