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CPD

This tag is associated with 41 posts

#CPD: Meeting half-way. Changing minds, shifting the inertia, overcoming the resistance.

In my work as a travelling teacher trainer, in amongst the enthusiasts with welcoming smiles, I meet plenty of teachers who are being compelled to sit and listen to me.   It’s not as if they are being held forcefully against their will but you can be sure, given a completely free choice, they’d be … Continue reading

Are Rosenshine’s Principles “just common sense”? #rED19

In my work supporting teacher development, I always refer to Rosenshine’s Principles of Instruction as a major go-to source of ideas, linking findings from cognitive science and other research to classroom practice.  There are lots of reasons for these ten principles gaining a wide audience, one of which is that, to many teachers, they feel … Continue reading

Teachers can only improve themselves. But how?

I’ve been thinking a lot about the process of teacher improvement – naturally enough, given that this is my full-time job these days.  Increasingly I think that we need to be very clear to understand the process as a very individual one and less of a general one.  Essentially teachers are only going to improve … Continue reading

Great CPD. Poor CPD. What are the signs?

When I visit schools in my consultancy work or teacher-trainer role, I usually pick up on signals that indicate to me something about the school’s attitude to professional learning. Sometimes I’m blown away by the energy and commitment to it and I feel my input has a chance of feeding into something with impact; sometimes … Continue reading

Global profession. Global message.

It’s great to travel and see the world; but it’s great be back home. Time to unwind and reflect.  I have just returned from delivering five days of training at schools in Lebanon, UAE and Oman.  Each of the participating schools was very different, each with their own charismatic leadership teams and idiosyncratic teachers; each … Continue reading

Be A Better B!

Last weekend, after an excellent ResearchEd event in Philadelphia, where Dylan Wiliam had given a superb keynote, I wrote this tweet: Imagine teacher A is way more effective than teacher B. Tendency is to make B emulate what A does. I think this is wrong. We need to work with B to establish how B, … Continue reading

@teacherhead Update #1. October ’18.

Introducing…. This is the first of what I hope will be a half-termly update, highlighting trends and ideas that I pick up in my work across various schools and colleges and through my engagement with online discussions, blogs, conferences and publications.  It will also highlight some of the content on this blog that has gained … Continue reading

Edugeeks and Flat-Earthers. Does engaging with research make you a better teacher? #BrewEdHackney

Today I had the immense pleasure of attending the #BrewEd event at Hackney Pirates organised by Clare Sealy.  In planning for it, I’d decided to try doing a talk without slides for the first time.  I’ve become a bit a slave to the clicker so this was a nice change.  The title of the talk: … Continue reading

Building Great Teachers: Theory of Action

Most, if not all, of my current work is geared towards building great teachers.   It’s such a fascinating, complex and challenging process.  Even if the focus is on yourself, or on one teacher, the process of enabling that one person to become a ‘great teacher’, more effective, more confident, more successful, more able to self-manage, … Continue reading

Priority One: Improving the Quality of Teaching. 

The dominant issue in delivering a great education to all young people in a school or college is to ensure that they are being taught well, by someone with the confidence, knowledge and skills required, relevant to the school/college context, in every lesson.  Recruiting, retaining and developing great teachers should be a total frontline priority.  It already is … Continue reading

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