By Carol Morgan, Visit Amazon's Peter Neil Page, search results, Learn about Author Central, Peter Neil,
Non-stop expert improvement and occupation development in the instructing career is now hugely formalised and controlled, with transparent levels and degrees of attainment from preliminary instructor education via to complete headship. Written via best figures in instructor schooling, this quantity is designed for bold and career-minded academics whether or not they are only taking off or eyeing the following rung at the ladder. Morgan and Neil pay specific consciousness to: * the hot submit and induction* own thoughts and collaboration* heart and senior administration* functionality administration. lecturers are confronted with a fancy set of recommendations and specifications that are comprehensively explored during this consultant. extra studying lists and stimulating questions on the finish of every bankruptcy support the reader to mirror and pass ahead of their improvement.
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Additional info for Continuing Professional Development for Teachers: From Induction to Senior Management (Kogan Page Teaching)
This role is a multifaceted one; it encompasses the role of mentor with student teachers, induction tutor with NQTs and supporter/mentor with teachers during the EPD phase. ’ From the experience of working with the new teachers, Milly is of the opinion that the induction phase is the more intensive of the two, since the teachers are new not only to teaching, but to the school, its routines, procedures and personnel. An induction programme with two complementary prongs has been developed during the past few years At the beginning of the school year, all new staff take part in the initial stage of the year - the general induction programme - during which they are introduced to the curriculum of the school, to the routines and procedures and to the pastoral care system of the school.
Research on induction in Northern Ireland Other research on the induction phase carried out before the new procedures for induction and EPD came into force in Northern Ireland found that NQTs had the following needs on entering their first post: • • • • • • • • • • adapting to the ethos and environment of the school; classroom and behaviour management; motivation strategies; familiarity familiarity with the pastoral system and whole-school policies; role of the form tutor; marking and assessment of student work; administration; supporting GCSE and A level coursework; communication with parents; managing time and volume of work for planning and preparation (Moran, Dallat and Abbot, 1999: iv).
25 million on EPD for teachers in their second and third year of teaching. This scheme is intended to run initially as a pilot scheme with appropriate evaluation from September 2001 in a sample of schools. At the time of writing no information was available on the progress of this scheme. There are then a range of government and other funding possibilities, some of which may stipulate particular restricted areas of development or research. The opportunities mentioned here for the most part are outside the ‘normal’ envisaged professional development which is intended to be covered in the statutory five training days allocated to each school and which would form part of each teacher’s own professional development plan.
Continuing Professional Development for Teachers: From Induction to Senior Management (Kogan Page Teaching) by Carol Morgan, Visit Amazon's Peter Neil Page, search results, Learn about Author Central, Peter Neil,