Praise for the first edition:
′Peter Earley and Sara Bubb bring together, in a very accessible way, theoretical and practical aspects of CPD and suggest how leadership and management can be applied in this vital area of staff development. This book will help co-ordinators and school leaders to develop their most important resource – the people who work with the children′ – Richard Stainton, Education Journal
′The most obvious target user for the book is the (not rare) person suddenly hoist with the staff development responsibility petard: but, thoughtfully used, most staffrooms will include several people who could benefit from thinking about its contents and putting some of the ideas into practice′ – British Journal Educational Technology
′This book is a welcome and practical guide to the wealth of publications on Continuing Professional Development… [M]akes an excellent contribution to the current and widening debate on the nature of Continuing Professional Development. For School Leadership Teams it is an essential resource and reference for the managing of professional development and learning. It also serves as an excellent practical guide, and CPD coordinators reading this book will find themselves questioning and as a result developing their own practice. The book is written in accessible language using believable case studies to illustrate the wealth of research that has been carried out. The deeply embedded notion among some teachers that professional development consists of the one day course is challenged, and the reader is left in no doubt as to the range of opportunities that exist and need for them to be harnessed in order to ensure school improvement. The book is will surely act as a catalyst for the review and development of CPD in schools′ – Stephen Merrill, Edge Hill College of Higher Education, British Journal In-Service Education
′A practical guide to all aspects of professional development which ought to be in the possession of every professional development coordinator in every primary and secondary school in the land – and their colleagues in leadership teams′ – Tim Brighouse, TES Friday Magazine
This new edition of a best-selling book provides an up to date overview of Continuing Professional Development (CPD), combined with a guide to best practice.
Changes include:
– expanded sections on the professional development of support staff and the wider school workforce (particularly important in the light of workforce remodelling) and the evaluation of CPD
– more on making sure that professional development has an impact, and provides good value for money
– the common core of skills and knowledge for the children′s workforce, the new standards for qualified teacher status, induction, threshold, excellent teachers and advanced skills teachers as well as those for higher level teaching assistants.
Drawing on the latest research, the contents include:
– a clear explanation of CPD and latest developments;
– practical tips on how to lead and manage CPD for a range of staff in schools – identifying training needs, designing and implementing programmes and evaluating their impact;
– detailed guidance on CPD for staff at different stages of their careers.
Written in a clear readable style it covers the latest standards and offers examples of current good practice. It is an essential professional reference for all those responsible for leading and managing professional learning in schools (headteachers, deputies, CPD and staff development coordinators) and Local Authorities (LAs). It will also prove invaluable to training providers and universities.
قائمة المحتويات
Introduction
PART ONE: PROFESSIONAL DEVELOPMENT FOR SCHOOL IMPROVEMENT
Learning People – Learning Schools
Leading and Managing CPD
Identifying Training and Development Needs
Meeting CPD Needs
Monitoring and Evaluation: The Impact of CPD
Collaboration and Enquiry: Sharing Practice
PART TWO: LEADING AND MANAGING THE CPD OF SPECIFIC GROUPS
Support Staff
Initial Teacher Training
Newly Qualified Teachers and Their Induction
Supply and Overseas-Trained Teachers
Early Professional Development
Emergent Leaders and Middle Managers
Leadership Development for Heads and Deputies
Governors′ Training and Development
عن المؤلف
Sara Bubb is an experienced London teacher who helps staff in schools develop. She does this in many ways: through leading professional development, assessing, developing schemes, researching, and writing. With a national and international reputation in the induction of new teachers and professional development, Sara speaks at conferences and runs courses throughout the country and abroad (e.g. Norway, Taiwan) on topics such as helping staff develop, observation skills, induction, developing pedagogical skills, leading continuing professional development (CPD), subject leadership, monitoring teaching and implementing performance management. She has featured on and been a consultant for eight Teachers TV programmes. She trains a broad range of people, including inspectors, assessors, advisers, consultants, Fasttrack, Teach First and advanced skills teachers. Sara assesses advanced skills, excellent, overseas trained and graduate teachers and higher level teaching assistants and was an external assessor for Threshold. She has inspected over 25 primary schools. As a senior lecturer at the Institute of Education (0.2) she works on PGCE and Masters programmes and set up the employment-based routes (OTT and GTP) to QTS. She is lead director of the Cf BT Education Trust-funded Sef2Si – From Self Evaluation To School Improvement: The Importance Of Professional Development – project. She co-directed the Df ES-funded national research Project on the Effectiveness of the Induction Year, was deputy director of the TDA systematic review of induction research and has helped the Northern Ireland GTC revise their teacher competences. On a 0.2 secondment to the DCSF London Challenge team, Sara is the consultant for Chartered London Teacher status – a scheme involving over 38, 600 teachers. She is the London Gifted & Talented Early Years network leader, working with staff in reception and nursery classes to enhance their provision for all children, especially the most able. She has written books and numerous articles on induction, professional development, workload, and performance management. She is the new teacher expert at the Times Educational Supplement, and writes articles, a weekly advice column and answers questions on its website.
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