Lesson Study as teacher professional learning at scale among expatriate English teachers in Brunei Darussalam

Jennyfer Townsend, Louise Pagden and Alisa Gin, CfBT Education Services, Brunei Darussalam Discourses around teacher professional development (PD) have long framed it as something that ‘is done to the professional’ (Webster-Wright, 2009, p. 11), treating teachers as passive consumers of professional knowledge rather than as active participants. Research, perhaps unsurprisingly, shows that teachers perceive such […]

Moving professional development forward

David Greenshields FCCT, Grace College, UK Grace College joined the Emmanuel Schools Foundation in April 2019. At adoption in our small multi-academy trust, we inherited a staff team who were keen to improve their practice and to do all that they could to serve the diverse range of students who form our student population. Yet […]

Side-by-side development: A case study

Matt Gracie, Assistant Head (Pastoral), Bedford School, UK Nicholas Hopton, Head of English, Bedford School, UK This case study focuses on the learning created by a coaching-style development model introduced at an independent boys’ senior school. It identifies characteristics of our school’s approach, which is based on enquiry, equity and commitment to development. We found […]

Empowering CPD: Building a strong professional growth model for teachers

Emily Giubertoni and John Cunnane, Assistant Principals, Bishop Challoner Catholic College, UK At Bishop Challoner Catholic College, we have developed a model of professional growth designed around principles of high-quality teacher development, such as the Department for Education’s continuing professional development (CPD) standard (2016), which emphasises an outcomes focus, collaboration, the role of research and […]

Improving the quality and quantity of teacher professional development: The Wellcome CPD Challenge

Emily Perry, Sheffield Institute of Education, Sheffield Hallam University, UK Nan Davies, Wellcome, UK Joelle Halliday, Sheffield Institute of Education, Sheffield Hallam University, UK Sai Patel, Learn Sheffield, UK The Wellcome CPD Challenge In recent years, the Department for Education (DfE) has implemented large-scale teacher professional development initiatives, including the ‘Standard for teachers’ professional development’ […]

A case study exploring how the Warwick Teacher Researcher Network set up respectful and reciprocal professional relationships in a third space for effective professional development

Kate Mawson, Principal Lecturer, Nottingham Trent University, UK (Associate Professor, Warwick University, UK, at time of writing) Helen Cooke, Assistant Headteacher, Finham Park School, UK Claire Tyson, Teacher Researcher, Homewood School and Sixth Form, UK Introduction  This case study is concerned with the development of reciprocal partnerships between researchers and practitioners for professional development (PD), […]

How teachers with PhDs can contribute to the development of research-rich cultures in schools

Dr Rachel Lawrence, Director of Professional Development, Brooke Weston Trust, UK; formerly Curriculum and Development Director, Researchers in Schools, UK How can teachers with PhDs use their research expertise to benefit the schools? In this article, I argue that completing a PhD encourages scholarly habits and dispositions that are directly relevant to a teacher’s role, […]

The cultural shift from performativity to Aspirations’ professional growth: A case study

Dr Jan Hetherington, Deputy Director, Aspirations Learning Institute, UK The purpose of this case study is to outline the initial steps taken by Aspirations (a multi-academy trust) to rupture the prevalent culture of professional development and to privilege radical changes in practice over process (Lofthouse, 2018). In this practice development-led model (Lofthouse, 2018), individual professional […]

Instructional coaching and ecological teacher agency

Nika Maglaperidze, Teaching and Learning Lead, The Ecosystem of Bulgarian Progressive Schools, Bulgaria When I joined the Foundation for Bulgarian Progressive Schools, which consists of four privately run schools across Bulgaria, professional development was a priority, albeit there were only nascent ideas as to how our teachers would grow professionally; what’s more, the whole venture […]

Realising potential: The role of critical pedagogies in teacher CPD

Jen Simpson, Project Manager, SAPERE, UK;  School Development Team, Cumbria County Council; freelance researcher in association with Development Education Research Centre, Institute of Education, UCL, UK School continuing professional development (CPD) spending has dropped by 40 per cent since 2018 (Weston, 2022), and budgets continue to tighten even though research evidence emphasises the vital impact […]

Pathways, steps and STAIRS: A study of the impact of developing teacher professional learning for senior and middle school leaders in the digital environment

Vanessa Goucher, School Improvement Professional, School Development Service, Northern Ireland Education Authority, UK SITUATION (S in the STAIR model)  Senior and middle leaders in schools in Northern Ireland have the opportunity to register for a professional learning course to develop their leadership skills. ‘Steps into Leadership’ for middle leaders and ‘Senior Leadership Pathways’ for senior […]

Using Kennedy’s persistent challenges as a starting point for professional development design

Esther Gray, Vice Principal, The Ferrers School, UK Kennedy’s seminal paper ‘Parsing the practice of teaching’ (2015) tells us that teaching can be categorised into five persistent challenges that nearly all teachers face, regardless of their career stage. The categories include portraying the curriculum, enlisting student participation, exposing student thinking, containing student behaviour and doing […]

What impact do teacher-employer partnerships have on teaching and students?

Emily Tanner, (formerly) Head of Research, The Careers & Enterprise Company, UK Chris Percy, Visiting Research Fellow, University of Derby, UK  Why teacher-employer partnerships? There has been renewed policy interest in the role of subject teachers in supporting student career choices, raising the question of how best to equip teachers with the knowledge and skills […]

Supporting early career teachers through an evidence-based coaching programme

Beng Huat See, Durham University Evidence Centre for Education, UK Leslie Blanchard, Leadership Development Institute, Louisiana State University, USA Kulwinder Maude, Durham University Evidence Centre for Education, UK David Kryštof, Institute of Lifelong Learning, Mendel University, Czech Republic Christine Callender, University College London, IOE, UK Samantha Wilkes, Leeds Trinity University, UK Introduction One of the […]

The great supply crisis: Can the Early Career Framework appease early career teacher recruitment and retention challenges in England?

Professor Tanya Ovenden-Hope, Plymouth Marjon University, UK Introduction In July 2022, the initial teacher training (ITT) monthly statistics (DfE, 2022a) demonstrated that the recruitment of trainee teachers did not reach the government target, with the total application numbers lower than those of 2019 and the actual number of applicants achieving course places for September down […]

Joining the dots: Encouraging transfer of learning for student teachers

Georgina Gretton, School of Education, Liverpool John Moores University, UK At Liverpool John Moores University, we work alongside 400 primary student teachers each year. This case study focuses upon the creation and implementation of the ‘Reflection, Observation and Planning’ (ROP) initiative that is embedded as explicit sessions within our Professional Studies modules across both undergraduate […]

How a Higher Education Early Years teacher-training course constructed a wellbeing culture that influences the practice of the tutors and students

Deborah Brown, Lecturer in Primary and Early Years Education, University of Sussex, UK The values and experience that I bring into this research perspective are from mixed experiences of teaching in nursery, school and higher education (HE) environments. More recently, I have used the experience and expertise that I have within the zero-to-five age range […]