‘Written in an engaging and user-friendly style, this is an invaluable guide for staff development coordinators, both novice and experienced, as they endeavour to lead and manage CPD. It is refreshing to read a school practitioner writing about her own school's practice with such commitment and passion’ — Professor Peter Earley, London Centre for Leadership in Learning, Institute of Education, University of London. This step-by-step guide is ideal for newly appointed CPD Co-ordinators, and is also a time-saving resource for anyone with responsibility for CPD. It clearly explains the requirements of the CPD Co-ordinator role and includes a CD-rom packed with useful resources to help implement effective practice, such as: a self-evaluation tool, to identify areas needing action; a ready-made PowerPoint presentation to communicate your role & approaches; a staff development planner, to support a strategic approach to CPD planning. It advises on how to assess your school's development needs, engage all staff, get middle leaders and the Senior Leadership Group on board and boost morale. There is clear guidance on how to observe colleagues for development, and how to conduct an exemplary NQT induction programme. Its highly practical approach makes this book a must-read for all CPD Co-ordinators in primary, secondary and special schools. It will also enhance approaches to CPD in colleges and other educational institutions, and provide food for thought for everyone charged with the responsibility of developing staff.

Sue Kelly is Assistant Headteacher of Millais School in Horsham.

Supporting the Needs of Individuals and Groups of Individuals in Your School

Supporting the Needs of Individuals and Groups of Individuals in Your School

Supporting the needs of individuals and groups of individuals in your school

This chapter turns your attention towards the National Standards which have recently been redrafted and exemplified in the areas of Qualified Teacher status (QTS), induction, Senior Teacher/threshold, the introduction of Excellent Teacher status and the revised Advanced Skills Teacher status. Guidance is given on how to exploit the standards for the benefit of ongoing staff development and the career progression of teachers. This chapter also provides many practical tools to support the effective and successful induction year of newly qualified staff. The onus is on induction tutors to model exemplary professional standards and practices throughout this process; there is much to support ...

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