Effective Practices in Continuing Professional Development: Lessons from Schools

Autor/inn/en	Earley, Peter; Porritt, Vivienne
Institution	University of London, Institute of Education
Titel	Effective Practices in Continuing Professional Development: Lessons from Schools
Quelle	(2009), (152 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-8547-3883-0
Schlagwörter	Leitfaden; Professional Development; Professional Continuing Education; Case Studies; Coaching (Performance); Program Evaluation; Special Schools; Principals; Teachers; Educational Cooperation; Action Research; Leadership; Motivation; Beginning Teachers; Paraprofessional School Personnel; Foreign Countries; United Kingdom (London) + Suchen Sie Ihr Suchwort? Berufsfeldbezogener Unterricht; Weiterbildung; Case study; Fallstudie; Case Study; Programme evaluation; Programmevaluation; Special school; Sonderschule; Principal; Schulleiter; Lehrer; Lehrerin; Lehrende; Education; cooperation; Kooperation; Projektforschung; Führung; Führungsposition; psychologische; Motivation (psychologisch); Junior teacher; Junglehrer; Ausland
Abstract	This book presents case studies of schools' journeys towards effective CPD practice as part of a TDA national project. It tells the story of the goals set and achieved, and the challenges and successes along the way. Each case study makes specific reference to the nine factors or approaches to CPD identified in the book as underpinning effective practice. This includes how a clarity of purpose was established at the outset of CPD activity and how the London Centre for Leadership in Learning's clear and rigorous impact evaluation framework supported and challenged projects to develop their thinking and practice. All of this is contextualised within the wider literature about the successful leadership of CPD and the effective practice of school workforce development. The editors introduce why effective CPD matters, and conclude with the lessons learnt and ways forward. Among the many cases provided by leaders in this field, Sara Bubb writes how coaching in a special school was used to make teachers and support staff feel more valued. John Tandy describes how primary school heads came together with the Local Authority to jointly develop a Leadership Charter that was a summary of effective leadership practice in the Borough. The book will interest practitioners and professionals who design and develop CPD opportunities and practice within all sectors of education, as well as all working within the strategic leadership of CPD. It also complements the TDA's national development programme for the leadership of CPD by showing how the strategic implications of the nine CPD approaches identified can improve the overall quality and impact of professional development and so enhance the learning for all children and young people. This book contains three parts. Part 1, "The Effective Practices in CPD Project", contains: (1) Introduction. Part 2, "Case Studies of Practice", contains: (2) Developing teaching and learning; (3) Engaging teachers in action research; (4) Evaluation of the impact of extended provision; (5) Using coaching to improve teaching and learning and to develop leadership capacity; (6) Developing coaching as an effective method of CPD; (7) Coaching in a special school: Making teachers and support staff feel more valued; (8) Collaborative network of CPD leaders in a local authority; (9) Motivating with maths; (10) Measuring impact: Professional development for early career teachers and support staff; (11) DIY CPD--A system for professional learning for all staff; and (12) Growing together: Leadership of learning in a local authority. Part 3, "Concluding Comments", contains: (14) Conclusion. This book also contains: Acknowledgements; Preface; Notes on contributors; List of abbreviations; References; and Appendices. (ERIC).
Anmerkungen	Institute of Education - London. 20 Bedford Way, London, WC1H 0AL, UK. Tel: +44-20-7612-6000; Fax: +44-20-7612-6126; e-mail: ioepublications@ioe.ac.uk; Web site: http://www.ioe.ac.uk/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10