Helping Teachers Develop

Books

Sara Bubb

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  • Chapters
  • Front Matter
  • Back Matter
  • Subject Index
  • Author Background

    Sara Bubb is the UK's leading induction expert and has vast expertise in the CPD field. She runs many courses for different levels of school staff, assesses trainee and advanced skills teachers and is the new teacher expert for the Times Educational Supplement.

    Sara has been seconded from the Institute of Education to the DfES as the consultant for the Chartered London Teacher initiative. She is the co-author, with Peter Earley, of Leading and Managing Continuing Professional Development and Managing Teacher Workload.

    Copyright

    View Copyright Page

    List of Figures and Tables

    Acknowledgements

    I would like to thank all those who helped and contributed in some way to the writing of this book, particularly Peter Earley, Kevan Bleach, David Hall, Stella Muttock, Steve Solomons, Suzy Challenger, Brian Lynch and teachers at Kingswood Primary in Tulse Hill. Thanks also to Jude Bowen and everyone at SAGE/Paul Chapman Publishing and Susan Young and Carola York at the Times Educational Supplement for having faith in my ability to write this book!

    Most of all, I must thank my family and friends – especially Paul, Julian, Miranda, Oliver, John and Diana – for their encouragement and tolerance.

    List of Abbreviations

    CEDPCareer Entry and Development Profile
    CPDContinuing professional development
    DfESDepartment for Education and Skills
    GTCGeneral Teaching Council
    GTPGraduate teacher programme
    HLTAHigher level teaching assistant
    HMIHer Majesty's Inspectorate
    HoDHead of department
    IEPIndividual education plan (for pupils with SEN)
    INSETIn-service education and training
    LEALocal education authority
    NCSLNational College for School Leadership
    NPQHNational professional qualification for headship
    NQTNewly qualified teacher
    OfSTEDOffice for Standards in Education
    QTSQualified teacher status
    SENSpecial educational needs
    SENCOSpecial educational needs coordinator
    SLTSenior leadership team
    SMTSenior management team
    STRBSchool Teachers' Review Body
    TATeaching assistant
    TESTimes Educational Supplement
    TTATeacher Training Agency
    TDATraining and Development Agency for schools
  • References

