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=How To Use the Resources in Schools= | =How To Use the Resources in Schools= | ||
=Developing effective approaches to CPD= | |||
{{adaptedfrom|Teaching Learning Developing Approaches to CPD|Whole|There has been much research, particularly in the past two decades, on the effectiveness of staff development. In particular, Joyce and Showers have shown that in order to really embed change in pedagogy, a number of elements are required. These are indicated in the table on the next page, where elements of training are related to impact in terms of long-term change. | |||
{{:Teaching Learning Developing Approaches to CPD/Table}} | |||
Adapted from Hopkins, Harris, Singleton and Watts (2000) ''Creating the conditions for teaching and learning''. David Fulton Publishers. ISBN: 1853466891. Used with permission.}} | |||
=Teaching, Learning and Professional Development= | |||
{{adaptedfrom|Teaching and Learning - How to Use the Units|Whole|The resources have been designed with maximum flexibility in mind. They do not require attendance at external courses. Teachers of varying experience and competence can use them. While they are best used by groups or pairs of teachers working collaboratively, they could be used by an individual teacher (who should still have the support of a mentor or coach). They focus on the classroom as the workshop for professional development. However, while the study units offer flexibility, there is also a need to introduce an element of rigour into their use. Successful changes in practice depend on an understanding of the theory behind the change, so it is important not to ‘cherry pick’. | {{adaptedfrom|Teaching and Learning - How to Use the Units|Whole|The resources have been designed with maximum flexibility in mind. They do not require attendance at external courses. Teachers of varying experience and competence can use them. While they are best used by groups or pairs of teachers working collaboratively, they could be used by an individual teacher (who should still have the support of a mentor or coach). They focus on the classroom as the workshop for professional development. However, while the study units offer flexibility, there is also a need to introduce an element of rigour into their use. Successful changes in practice depend on an understanding of the theory behind the change, so it is important not to ‘cherry pick’. | ||
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{{:Building Capacity in School/Table}}}} | {{:Building Capacity in School/Table}}}} | ||
= | ==Taking the Whole School Approach== | ||
{{adaptedfrom|Teaching Learning and Whole School Improvement|Whole|"''A systematic and integrated approach to staff development, that focuses on the professional learning of teachers and establishes the classroom as an important centre for teacher development, is central to successful school improvement.''" Hopkins, Harris, Singleton and Watts (2000) ''Creating the conditions for teaching and learning. ''David Fulton Publishers. Used with permission. | {{adaptedfrom|Teaching Learning and Whole School Improvement|Whole|"''A systematic and integrated approach to staff development, that focuses on the professional learning of teachers and establishes the classroom as an important centre for teacher development, is central to successful school improvement.''" Hopkins, Harris, Singleton and Watts (2000) ''Creating the conditions for teaching and learning. ''David Fulton Publishers. Used with permission. | ||
