Leading CPD shows you how to design and lead an effective professional development programme in your school to benefit teachers and students and to lead to real change. Professional development and training can lead to real change, improve outcomes for students and boost staff retention and recruitment – but how do we make that happen? In this book, Susie Fraser, Director of the Manchester Communication Research School, explores the most relevant and robust research in CPD - including EEF guidance - and applies it very practically to enable busy leaders to design and lead a professional development programme that works for their school, primary or secondary. Using practical guidance, case studies, and questions for reflection, this book covers everything you need from motivation and staff buy-in, school culture and choosing the right content, to high-quality design, the power of habits and assessing the impact of CPD.

Paul Bambrick-Santoyo (Managing Director of Uncommon Schools) shows leaders how they can raise their schools to greatness by following a core set of principles. These seven principles, or "levers," allow for consistent, transformational, and replicable growth. With intentional focus on these areas, leaders will leverage much more learning from the same amount of time investment. Fundamentally, each of these seven levers answers the core questions of school leadership: What should an effective leader do, and how and when should they do it. Aimed at all levels of school leadership, the book is for any principal, superintendent, or educator who wants to be a transformational leader. The book includes 30 video clips of top-tier leaders in action. These videos bring great schools to you, and support a deeper understanding of both the components of success and how it looks as a whole. There are also many helpful rubrics, extensive professional development tools, calendars, and templates. Explores the core principles of effective leadership Author's charter school, North Star Academy in Newark, New Jersey, received the highest possible award given by the U.S. Department of Education; the National Blue Ribbon Print version includes an instructive DVD with 30 video clips to show how it looks in real life. E-book customers: please note that details on how to access the content from the DVD may be found in the e-book Table of Contents. Please see the section: "How to Access DVD Contents" Bambrick-Santoyo has trained more than 1,800 school leaders nationwide in his work at Uncommon Schools and is a recognized expert on transforming schools to achieve extraordinary results.

Praise for the first edition: ′Peter Earley and Sara Bubb bring together, in a very accessible way, theoretical and practical aspects of CPD and suggest how leadership and management can be applied in this vital area of staff development. This book will help co-ordinators and school leaders to develop their most important resource - the people who work with the children′ - Richard Stainton, Education Journal ′The most obvious target user for the book is the (not rare) person suddenly hoist with the staff development responsibility petard: but, thoughtfully used, most staffrooms will include several people who could benefit from thinking about its contents and putting some of the ideas into practice′ - British Journal Educational Technology ′This book is a welcome and practical guide to the wealth of publications on Continuing Professional Development... [M]akes an excellent contribution to the current and widening debate on the nature of Continuing Professional Development. For School Leadership Teams it is an essential resource and reference for the managing of professional development and learning. It also serves as an excellent practical guide, and CPD coordinators reading this book will find themselves questioning and as a result developing their own practice. The book is written in accessible language using believable case studies to illustrate the wealth of research that has been carried out. The deeply embedded notion among some teachers that professional development consists of the one day course is challenged, and the reader is left in no doubt as to the range of opportunities that exist and need for them to be harnessed in order to ensure school improvement. The book is will surely act as a catalyst for the review and development of CPD in schools′ - Stephen Merrill, Edge Hill College of Higher Education, British Journal In-Service Education ′A practical guide to all aspects of professional development which ought to be in the possession of every professional development coordinator in every primary and secondary school in the land - and their colleagues in leadership teams′ - Tim Brighouse, TES Friday Magazine This new edition of a best-selling book provides an up to date overview of Continuing Professional Development (CPD), combined with a guide to best practice. Changes include: - expanded sections on the professional development of support staff and the wider school workforce (particularly important in the light of workforce remodelling) and the evaluation of CPD - more on making sure that professional development has an impact, and provides good value for money - the common core of skills and knowledge for the children′s workforce, the new standards for qualified teacher status, induction, threshold, excellent teachers and advanced skills teachers as well as those for higher level teaching assistants. Drawing on the latest research, the contents include: - a clear explanation of CPD and latest developments; - practical tips on how to lead and manage CPD for a range of staff in schools - identifying training needs, designing and implementing programmes and evaluating their impact; - detailed guidance on CPD for staff at different stages of their careers. Written in a clear readable style it covers the latest standards and offers examples of current good practice. It is an essential professional reference for all those responsible for leading and managing professional learning in schools (headteachers, deputies, CPD and staff development coordinators) and Local Authorities (LAs). It will also prove invaluable to training providers and universities.

