Teachers' Professional Development and Enquiry
Teachers’ professional development encourages the development of practice over a career.
Some of the key factors involved in effective professional development are:
Understanding the theory behind professional change
The use of external expertise
Scope for identifying a professional development focus
The Modelling of new methods
Observation of teaching by ‘experts’, and feedback
Peer support, rather than supervisory or managerial leadership
Processes to encourage, extend and structure professional dialogue
Processes for sustaining professional development over time to enable teachers to embed the practices in their own classrooms.
This kind of professional development has been recognised as a national priority in recent years and forms a fundamental part of any teaching career. This section provides more information about effective professional development.
Publications and Resources:
Cordingley P, Bell M, Rundell B & Evans D (2003) '
The impact of collaborative CPD on classroom teaching and learning'. In:
Research Evidence in Education Library
. Version 1.1*. London: EPPI-Centre,
Social Science Research Unit, Institute of Education.
This extensive review offers detailed evidence that sustained and collaborative CPD is linked with a positive impact upon teachers' repertoire of teaching and learning strategies, their ability to match these to their students needs, their self-esteem, confidence and their commitment to continuing learning and development. There is also evidence that such CPD was linked with a positive impact upon student learning processes, motivation and outcomes.
Davie R & Reynolds D (1979) 'The Cardiff Programme: An effective school improvement project based upon school effectiveness research'. Unpublished book. pp 1-302
This book was written primarily for teachers and others concerned with in-service training, staff development and institutional change in schools. The book reports the successes and failures of a course held in the Department of Education, University College, Cardiff. The changes identified in the schools which were involved in the course over time are examined. Those changes and developments in the schools that had been maintained or elaborated over the 6 years following the project are recorded, as are those which have been discontinued.
Reynolds D, Muijs D & Treharne D (2003) 'Teacher Evaluation and Teacher Effectiveness in the United Kingdom'. Journal of Personnel Evaluation in Education. 17(1), pp. 83-100 - with kind permission of Kluwer Academic Publishers
In this paper an outline of the UK research situation for the knowledge bases of school effectiveness and teacher effectiveness, and the UK policy situation in terms of school and teacher evaluation, improvement and development speculation are given concerning future policy and research needs.
Dr. Schaffer's powerpoint presentation:
This presentation outlines the benefits of creating coaching (support) teams and study groups within a schools staff in order to enhance its ability to improve.
Observation and Feedback
This presentation examines the various systems that can be used, and the principles that are involved in, making effective observations about teaching in the classroom. It outlines useful instruments of observation and offers guidelines on when, where and upon what to make observations and to give feedback.
Training for Newly Qualified Teachers and their Methods
This presentation highlights the importance of mentoring in training new teachers - it outlines how to mentor effectively, its benefits and what attributes a good mentor should have. The three main functions of the process are also covered, as are the concerns of any teachers considering taking on a mentor role.
This presentation looks at the aims of lesson study and how to achieve them. It discusses the data which can be collected and used to examine a lesson.
Demonstrations of Teaching and Learning
This presentation outlines the three main teaching assessment focuses: 1) planning, 2) classroom delivery and management and 3) pupil assessment, review of work covered and self-evaluation. It advises how best to go about teacher assessment, using classroom observation methods, analysis of data and the giving feedback.