Resources: Continuing professional development

48 resources found for "Continuing professional development"
A new start at ESCalate brings new expertise
This is the ESCalate newsletter for spring 2009. This edition has a wide range of articles including: Editorial - Susanna Dammann. CPD in Higher Education - Nicola Reimann. Intercultural working - Cherry Sewell. Publication and Dissemination of Undergraduate Research - Dr Caroline Gibson. Developments in Education in Higher Education - Dr Tony Brown. A tale of two worlds - Dr Daniel Kirk. Research into new learning professionals - Dr Petula...
Accredited Continuing Professional Development : the motivational and inhibiting factors affecting the completion of courses by teachers
This is an ESCalate development project led by Oxford Brookes University that looked at continuing professional development (CPD) in teaching via a survey of teacher participants who had studied award-bearing courses. Higher education and LEA providers of accredited CPD are concerned about the issue of non-completion of their courses by teachers. Ofsted inspections, the pressure of work or the nature of a busy professional lifestyle may be cited...
Activity Brochure 2005-2006 : enhancing the student experience
A six page colour brochure outlining the key activites happening in 2005-2006
Animation in education : its impact on learning, creativity and behaviour
The School Toon Week will offer animation activities to Key 3, 4 and/or A-level. The aims of the School Toon Week are to develop credited continuing educational courses for teachers provided by Norwich School of Art and Design. In summary the School Toon Week will bring together artist in residence and teachers to maximise the impact on pupils’ education in particular on their learning, creativity and behaviour through the creation of 2D and 3D...
Assessing professional standards
This is an article from the ESCalate newsletter, issue 18, autumn 2010. Ruth Pilkington, of the University of Central Lancashire writes about an ESCalate funded project looking at using reflective dialogue to assess professional learning. It details how professional learning dialogues from four institutions are being studied to aid the Continuing Professional Development of academic staff
Chartered Teachers: Just another course?
Chartered Teachers are now in our schools in Scotland. So far the majority have come through the full accreditation route with the General Teaching Council for Scotland (GTCS), while a small number will graduate from some Scottish Universities with a Masters degree and Chartered Teacher status in the near future. But are schools ready for them?..
Concentrated Learning
Small scale research project looking at concentrated learning courses at three HEIs. Includes recommendations for supporting students on such courses, before and during the courses
CPD (Continuing Professional Development) needs of mentors in post-compulsory ITT (Initial Teacher Training)
This ESCalate Developing Pedagogy and Practice grant was awarded to Ewan Ingleby of the University of Teesside in 2009. This project explored the CPD needs of mentors in Post-Compulsory Initial Teacher Training. The primary research was based on questionnaire and semi-structured interview data. The findings complemented recent Ofsted inspection findings of Post-Compulsory ITT providers. The research developed the themes identified by Ingleby and...
Mindmap with hot links to sites relating to CPD in HE, under the categories course design, issues, methods, theory and resources. The emphasis is on the continued development of teachers in HE, but much of it would relate to teachers at any level
Curriculum Mapping Exercise - Professional Development for Teachers of Adults
Provides various tables relating to courses offering training to those teaching adults (FE, HE, Continuing Education), mapping the provision as it was in 2001
Designing and evaluating impact for postgraduate CPD fieldwork
This is an article from the ESCalate newsletter, spring 2010 by Steve Coombs of Bath Spa University. What are the issues involved in developing a systematic approach toward impact evaluation of accredited CPD? Steve Coombs highlights the key areas through an account of an ESCalate funded project conducted by the Southwest Regional Group for Professional Development
Developing an Effective Peer Observation Scheme for part-time off-campus Continuing Education Tutors
Research project investigating issues surrounding peer observation for part time, off campus tutors in CE and AE. Highlights practical issues (contact details, etc.) as well as the position of such tutors in terms of the institutions
Developing learning opportunities for teacher educators
Jean Murray writes for the ESCalate Newsletter June 2010 on developing learning opportunities for teacher educators. She highlights the importance of supporting teacher educators in the development of their research capacities and access to professional learning
Disability CPD : continuing professional development for staff involved in the learning and teaching of disabled students
Disability CPD is a collaborative project between the University of Gloucestershire and University of Worcester, funded by the Higher Education Funding Council for England (HEFCE) as part of its 'Improving Provision for Disabled Students' initiative, managed by the National Disability Team. The project has developed two resources for raising staff awareness about disability issues in higher education: a guide on 'Continuing Professional...
