Leading Professional Development in Education OU Reader (Paperback)

Introduction 1 The changing agenda for professional development in education SECTION 1 Orientations 2 What do new views of knowledge and thinking have to say about research on teacher learning? 3 Getting to scale with good educational practice SECTION 2 Models of leading professional development 4 School leadership: some key ideas5 Leadership for learning: re-engineering ‘mind sets’ 6. Leadership of school subject areas: tensions and dimensions of managing in the middle SECTION 3 Skills and processes in the leadership of professional development 7 Mentoring in professional development: the English and Welsh experience 8 Teachers supporting teachers through peer coaching 9 A new approach to teaching and learning in journal club 10 Teachers’ work groups as professional development: what do the teachers learn? 11 Teams 12 The role of school managers in monitoring and evaluating the work of a school: inspectors’ judgements and schools’ responses 13 Evaluation: Who needs it? Who cares? SECTION 4 Evidence in the development of professional knowledge 14 The teachers’ construction of knowledge 15 Teaching as a research-based profession: possibilities and prospects 16 Educational research and teaching: a response to David Hargreaves’ TTA lecture 17 The knowledge-creating school 18 The experience of evidence-based healthcare 19 What is evidence-based education?20 Accessing the evidence: towards the research-informed age SECTION 5 Education, communication, information and the future of professional development 21 New technologies for teacher professional development 22 Using networks to support the professional development of teachers 23 Breaking the silence: the role of technology and community in leading professional development.