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The CPD Curriculum:

Creating conditions for growth
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Great teachers make a difference. And if we want to see great outcomes for all students, schools need to develop all of their teachers - and we need them to believe that this is possible. There is a wealth of research on professional learning, from both within and outside the education sphere, and this book pulls it all together in order to assist leaders in enabling their staff to enhance their practice. In The CPD Curriculum Zoe and Mark Enser suggest how schools can overcome issues with CPD that can leave teachers plateauing in their development after just a few years, and which may leave some sceptical about the changes often thrust upon them. The authors discuss the idea of a curriculum for CPD that mirrors the thinking underpinning the school curriculum for pupils - that is, delivering CPD as a clearly planned programme that builds on teachers' prior knowledge. Split into three parts - covering intent, implementation and impact - the book explores a range of topics, including: coaching and mentoring, subject-specific CPD, empowerment and self-efficacy, use of educational research, and delivery methods and quality of materials.
Mark Enser has been teaching geography for fourteen years and is currently a head of department at Heathfield Community College. He contributes articles to TES and to the Guardian Teacher Network and often speaks at education conferences. Mark also writes a blog called Teaching It Real and tweets @EnserMark. The rest of the time he spends reading, drinking coffee and running in the hills. Zoe Enser was a classroom teacher for 20 years, during which time she was also a head of English and a senior leader with a responsibility for staff development and school improvement. She is now the lead specialist English adviser for Kent working with The Education People and is an evidence lead in education (ELE). She is also a mentor for the Chartered College CTeach programme, supporting teachers to improve their practice through engaging with research. She writes for TES and is the co-author of Generative Learning in Action (also with Mark Enser). When not studying literature MAs she also enjoys running.
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