Educational development : the views of academics
This is an ESCalate development project led by Kym Fraser of Warwick University looking at the educational development of engineering and medical academics at Oxbridge who make little use of central education development provision in the tutorial teaching system. Oxford and Cambridge are both collegiate universities with a unique and very successful mode of teaching. However, only a small percentage of academics in these universities engage with...
Encouraging the use of evidence to inform practice among teachers early in their careers
This is an ESCalate development project awarded to Stephen Bigger of the Institute of Education / University College Worcester and completed in May 2006. It explored how to support teachers early in their careers, and how Masters level study can be professionally relevant. Newly Qualified Teachers are confident in academic study but are still building their confidence in classroom skills. They are therefore open to the idea of continuing with...
Enhancement Themes Initiaitive
The Enhancement Themes Initiative aims to enhance the student learning experience in Scottish higher education by identifying specific areas (themes) for development. The themes encourage academic and support staff and students to share current good practice and collectively generate ideas and models for innovation in learning and teaching. The unique Quality Enhancement model has been designed by a 4-way partnership of the Scottish Higher...
ESCalate activity with key partners in the FE sector
This is an article from the ESCalate bulletin by Phil Price, published in autumn 2007. It looks at the work of ESCalate within the UK Further Education sector, specifically in the areas of teacher education, CPD needs of experienced teachers and teacher educators and the professional development needs of HE in FE practitioners
ESCalate newsletter issue 1, spring 2005
This is the ESCalate newsletter issue 1, published in spring 2005. Articles in this issue include: Educational stories in the Media, David Egan evaluates the GTCW CPD programme, Liz Browne looks at the impact of the reforms to ITT, Les Caul on Letters from Americans, In conversation with... Professor Bart McGettrick. It is presented as a single PDF file of some 12 pages
Evaluation of the GTCW CPD programme
A significant and unique development has been underway in the field of continuous professional development [CPD] for school teachers in Wales over the last 3/4 years. In 2000 the General Teaching Council for Wales [GTCW] was established. Its remit included establishing a framework for CPD. Following a period of consultation and discussion with teachers and other members of the education community, GTCW identified an individual entitlement for all...
Evidencing Reflection: putting the 'w' into reflection
Thought piece on the value and uses of reflection in teaching/working in HE - with practical suggestions including questions to stimulate reflection
Face-zine the future : moving to online teaching
This is an ESCalate themed funding grant for Teacher Educators for the 21st Century led by Dr Pamela Cowan of Queen's University, Belfast. With the current focus on online learning, this project examines the role of the teacher education tutor and the strategies used to facilitate teaching and learning online. It will report on ways that effective teacher-educators utilize technology to support student learning and participation, and to develop...
Fundamental Movement Skills
This is an ESCalate Hot Topic grant awarded to Rachael Jefferson-Buchanan of Bath Spa University. Fundamental Movement Skills' (STEPS PD), has helped me to find my way through the initiative maze in ITE. Accordingly, I have developed a level 6 Education Studies module entitled ‘Health and Movement in Young Children’ around this 12 hour professional development opportunity, which promotes holistic, play-based, child-centred educational values. My...
