Rachel Attenborough (CTeach), Assistant Head: Teacher Development, and Hugh Barnes, Assistant to the Assistant Head: Teacher Development, Uppingham School, UK In our setting of a full boarding school for students aged 13 to 18, almost all colleagues wear at least three ‘hats’: academic (classroom teachers), pastoral (boarding house tutors or housemasters/mistresses) and co-curricular (sport, service, and more). That organisational complexity – and the fact that there are over 800 students – could risk leaving limited time for professional development (PD). However, five years into an ongoing process of culture change seems a suitable point at which to share our experiences so far. We hope that it is of use to anyone considering, or currently undertaking, a similar journey with their organisation. Stage 1: Strategic planning The journey began with the creation of the Assistant Head: Teacher Development (AHTD) role. Having one person responsible for areas such as academic st
Developing a culture of teacher development
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