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Direct linkIbbotson, Julia – Journal of In-service Education, 2008
This paper outlines the approach of one higher education institution in England to the research dialogue involved in designing an M.A. Education programme that focuses on partnership collaborations in postgraduate professional development with school-based staff groups as a catalyst to sustainable school improvement. The paper draws on the model…
Descriptors: Educational Change, Foreign Countries, Masters Programs, Partnerships in Education
Bush, Tony; Briggs, Ann R. J.; Middlewood, David – Journal of In-service Education, 2006
This paper examines the impact of one leadership development programme, drawing on a model developed by Leithwood and Levin (2004) for the Department of Education and Skills. The New Visions programme, offered by the National College for School Leadership, is aimed at new headteachers and adopts a process rich approach to leadership development.…
Descriptors: Leadership Training, Program Effectiveness, Program Evaluation, Beginning Principals
Mallows, Roger – Journal of In-service Education, 2004
This article briefly examines the way one school approached the development of its contribution to the training of teachers.
Descriptors: Professional Development Schools, Educational Development, Case Studies, Educational Strategies
Lewis, David – Journal of In-service Education, 2004
The author, who is Director and Deputy Head Teacher of a newly established Department for Education and Skills training school, examines the origins of the successful bid for training school status, the proposed changes to professional practice and informed discourse, and the enhanced expertise which it will bring to all involved, and how already…
Descriptors: Educational Change, Professional Development, Professional Continuing Education, Educational Practices
Draper, Janet; O'Brien, Jim; Christie, Fiona – Journal of In-service Education, 2004
New arrangements for the induction of teachers in Scottish schools were introduced for school session 2002/03. Those completing initial teacher education (ITE) are now entitled to a one-year training post with a 70% workload, 30% of working time for professional development and 10% of an experienced teacher's time for support. Such inductees must…
Descriptors: Teacher Orientation, Foreign Countries, Professional Development, Beginning Teacher Induction
