CPD

Supporting your EAL learners

In a new series focused on supporting pupils with English as an additional language (EAL), Nic Kidston and Katherine Solomon discuss how schools can learn more about who their EAL learners are and how they can be empowered and supported to fulfil their potential


Teaching assistants’ role in managing behaviour

Research has shown that fear of ‘overstepping the mark’ can stop teaching assistants from managing behaviour. Dr Emma Clarke outlines some of the issues uncovered during her research and suggests ways in which schools, teachers and teaching assistants can support effective behaviour management


The links between teacher wellbeing and CPD

Does your school’s CPD provision help or hinder teacher wellbeing? Megan Williamson considers the links between effective CPD and teacher wellbeing and offers some practical advice



Maths Mastery and the National Maths Hubs

The national network of Maths Hubs are recruiting schools for the 2018/19 Teacher Research Groups. We hear from the London North East Maths Hub about this year’s work on Maths Mastery


Case study: Graduate teaching assistants

Properly trained and deployed teaching assistants can have a huge impact on pupil outcomes. Furthermore, the use of graduate teaching assistants can also support your school’s recruitment and training strategy, as Tom Donohoe explains



Every teacher a researcher

Research in education is becoming ever more vital to raising outcomes. Fiona Aubrey-Smith argues why every teacher should be a researcher and advises on how this can be achieved




A CPD plan for the new year

As 2018 gets underway, Maria Cunningham offers school leaders some new year’s resolutions to help you ensure that your staff’s CPD is effective and high-impact for the months ahead


Effective CPD for school support staff

Teacher development is a clear priority for the most effective schools, but how do you ensure that your support staff are not missing out on crucial CPD? Bridget Clay advises


Setting SMART performance objectives

Setting performance objectives for your staff is a key part of the planning process for the coming year, and with the end of appraisal reviews around the corner, the next step is getting objectives agreed. Jenny Moore offers five steps to making them meaningful...



Effective teacher review and appraisal practices

The School Teachers’ Pay and Conditions Document applies to all maintained schools and the majority of academies. In this article Brian Rossiter shares good appraisal practice as part of the Professional Development Review cycle and performance-related pay



Teachers on Twitter: Is it CPD?

A lot of teachers will wax lyrical about the power of Twitter when it comes to sharing resources and best practice, but what exactly should be its role in our CPD? Maria Cunningham advises


Planning your CPD for next year

Many schools are starting to plan their CPD spend for the year ahead. Maria Cunningham offers advice on effective CPD planning


The College of Teaching

The new Chartered College of Teaching is open for membership. We asked chief executive Dame Alison Peacock to explain just what it offers to primary teachers when it comes to evidence-informed practice, CPD and support




Education on show at the NEC

This year’s Education Show takes place from March 16 to 18. We preview the free event, with a look at some of the CPD, exhibitors and other attractions


Middle leaders: Great teaching and CPD

?Middle leaders now have a key role in developing great teaching across their teams, which of course involves securing effective CPD – but what are the best ways to achieve this? Bridget Clay advises



Retention: How to keep hold of your teachers

New research into retention has uncovered some of the reasons why teachers quit the profession as well as those vital ‘protective factors’ that can help a school to retain, engage and motivate their teachers. Researcher Sarah Lynch takes a look

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Headteacher Update is the only magazine delivered directly to every primary school headteacher in the UK. It is published six times a year, at the beginning of each term and half-term, to keep headteachers up-to-date with everything going on in primary education.

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