This essential guide helps teachers refine their approach to fundamental challenges in the classroom. Based on research from cognitive science and formative assessment, it ensures teachers can offer all students the support and challenge they need – and can do so sustainably. Written by an experienced teacher and teacher educator, the book balances evidence-informed principles and practical suggestions. It contains: A detailed exploration of six core problems that all teachers face in planning lessons, assessing learning and responding to students Effective practical strategies to address each of these problems across a range of subjects Useful examples of each strategy in practice and accounts from teachers already using these approaches Checklists to apply each principle successfully and advice tailored to teachers with specific responsibilities. This innovative book is a valuable resource for new and experienced teachers alike who wish to become more responsive teachers. It offers the evidence, practical strategies and supportive advice needed to make sustainable, worthwhile changes.

Co-authored by Zoe Enser and Mark Enser, The CPD Curriculum: Creating conditions for growth shares expert and practical guidance for schools on designing and delivering continuing professional development (CPD) that truly lives up to its name. There is a wealth of research available on professional learning, from both within and outside the education sphere, and in this book Zoe and Mark pull it all together to help school leaders optimise teachers' ongoing learning and growth. Zoe and Mark explain how schools can overcome issues with CPD that can leave teachers plateauing in their development after just a few years, and share a variety of case studies that illustrate the key components of an effective CPD programme that builds on teachers' prior knowledge. The authors spell out the importance of CPD and explain how, when done well, it gives teachers the agency to make professional decisions informed by the best evidence and experience they have to hand. Furthermore, they explore how high-quality professional development contributes not only to a collaborative culture within the school staff team and enhanced job satisfaction for teachers, but also to improved student outcomes. Split into three parts - intent, implementation and impact - the book covers a range of key areas, including: coaching and mentoring, subject-specific CPD, empowerment and self-efficacy, delivery methods and quality of materials. They also examine the current issues and common pitfalls surrounding CPD and offer guidance on how it can be improved, with clear end goals in mind. Suitable for school leaders, heads of department and CPD leads in all settings.

Learn how to become a great manager in this Wall Street Journal bestseller from the leadership experts at FranklinCovey. The essential guide when you make the challenging yet rewarding leap to manager. Based on nearly a decade of research on what makes managers successful, Everyone Deserves a Great Manager includes field-tested tips, techniques, and the top advice from hundreds of thousands of managers all over the world. Organized by the four main roles every manager fills, this must-read guide focuses on how to lead yourself, people, teams, and change to success. No matter what your current problem or time constraint, pick up a helpful tip in ten minutes or glean an entire skillset by developing people skills and clarity through straightforward advice. Dive into common managerial tasks like one-on-ones, giving feedback, delegating, hiring, building team culture, and leading remote teams, with useful worksheets and a list of questions for your next interview. An approachable, engaging style using real-world stories, Everyone Deserves a Great Manager provides the blueprint for becoming the great manager every team deserves.

Praise for the first edition: ′Peter Earley and Sara Bubb bring together, in a very accessible way, theoretical and practical aspects of CPD and suggest how leadership and management can be applied in this vital area of staff development. This book will help co-ordinators and school leaders to develop their most important resource - the people who work with the children′ - Richard Stainton, Education Journal ′The most obvious target user for the book is the (not rare) person suddenly hoist with the staff development responsibility petard: but, thoughtfully used, most staffrooms will include several people who could benefit from thinking about its contents and putting some of the ideas into practice′ - British Journal Educational Technology ′This book is a welcome and practical guide to the wealth of publications on Continuing Professional Development... [M]akes an excellent contribution to the current and widening debate on the nature of Continuing Professional Development. For School Leadership Teams it is an essential resource and reference for the managing of professional development and learning. It also serves as an excellent practical guide, and CPD coordinators reading this book will find themselves questioning and as a result developing their own practice. The book is written in accessible language using believable case studies to illustrate the wealth of research that has been carried out. The deeply embedded notion among some teachers that professional development consists of the one day course is challenged, and the reader is left in no doubt as to the range of opportunities that exist and need for them to be harnessed in order to ensure school improvement. The book is will surely act as a catalyst for the review and development of CPD in schools′ - Stephen Merrill, Edge Hill College of Higher Education, British Journal In-Service Education ′A practical guide to all aspects of professional development which ought to be in the possession of every professional development coordinator in every primary and secondary school in the land - and their colleagues in leadership teams′ - Tim Brighouse, TES Friday Magazine This new edition of a best-selling book provides an up to date overview of Continuing Professional Development (CPD), combined with a guide to best practice. Changes include: - expanded sections on the professional development of support staff and the wider school workforce (particularly important in the light of workforce remodelling) and the evaluation of CPD - more on making sure that professional development has an impact, and provides good value for money - the common core of skills and knowledge for the children′s workforce, the new standards for qualified teacher status, induction, threshold, excellent teachers and advanced skills teachers as well as those for higher level teaching assistants. Drawing on the latest research, the contents include: - a clear explanation of CPD and latest developments; - practical tips on how to lead and manage CPD for a range of staff in schools - identifying training needs, designing and implementing programmes and evaluating their impact; - detailed guidance on CPD for staff at different stages of their careers. Written in a clear readable style it covers the latest standards and offers examples of current good practice. It is an essential professional reference for all those responsible for leading and managing professional learning in schools (headteachers, deputies, CPD and staff development coordinators) and Local Authorities (LAs). It will also prove invaluable to training providers and universities.

