This handbook serves as a resource for CPD policy makers, organisers and leaders who wish to develop programmes of learning that are effective, challenging and relevant to teachers of varying levels of experience.
The focus of the approach to CPD which we set out is teachers’ own practice. Our philosophy is based on the view that teaching is best enhanced when teachers analyse and reflect on what happens in their own classrooms. Interaction is central in learning, and the approach to CPD involves capturing actual instances of classroom communication, exploring how these unfold, and understanding their impact in terms of learning. We term these short units of practice ‘critical learning episodes’ (CLE – see page 7). This handbook provides guidance on implementing core and optional components of this approach, describes a case which shows an analysis of a CLE, and in the conclusion, sets out some principles which might guide others in developing an approach to CPD based on analysis of teachers’ own practice.
This handbook can be used in several ways, as:
This handbook serves as a resource for CPD policy makers, organisers and leaders who wish to develop programmes of learning that are effective, challenging and relevant to teachers of varying levels of experience.Download now
Investing in early career teachers (ECTs) has never been more important. Following Initial Teacher Training, our Early Career Professional Development Programme (ECPDP) offers the essential specialist support needed to improve practice, build confidence and resilience, leading to better job satisfaction and retention.
As the debate about the nature and generation of education evidence becomes centre stage globally this report leads the way. Twelve teacher-led randomised controlled trials and other styles of experimental research demonstrate the potential of serving teachers to carry out research that applies scientific method with rigour. The teachers planned, conducted, analysed and wrote up their research, which they have presented in a conference poster format.
This is the first in a series of three reports that collectively provide a commentary on research awareness and research use within schools in England.