    Barnard, N. (2005) ‘We don't do predictable’, Times Educational Supplement, 11 March.
    Boyle, B., While, D. and Boyle, T. (2003) A Longitudinal Study of Teacher Change: What Makes Professional Development Effective?Manchester: Manchester Metropolitan University.
    Brookes, G. (2004) ‘I'm too old for party games’, Times Educational Supplement, 9 April.
    Bubb, S. (2003) The Insider's Guide to Early Professional Development: Succeed in Your First Five Years. London: TES/RoutledgeFalmer.
    Bubb, S. and Earley, P. (2004) Managing Teacher Workload: Work-Life Balance and Wellbeing. London: Sage/Paul Chapman Publishing. http://dx.doi.org/10.4135/9781446211564
    Bubb, S. and Hoare, P. (2001) Performance Management. London: David Fulton.
    Bubb, S., Earley, P. and Totterdell, M. (2005) ‘Accountability and responsibility: “Rogue” school leaders and the induction of new teachers in England’. The Oxford Review of Education, 31(2): 251–68.
    Bubb, S., Heilbronn, R., Jones, C., Totterdell, M. and Bailey, M. (2002) Improving Induction. London: RoutledgeFalmer. http://dx.doi.org/10.4324/9780203220153
    Coffield, F. (2005) ‘Kinaesthetic nonsense’, Times Educational Supplement, 14 January.
    Collins, S. and Burn, A. (2005) Teachers’ TV Report: London Forum 2005. London: Institute of Education.
    Cordingley, P., Bell, M. and Temperley, J. (2005) ‘Mentoring and coaching for learning’. Professional Development Today, 8(2): 15–19.
    CordingleyP, BellM., RundellB. and EvansD. (2003) The Impact of Collaborative CPD on Classroom Teaching and Learning. London: EPPI-Centre, Institute of Education.
    Dennison, B. and Kirk, R. (1990) Do, Review, Learn, Apply: A Simple Guide to Experiential Learning. Oxford: Blackwell.
    Department for Education and Employment (DfEE) (2001) Learning and Teaching: A Strategy for Professional Development. London: DfEE.
    Department for Education and Skills (DfES) (2001) Advanced Skills Teachers: Promoting Excellence. London: DfES.
    Department for Education and Skills (DfES) (2002) Time for Standards. London: DfES.
    Department for Education and Skills (DfES) (2003) School Teachers’ Pay and Conditions. London: HMSO.
    Department for Education and Skills (DfES) (2004a) Five Year Strategy for Children and Learners. London: HMSO.
    Department for Education and Skills (DfES) (2004b) DVD: Teaching and Learning for New Teachers in the Secondary School: Interactive Study Materials. London: DfES.
    Department for Education and Skills (DfES) (2004c) Performance Threshold Standards Assessment. London: DfES.
    Department for Education and Skills (DfES) (2005a) School Workforce in England. London: HMSO.
    Department for Education and Skills (DfES) (2005b) School Teachers’ Pay and Conditions. London: DfES.
    Department for Education and Skills (DfES) (2005c) Leading and Coordinating CPD in Secondary Schools. London: DfES.
    Department for Education and Skills (DfES) (2005d) London's Learning: Developing the Leadership of CPD in London Schools (CD). London: DfES.
    Earley, P. and Bubb, S. (2004) Leading and Managing Continuing Professional Development: Developing Teachers, Developing Schools. London: Sage/Paul Chapman Publishing.
    Earley, P. and Weindling, D. (2004) Understanding School Leadership. London: Sage/Paul Chapman Publishing. http://dx.doi.org/10.4135/9781446215678
    Earley, P., Evans, J., Woodroffe, L., Coleman, M., Bubb, S., Weindling, D., Pocklington, K., Crawford, M., Neil, S. and Harris, A. (2005) Evaluation of the Leadership Strategy of the London Challenge. London: Institute of Education.
    General Teaching Council (2003) Teachers’ Professional Learning Framework. Birmingham: GTC.
    General Teaching Council (2004) Peer Observation. Birmingham: GTC.
    Guskey, T. (2002) ‘Does it make a difference? Evaluating professional development’. Educational Leadership, March: 45–51.
    Honey, P. and Mumford, A. (2000) The Learning Styles Helper's Guide. Maidenhead: Peter Honey Publications.
    Hustler, D., McNamara, O., Jarvis, J., Londra, M., Campbell, A. and Howson, J. (2003) Teachers’ Perceptions of Continuing Professional Development. Nottingham: DfES.
    Leaton Gray, S. (2005) An Enquiry into Continuing Professional Development for Teachers. London: Esmee Fairbairn Foundation.
    Malderez, A. and Bodoczky, C. (1999) Mentor Courses – A Resource Book for Trainers. Cambridge: Cambridge University Press.
    Martin, J. and Holt, A. (2002) Joined up Governance. Ely: Adamson Books.
    Montgomery, D. (2002) Helping Teachers Develop Through Classroom Observation. London: David Fulton.
    Moor, H., Halsey, K., Jones, M., Martin, K., Stott, A., Brown, C. and Harland, J. (2005) Professional Development for Teachers Early in Their Careers. Research brief and report no. 613. Nottingham: DfES.
    Murray, J. (2004) ‘Never stop learning’. Times Educational Supplement, 16 January.
    OfSTED (2002) Performance Management of Teachers. London: OfSTED.
    OfSTED (2005) Cameos – Examples of Best Practice in Teaching. Available at: http://www.ofsted.gov.uk.
    Portner, H. (2003) Mentoring New Teachers. Thousand Oaks, CA: Corwin Press.
    Reeves, J. (2005) ‘Securing systemic impact’. Paper presented at EMASA conference, Johannesburg, 11–13 March.
    Revell, P. (2005a) ‘Teachers get a sporting chance’. Guardian, 15 March.
    Revell, P. (2005b) The Professionals: Better Teachers, Better Schools. Stoke on Trent: Trentham.
    Richards, C. (2000) ‘You don't have to be a genius but …’, Letter, Times Educational Supplement, 7 January.
    Riley, K. (2003) Redefining Professionalism: Teachers with Attitude! Available at: http://www.gtce.org.uk.
    Slater, J., Shaw, M. and Paton, G. (2005) ‘Unions’ call to stop the scrutiny’, Times Educational Supplement, 1 April.
    Tabberer, R. (2005) ‘We have to develop the best people business’, Times Educational Supplement, 7 January.
    Teacher Training Agency (TTA) (2000) Supporting Assessment: Juliet. London: TTA.
    Teacher Training Agency (TTA) (2003a) The Induction Support Programme for Newly Qualified Teachers. London: TTA.
    Teacher Training Agency (TTA) (2003b) Career Entry and Development Profile. London: TTA.
    Teacher Training Agency (TTA) (2005) The Teacher Training Agency's Role in the Future of Continuing Professional Development. London: TTA.
    Totterdell, M., Heilbronn, R., Bubb, S. and Jones, C. (2002) Evaluation of the Effectiveness of the Statutory Arrangements for the Induction of Newly Qualified Teachers. Research report no. 338. Nottingham: DfES.

    Appendix: Photocopiables

    Photocopiable 1: An action plan to meet an objective

    Photocopiable 2: Lesson Observation Sheet – prompts for looking at teaching

    Photocopiable 3: Lesson observation summary

    Photocopiable 4: Record of lessons observed

    Photocopiable 5: Observation form – the QTS standards

    Photocopiable 6: Impact of professional development

    Photocopiable 7: Observing other teachers – what have you learned? What could you implement in your classroom?


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