Continuing professional development can be a powerful force in any school improvement programme, leading to better student outcomes and making recruitment and staff retention easier. A School Leader’s Guide to Leading Professional Development provides an effective and evidence-based approach to creating a culture of continuous learning in schools. Covering all aspects of CPD including teacher quality, what CPD looks like and how it should develop over time, creating an inspirational culture, CPD design, coaching, and much more, the chapters encourage readers to reflect on how they are currently using CPD and how this could be improved. Appendices provide templates and charts to use in the planning of CPD sessions, as well as questions to guide sessions and evaluations with participants on an individual and whole-school level. Based on the author's experience of implementing CPD programmes as a school leader, well-regarded trainer, and now the head of a leading international educational consultancy, this is essential reading for school leaders wanting to create a ‘culture of learning’ in their school and among their teachers.

Today the myriad skills needed to be an amazing middle leader in schools can seem mind-boggling. What's more Middle Leaders are taking up the leadership reins after gaining experience for far fewer years than ever before.Whether you are new to this role or are more experienced and aspiring to become a school leader, this book will give you the vital information you need in order to understand what is really important about your role and how to improve your key skills.

In 'Making Kids Cleverer: A manifesto for closing the advantage gap', David Didau reignites the nature vs. nurture debate around intelligence and offers research-informed guidance on how teachers can help their students acquire a robust store of knowledge and skills that is both powerful and useful. Foreword by Paul A. Kirschner. Given the choice, who wouldn't want to be cleverer? What teacher wouldn't want this for their students, and what parent wouldn't wish it for their children? When David started researching this book, he thought the answers to the above were obvious. But it turns out that the very idea of measuring and increasing children's intelligence makes many people extremely uncomfortable: If some people were more intelligent, where would that leave those of us who weren't? The question of whether or not we can get cleverer is a crucial one. If you believe that intelligence is hereditary and environmental effects are trivial, you may be sceptical. But environment does matter, and it matters most for children from the most socially disadvantaged backgrounds those who not only have the most to gain, but who are also the ones most likely to gain from our efforts to make all kids cleverer. And one thing we can be fairly sure will raise children's intelligence is sending them to school. In this wide-ranging enquiry into psychology, sociology, philosophy and cognitive science, David argues that with greater access to culturally accumulated information taught explicitly within a knowledge-rich curriculum children are more likely to become cleverer, to think more critically and, subsequently, to live happier, healthier and more secure lives.;Furthermore, by sharing valuable insights into what children truly need to learn during their formative school years, he sets out the numerous practical ways in which policy makers and school leaders can make better choices about organising schools, and how teachers can communicate the knowledge that will make the most difference to young people as effectively and efficiently as possible. David underpins his discussion with an exploration of the evolutionary basis for learning and also untangles the forms of practice teachers should be engaging their students in to ensure that they are acquiring expertise, not just consolidating mistakes and misconceptions.There are so many competing suggestions as to how we should improve education that knowing how to act can seem an impossible challenge. Once you have absorbed the arguments in this book, however, David hopes you will find the simple question that he asks himself whenever he encounters new ideas and initiatives Will this make children cleverer? as useful as he does.;Suitable for teachers, school leaders, policy makers and anyone involved in educations