Interview with Sue Crowley
Highlights issues within FE teaching and training, and CPD within that teaching (Advanced Practitioners)
Interviews with well-known educators
Two interviews with influential members of the Education and Continuing Education communities: Alan Rogers, theorist and practitioner in adult learning, and Sue Crowley, Manager for the Centre for Professional Development at the Learning and Skills Development Agency.The transcripts of both interview are available to download as rtf documents
Meeting the ECM agenda in HE : some issues for CPD
This is an article from the ESCalate newsletter, issue 11, summer 2008, by Dr Mike Calvert and Dr Steve Coombs. It details an ESCalate-funded project the helped research issues faced by Higher Education and Continuing Professional Development managers arising from the Every Child Matters agenda. A range telephone interviews was carried out with key members of the CWDC (Children’s Workforce Development Council) to identify a range of aspects of...
National Teaching Fellows
This resource details the work of ESCalate, the Higher Education Academy Subject Centre for Education, in the area of the National Teaching Fellowship Scheme (NTFS). It looks at NTFS individual awards and the project strand. It details Education National Teaching Fellows, by year of award
National Teaching Fellows individual awards 2008
This is an article from the ESCalate newsletter, issue 11, summer 2008. It covers the outlines the aims of the National Teaching Fellows scheme and the winners for this year. The cohort of 2008 Fellows will join the current community of National Teaching Fellows bringing the total number of Fellowships awarded to 330. The awards will be presented to Fellows at a celebration event in London on Wednesday 24 September 2008. The NTFS, launched in...
On being awarded a National Teaching Fellowship
This is an article from the ESCalate newsletter, spring 2010, issue 16. Julie Hughes, one of ESCalate's Academic Consultants talks about being awarded an NTF and the impact it has had on her professional life
Professional development needs of teacher educators in Higher Education Institutions (HEIs) and school-based mentors in schools
A report on a research study commissioned by the Training and Development Agency for Schools (TDA) and carried out by ESCalate at the University of Cumbria. The study presents an up to date analysis of the current development needs of teacher educators in Higher Education Institutions and school-based mentors. In this small-scale research study, commissioned by the Training and Development Agency for schools (TDA), the current and future...
Professional recognition for departments, schools and teams : a HE Academy pilot project
This is an article from the ESCalate newsletter, issue 15, autumn 2009. Rob Norris’s piece illustrates the role that Academy staff can play in bringing new conceptualisations and possibilities to the Education sector. A small group of institutions in Wales and Northern Ireland are exploring the idea that teams of university staff could be eligible for institutional and wider recognition. It is available as a PDF download of 2 pages
Promoting and encouraging the effective use of the student voice to enhance professional development in learning, teaching and assessment within higher education
This is an ESCalate development project led by Fiona Campbell of Napier University that was completed in 2007. The Hearing the Student Voice project aimed to promote and encourage the use of the student voice to enhance the effectiveness of academic professional development and ultimately the learning experience of students. Students can have a powerful impact on academic professional development aimed at enhancing learning, teaching and...
Putting the I into Identity and other stories
This publication reports on the work of HELP CETL Award Holders who have undertaken research projects and/or continuing professional development activities to support the teaching and learning of HE in FE. Award Holders who had completed these activities between 2005 and 2008 were invited to participate in a writing group to reflect on their experiences. Between July 2008 and March 2009 the Award Holders attended a planning event, writing...
Research skills enhancement for vocational Lifelong Learning Professionals in HE
Links to a report of a project of workshop days aimed at staff dealing with Vocational Lifelong Learning / Vocational Continuing Education, who are interested in becoming research active. The report focuses mainly on the workshops themselves (rather than their content)
Resources from Reflecting on reflection: to develop and extend our understanding of reflection
Resources from the ESCalate event Reflecting on Reflection: to develop and extend our understanding of reflection, 16 January 2009. Is reflection something that just comes naturally? Can anyone do it? Can it be taught? How can it be learnt? What is the role of the teacher educator? How can we enhance and encourage reflection amongst our student teachers? This workshop focusses on how Teacher educators will: Focus sharply on their own practice,...
Supporting professional development using the VLE in the PGCE / Certificate in Education
This case study is based in Coleg Glan Hafren and focuses on the Post-Compulsory Education and Training Programme franchised from the University of Wales, Newport (UWN). This is a case study into E-Learning Practice in the area of HE in FE. Funding was provided by DeL (JISC's Distributed e-Learning Programme). These case studies are intended to illustrate good/innovative practice in the delivery of HE in FE using e-learning. It concludes that...
