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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

‘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

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

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

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

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

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

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

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

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

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

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

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

Toby Wood and Nick Guest describe how they have encouraged implementation of the SEAL materials in Peterborough primary schools.

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

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

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’

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

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

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

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.

Government initiatives should be accompanied by more training and support, says Geri Skwarek.

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.

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.

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.

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

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

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

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.

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.

Many governors’ influence in their schools falls short of the model suggested by law, regulations, training, and the perceptions of politicians and the press.

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

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.

Sara Bubb of the Institute of Education in London discusses the implications of research into adult learning for their professional development.

Teacher and group facilitator Celia Baly describes the challenge of getting out of the way so that children and young people can talk about how emotions affect their experience.

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.

Judy Durrant and John Bartholomew of Canterbury Christ Church University describe developments that are leading to real and sustainable improvements in CPD and pupil’s learning.

Using NPSLBA to transform behaviour and raise attendance.

Daniela Sommefeldt tells how a national programme for specialist leaders of behaviour and attendance is empowering those who attend it and inspiring them to move forward to bring about whole-school improvements in their own school context.

Lisa Crosswood describes the benefits of a modular Masters degree in Education.

Publishing research is an excellent form of professional development says Stephen Merrill.

Sally Eaton examines the benefits of CPD and the line manager’s role in implementing it.

Neil Short looks at the second and third stages of the PM cycle: monitoring and review.

Jane Webb is the support childminder coordinator in Milton Keynes, employed by Milton Keynes Council and working within the childcare team at Galley Hill Education Centre in partnership with the National Childminding Association (NCMA). She recounts how her local authority set up its support childminder scheme.

Pauline Cox explains what was involved in taking part in the Effective Early Learning (EEL) Project.

The Effective Early Learning (EEL) Project, aims to improve the quality of children’s learning in early years settings. Pauline Cox explains the project’s aims.

In her second article on training, Sally Eaton looks at some everyday opportunities.

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

Cynthia Jones argues that active internationalism is an essential part of CPD for citizenship.

Careful planning and clear outcomes made for a successful citizenship INSET event.

Deputy head Rob Bray considers how his responsibilities have changed over the years as the core function of deputy headship has developed from ‘management’ into ‘leadership’.

Tips for running staff training in the global dimension of citizenship, by Topsy Page, Manchester DEP.

The Education and Skills Committee report on SEN includes a brief but important analysis of the role of the SENCO, which highlights a major gap between policy rhetoric and reality.

Many SENCOs, though aware of the benefits of ICT, are a bit wary of its complexities. Gerald Haigh provides a user-friendly guide

Planning, preparation and staff INSET for a Black Achievement Festival to coincide with Black History Month

An INSET session on ‘the global dimension in citizenship education’ was run by the Head of Citizenship at Eaton Bank, Congleton in Cheshire.

This project has shown how some ‘blockages’ to greater global awareness in schools can be unblocked. The challenge now is to share and learn from our experiences. By Sandy Betlem, NEAD.

The Certificate of School Business Management is fast becoming an essential qualification for all school finance staff. But what is the course actually like from a delegate’s perspective? SFM asked a recent delegate to share her views

Philippa Bogle compares and contrasts facilitation, coaching, mentoring and counselling

Leslie Spencer takes us on her learning journey, inspiring learners to love learning. Are you prepared to have your preconceptions, philosophies and pedagogy challenged? A teacher’s tale of the ‘Opening Minds’ curriculum.

Many teachers who have gone through the Critical Skills Programme (CSP) have declared it has changed the way they teach forever. Why does the programme raise such enthusiasm? Colin Weatherley, manager of CSP in Scotland, looks at its development and explains its strengths.

Alison Fox looks at the social constructivist underpinnings of CSP and explains how she put the theory into practice in her postgraduate work with teachers in Scotland.

The role of self-review is gaining in importance. Cliff Jones considers why teachers need to look at their own practice and presents a useful tool for critical professional learning.

Jonathon Fletcher, an assistant head at Isleworth and Syon school, looks at staff attitudes to Teachers’ TV and ways of using this resource for CPD.

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.

Cliff Jones looks at some useful tools for professional development on the channel’s website.

The Association for Science Education (ASE), in collaboration with the Science Council, offers a professional qualification for science education professionals.

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.

Soile Pietikäinen and Peter Winbourne of London South Bank University reveal how participant voice and reflexive learning in a school-based MA are contributing to positive impact.

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

In the October issue of CPD Update we published a version of the bridging assignment designed to convert work done on NPQH into Masters level credit.

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

Dorothy Nesbit examines the complex relationship between being able to ask for support, but also knowing when to say ‘yes’ or ‘no’ when someone asks you to do something.

Philippa Bogle desribes how skilled one-on-one facilitation can lead to personal empowerment and transformation within your school

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