By Carol Morgan, Visit Amazon's Peter Neil Page, search results, Learn about Author Central, Peter Neil,

Non-stop expert improvement and occupation development in the educating occupation is now hugely formalised and controlled, with transparent phases and degrees of attainment from preliminary instructor education via to complete headship. Written through prime figures in instructor schooling, this quantity is designed for formidable and career-minded lecturers whether or not they are only commencing or eyeing the following rung at the ladder. Morgan and Neil pay specific consciousness to: * the hot submit and induction* own techniques and collaboration* center and senior administration* functionality administration. lecturers are confronted with a posh set of recommendations and requisites that are comprehensively explored during this advisor. additional studying lists and stimulating questions on the finish of every bankruptcy support the reader to mirror and pass ahead of their improvement.

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Additional info for Continuing Professional Development for Teachers: From Induction to Senior Management (Kogan Page Teaching)

Sample text

This programme enables teachers to enter so-called fast track posts; it entails pre-assessment and involves accelerated advancement. Candidates for these fast track posts will take part in an individually tailored programme of professional development, which should allow teachers to develop their own individual career aspirations but at a quicker rate than usual. Some criticism has been expressed at the quality of some of the training courses offered to fast track candidates (Thornton, 2002). It involves a more centrally organized line of progression provided by government and some might think that this was an attempt to get posts filled in less desirable areas or schools.

At present no formal link is envisaged between the professional aspects of these initiatives and academic qualifications, unlike the situation in Scotland. CPD in Scotland In Scotland, regulations for CPD are still in a state of development. This section can only highlight some of the features of a Scottish CPD strategy and point the reader to the relevant Web sites where the most recent proposals and consultation findings will appear. The Sutherland Report, issued in 1997 in Scotland, made some recommendations on CPD for teachers and highlighted the fact that there was no framework to support teacher development (SOED, 1997).

These factors are presented in descending order, ie the more teachers mentioned them as factors, the higher they are on the above list. Teachers were asked for more details as to what they considered to be the factors related to effective CPD. Many of them highlighted the importance of the individual’s enthusiasm and willingness to better him- or herself to the process of CPD; and they thought that attendance at the specific CPD activity should be voluntary in order for the individual to derive any benefit from it.

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