Supporting the professional learning of induction year teachers in Scotland
This is an ESCalate student project grant awarded to Rachel Shanks of the University of Aberdeen in 2010. The aim of this project is to further enhance the co-ordination and provision of professional learning models and opportunities for induction year teachers in the north of Scotland. By building on the current partnership work between education authorities and the University of Aberdeen this project aims to contribute to the enhancement of the...
Taking the credit for professional development in HE
This is an article from the ESCalate newsletter, autumn 2008 wherein Nicola Reimann invites us to participate in a colloquium that explores ways in which universities can look beyond initial induction courses for new staff to a longer view that seeks to support professional development in more systematic and sustained ways. Over the past years HE has become increasingly complex and diversified, and so have careers in HE. Contemporary academic...
Teacher Educator Induction Project
This is a piece of ESCalate commissioned work. The project team includes: Dr Pete Boyd, University of Cumbria, Ms Kim Harris, University of Cumbria and Professor Jean Murray, University of East London The aim of this project is to enhance the academic induction of newly appointed lecturers in teacher education. In addition to providing regional workshops for new teacher educators the project will also gather data to inform the revision of...
Teacher Educator Induction Project Phase II
This is an ESCalate commissioned project for 2010/11, led by Professor Jean Murray of the University of East London. The aim is to continue to enhance the academic induction of newly appointed lecturers in teacher education. This includes school teachers who have been appointed to higher education posts that involve training student teachers for early years, primary and secondary age phases. It also includes those lecturers who have recently been...
Ten Years of National Teaching Fellowships: four stories from education
A group of Education-based Fellows have been invited to expand on their experience, describe the impact of the fellowship on their professional lives, and share their thoughts about learning and teaching. The publication is introduced by David Sadler, now Pro Vice-Chancellor (Students and Education) at the University of Tasmania, but formerly of the Higher Education Academy, and in charge of overseeing the scheme there. A print copy of the...
The enabling school : within school factors that may support teachers in completing postgraduate professional development activity
This is an ESCalate development project led by Amanda Pill of the University of Gloucestershire and completed in 2008. It looks at the within school factors that appear to be significant in supporting teachers’ successful engagement with and completion of postgraduate professional development. Building on previous research activity, this study looked at the within school factors that appear to be significant in supporting teachers’ successful...
The power of the written word
This is an article from the ESCalate newsletter, summer 2010, a celebration of 10 years of the education subject centre. Jenny Moon explains how she was able to develop her research skills and publish her findings through ESCalate support and encouragement
The Use Of A Professional Development Portfolio Within A Masters Framework
The purpose of this project is to identify best practice in the use of professional development portfolios to accredit work carried out by teachers registered on M Level programmes at Higher Education Institutions
Towards the Learning Profession
Description of ESCalate project related to CPD for serving teachers, provided by HEIs. Includes cases studies and paper. Discusses support for CPD and views of CDP from teachers and senior managers
UCET award for teaching
Mainly policy discussion of various routes into teaching and their relation to each other, and of development for teachers once in the profession. Would be useful for those dealing with issues of career progression, CPD, etc
Using reflective dialogue to assess professional learning
This project is being run at the University of Central Lancashire. The HE sector has joined other education sectors in a requirement for professional entry qualifications for teaching staff, along with a need for accredited CPD. By engaging in comparative research into the value and impact of the use of professional dialogue as a tool for assessing and structuring informal professional learning, this project will be able to provide a rich...
Working with NTF's, Senior Fellows, CETLs
This is a piece of ESCalate commissioned work, awarded to Tony Brown of the University of Bristol. The purpose of NTF Scheme and the HEA Senior Fellowship is to establish a recognition and reward process for high achieving colleagues in the HE sector. This project aims to publicise the work of NT Fellows in the ESCalate newsletter and the web site. This will be done through selected telephone interviews with NT Fellows working within the...