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Beating the teaching plateau: Professional Inquiry Programme

New teachers often make rapid improvements in their practice before hitting a ‘performance plateau’. Alex Beauchamp explains how a professional inquiry programme has helped overcome this challenge

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Teacher appraisal: What targets should we set this year?

Are your school’s teacher appraisal targets full of well-meaning but poorly thought out statements and objectives. Nick Hart considers how we can give meaning and purpose to appraisal

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The changing shape of performance management

Decoupling performance and pay does not mean a less robust appraisal system, in fact it can mean quite the opposite. Pay specialist Louise Hatswell advises

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Implementing deliberate practice as part of CPD: A case study

Effective teacher development involves practising the right things, at the right time and in the right way then it is a key CPD tool. In part two of his look at deliberate practice, Robbie Burns explains how his school has implemented this approach

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Teacher development: Understanding the DfE's Golden Thread

Are you tying yourself in knots with the golden thread? Gareth Conyard discusses two key challenges schools must navigate when considering career-long CPD for teaching staff

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Deliberate practice: What is it and why does it matter?

Deliberate practice is often ‘an overlooked servant’ when it comes to teacher development, but if we practise the right things, at the right time and in the right way then it is a key CPD tool. In this two-part article, Robbie Burns explains what it’s all about...

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Teachers collaborating on the curriculum

It is teachers who deliver the curriculum, so curriculum design and implementation through collaboration is a clear way to improve teaching and learning quality, says Richard Jackson

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Safeguarding: Getting the basics right – every time

The basics of safeguarding revolve around identifying children at risk of harm and we can never take this work for granted. Elizabeth Rose recaps the four main types of abuse, the principles of effective staff training, and the basics of keeping children safe from serious harm

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Digital literacy, competency and CPD

We cannot assume that everyone working in our school has basic digital literacy and competency. Osi Ejiofor considers how schools can develop digital literacy skills through self-directed CPD and offers a free, downloadable digital literacy audit tool

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Stress, anxiety, and developing our teachers

Stressed? Overwhelmed? Anxious? If we are to put in place a schools recovery plan to help teaching staff and leaders, we need to know what challenges we are addressing and how to address them. Gareth Conyard reflects on wellbeing and CPD

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How coaching can support your school's workforce

Unlike training or mentoring, coaching gives people the power to solve issues for themselves. Damian Mitchelmore asks what coaching can do for you, your teachers and your school

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Four steps to develop your school’s senior leadership team

Building and developing a successful senior leadership team is an important part of the role of a headteacher. Simon Clark shares four strategic tips for how you can do this

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Designing whole-school CPD: Three streams, one cycle

With so many high-quality materials available to schools, the challenge these days is not the what of CPD, but the how. Applying recent EEF research into the mechanisms of effective CPD, Robbie Burns advises on designing a whole-school CPD cycle

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Safeguarding: What does a culture of safety look like?

Safer working practice in schools is crucial to establishing safe cultures and ensuring effective safeguarding. In this article, Elizabeth Rose explains how schools can minimise opportunity for harm perpetrated by those working with children

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Teacher appraisal: Professional development reviews

Teacher appraisal forms part of established practice in maintained schools and the majority of academies. Brian Rossiter shares practical advice when reviewing performance with colleagues as part of a professional development cycle as we move into a post-Covid world

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CPD: Building a culture of collaboration that sticks

When it comes to professional development, how can school leaders build meaningful and impactful collaboration? Concettina Johnson offers some questions for reflection, examples and tips

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Instructional coaching: Cycles, systems and processes

Considered by many to be the most effective form of teacher CPD, instructional coaching is gaining popularity in schools. In part two of a two-part article, Robbie Burns looks at implementing instructional coaching across the primary school

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Mental health: Moving from reactive to proactive support

We consistently talk about proactive, positive solutions for pupils’ physical health. So why can’t we do the same when it comes to their mental health? Headteacher Ben Levinson looks at how schools can ensure a positive focus on mental health

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The best learning goes with the flow: The work of Mihaly Csikszentmihalyi

Early years learning pioneer Mihaly Csikszentmihalyi passed away last year. Known as the father of ‘flow’, his theories of pupil engagement are crucial. Neil Henty looks at how his work can help us to promote optimal experiences in the classroom

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Instructional coaching: What it is, how it works and why it matters

Considered by many to be the most effective form of teacher CPD, instructional coaching is gaining popularity in schools. In part one of a two-part article, Robbie Burns looks at what it is, why it works, three types of approach, and three principles for implementation

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The climate crisis, the curriculum and CPD

The role of school leadership in responding to the environmental challenges of our generation is crucial – and will include ensuring high-quality teacher support and CPD. Heena Dave advises

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The golden triangle: How to improve performance management in schools

The golden triangle of performance management takes in quality improvement, performance development and CPD. Matt Bromley explains, offering some key tenets of effective performance management systems

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Safeguarding: Spotting the signs of domestic abuse

Sadly, some children returning to school after Christmas will have been victims of domestic abuse. Elizabeth Rose considers what this could look like, the signs and symptoms staff might see and practical ways to respond

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Getting the most out of your MAT

As a teacher, how do you get the most out of your school’s multi-academy trust? Paul Ainsworth looks at some of the opportunities MATs should be providing for their staff and what teachers themselves can do to take advantage

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The three Cs: Developing teachers’ digital & edtech skills

When we seek to develop teachers’ digital skills, we too often focus only on cognisance and fail to develop both competence and confidence. Dr Fiona Aubrey-Smith advises

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