Continuing Professional Development for Teachers: From Induction to Senior Management (Kogan Page Teaching)

Book Cover......Page 1
Half-Title......Page 2
Title......Page 3
Copyright......Page 4
Contents......Page 5
Acknowledgements......Page 8
Other contributors......Page 9
Acronyms......Page 10
Introduction......Page 13
Rationale and sources for this book......Page 14
Outline of the book......Page 15
Part I Getting established......Page 16
The role of the General Teaching Councils......Page 17
Government regulations and recommendations......Page 19
England......Page 20
Northern Ireland......Page 21
Wales......Page 23
Induction......Page 25
The induction programme......Page 28
Support for teaching/learning within subject area......Page 30
Record keeping......Page 31
Outcome......Page 34
Key points......Page 42
Key questions......Page 43
EPD in Northern Ireland......Page 44
EPD in Wales......Page 46
CPD in England......Page 47
CPD in Wales......Page 49
Teacher sabbaticals......Page 50
Evaluation of CPD in Wales......Page 51
Research on CPD in England and Wales......Page 52
CPD in Northern Ireland......Page 54
CPD in Scotland......Page 55
Research on CPD in Scotland......Page 56
Key questions......Page 57
Recommended reading......Page 58
Part II Preparing for advancement......Page 59
Government recommendations......Page 60
Stress and time management......Page 61
Balancing personal and school life......Page 62
Planning activities......Page 63
Time pressure......Page 64
Poor student motivation and working conditions......Page 65
Collaboration......Page 66
Networks......Page 67
Teachers in your own school......Page 68
Teachers in other schools......Page 70
Working with a university......Page 71
Networking online......Page 73
Peer support......Page 75
Teachers......Page 77
Emotional/cognitive support......Page 78
Recommended tasks......Page 81
Recommended reading......Page 82
Government recommendations......Page 83
Different teacher roles......Page 85
Role 1: communicator......Page 87
Contact with parents......Page 88
Role 2: subject expert......Page 89
Role 3: subject teacher......Page 91
Role 5: pastoral tutor......Page 93
Role 6: administrator......Page 94
Role 7: team member......Page 95
Role 8: manager of other teachers......Page 96
Role 9: school member......Page 97
Preparation for external interaction......Page 99
Broad research......Page 100
Role 12: deliverer of government initiatives......Page 101
Choosing domains for development......Page 102
Key points......Page 103
Recommended reading......Page 104
5 Sources of professional development......Page 105
Government regulations and recommendations......Page 106
Funding possibilities......Page 108
Suggested sources for professional development......Page 109
Private reading......Page 110
Personal research on your own......Page 111
Group research......Page 113
In-school training......Page 114
Inviting experts into the school......Page 115
Off-site courses......Page 116
Courses transmitted from a distance......Page 117
Networked learning......Page 118
Key questions......Page 119
Part III Preparing for leadership......Page 121
6 Middle management: the subject leader......Page 122
National Standards for subject leaders......Page 123
Intellectual and personal qualities......Page 125
Areas of leadership......Page 126
Reference points from the literature......Page 127
Thinking through the role......Page 129
The influence of senior management......Page 130
The influence of school policy......Page 131
The control of resources......Page 132
Development planning......Page 133
The strategic value of curriculum development......Page 134
Department policy......Page 135
Planning and development tasks......Page 136
Material resources......Page 137
Project management......Page 138
The context of departmental management......Page 139
CPD......Page 140
Departmental meetings......Page 141
Whole school perspective......Page 142
Organizational skills......Page 143
Team-building skills......Page 144
Key questions......Page 145
Recommended reading......Page 146
Government regulations and recommendations......Page 147
NPQH......Page 151
Other training initiatives......Page 155
Findings from research and the literature......Page 156
Practical aspects of the headteacher’s role......Page 157
The MCI competences......Page 158
Acting strategically......Page 159
School policies......Page 164
The learning journal......Page 165
The learning community......Page 166
Behaving ethically......Page 167
Focusing on results......Page 168
Building teams......Page 170
Communicating......Page 171
Acting assertively......Page 172
Managing self......Page 173
Key questions......Page 180
Recommended reading......Page 181
The role of inspection agencies......Page 182
The second phase......Page 183
Arrangements 2003 onwards......Page 184
Arrangements in the UK......Page 185
Statutory activities and documents......Page 186
School-based preparations......Page 187
The inspection visit......Page 189
Handling the inspection visit......Page 190
The Ofsted report......Page 193
Inspection and personal professional development......Page 194
Inspection and school development......Page 195
Key questions......Page 196
Recommended reading......Page 197
9 Performance management......Page 198
2001 strategy document......Page 199
2000 Guidance for Performance Management in Schools......Page 200
2000 Threshold assessment......Page 201
The developmental model of appraisal......Page 202
The regulatory model of performance management......Page 203
Management of appraisal procedures......Page 206
Type of appraisal......Page 207
Classroom observation and interview-choices and planning......Page 208
Documentation......Page 210
Training for appraisal......Page 211
Classroom observation and feedback......Page 212
Responses to the appraisal experience......Page 213
Positive responses to appraisal......Page 214
Recommended reading......Page 215
Useful Web site/e-mail addresses......Page 217
References......Page 219
Index......Page 231