This work evaluates and attempts to produce a model for effective professional development. It contrasts the work in Britain with that in other countries, with case studies and exercises to illustrate points, highlighting good practice.
Author(s): Derek ( Glover
Edition: 1
Year: 1996
Language: English
Pages: 192
Book Cover......Page 1
Half-Title......Page 2
Title......Page 3
Copyright......Page 4
Contents......Page 5
Abbreviations and Acronyms......Page 8
Acknowledgements......Page 10
Introduction......Page 11
Defining CPD......Page 12
Researching CPD......Page 13
Towards Teacher Effectiveness......Page 15
Education Policy: A Focus on Change......Page 18
Transformations in Teacher Education: The Policy Context......Page 20
Privatizing INSET: Towards a Professional Development Market......Page 24
Inspection, Improvement and Professional Development......Page 30
The International Context for Professional Development......Page 34
The Essence of Professional Development......Page 39
Activities and Strategies for Professional Development......Page 42
Conferences......Page 43
Professional Development Days/Training Days......Page 44
Critical Friendship......Page 45
Distance Learning Developments......Page 46
Mentoring......Page 47
Initial Teacher Education and Professional Development......Page 48
Appraisal and Professional Development......Page 49
Professional Development Planning......Page 50
Managing Shared Decision-making......Page 53
Managing the Tensions and Achieving a Balance......Page 57
Identifying and Analysing Needs......Page 59
Managing Resources: The Professional Development Budget......Page 60
Changing Roles and Responsibilities: The PDC......Page 63
Determining Priorities......Page 67
Negotiating in the INSET Marketplace......Page 72
LEA Advisory, Inspection and Support Services......Page 76
Higher Education......Page 78
Schools as Providers and Facilitators......Page 81
Using a Range of Providers......Page 83
Managing the Information......Page 86
Schools Managing the Market......Page 89
Developing a Planned Approach......Page 91
Monitoring the Process of Development......Page 93
Evaluating for Effectiveness......Page 96
Achieving Value for Money......Page 99
Gaining Credit for Achievement......Page 101
Teaching, Learning and Institutional Improvement......Page 105
A Polarization of Perceptions......Page 108
The INSET Legacy......Page 109
Perceptions of Professional Practice......Page 111
Professionalism and Development ‘On the Job’......Page 112
Careers, Promotion and CPD......Page 113
Different Departments, Different Perceptions?......Page 114
Different Roles, Different Perceptions?......Page 116
Different Gender, Different Perceptions?......Page 117
Gains and Losses for Secondary Schools......Page 118
Gains and Losses for Primary Schools......Page 121
Evaluating Institutional Gains......Page 122
Improved Staff Skills......Page 123
An Improved Teaching and Learning Focus......Page 124
Improved Needs Identification......Page 125
Evaluating Institutional Costs......Page 126
Funding......Page 127
‘Cumbersome Bureaucracy’ and ‘System Strain’......Page 128
‘Wasted Investments’ and ‘Lost Opportunities’......Page 129
Moving Towards Integrated Practice......Page 130
CHAPTER 6 Professional Development in Practice: Three Case Studies......Page 134
The Context......Page 135
Planning and Practicalities......Page 136
The Impact......Page 138
The Context......Page 139
Planning and Practicalities......Page 142
The Impact......Page 144
Case Study 3: Oxbury School......Page 146
The Context......Page 147
Planning and Practicalities......Page 148
The Impact......Page 151
The Learning Process......Page 153
Key Organizational Elements for Effective CPD......Page 161
Information......Page 162
Planning......Page 163
Resources......Page 164
Evaluation......Page 166
The Organizational Environment for CPD......Page 167
Undertaking a Professional Development Audit......Page 169
Towards a Professional Development Culture......Page 171
References......Page 177
Index......Page 184
