By Carol Morgan, Visit Amazon's Peter Neil Page, search results, Learn about Author Central, Peter Neil,
Non-stop specialist improvement and occupation development in the educating occupation is now hugely formalised and controlled, with transparent levels and degrees of attainment from preliminary instructor education via to complete headship. Written through top figures in instructor schooling, this quantity is designed for formidable and career-minded lecturers whether or not they are only starting up or eyeing the subsequent rung at the ladder. Morgan and Neil pay specific cognizance to: * the hot submit and induction* own recommendations and collaboration* center and senior administration* functionality administration. academics are confronted with a fancy set of innovations and standards that are comprehensively explored during this advisor. additional analyzing 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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Extra resources for Continuing Professional Development for Teachers: From Induction to Senior Management (Kogan Page Teaching)
It may be that a teacher who has been employed in one area will be required to undertake specific tasks in order to qualify for full recognition as a fully qualified teacher in another. EPD in Northern Ireland The integrated model of teacher education, as outlined in Chapter 1 in the section on Northern Ireland, has been in place for some years. The EPD phase is the third stage of the continuous process and it is designed to build upon the PART I: GETTING ESTABLISHED 33 experiences of the new teacher acquired during the induction programme.
If the NQT meets the standards/competences outlined in the documentation, he or she will now be able to be fully registered with the GTC and can be employed in any school in the UK and in many of the EU countries. The teacher now moves into the next phase, termed EPD in Northern Ireland and Wales or CPD in England and Scotland. These will be dealt with separately, although the emphasis from this point in the career of teachers is on the need to seek opportunities for further development, both for their own professional benefit and for the professional benefit of their school.
The summary should represent a reflective account of the learning that has taken place and a statement about the teacher’s professional values and philosophy of teaching. This model of EPD has been evaluated and, on the basis of the evaluation, the number of PDAs required was reduced from the originally intended three to two. It may well be that this model will be reviewed again and adapted in light of experience. Some EPD teachers feel that the process is too rigidly defined and that it detracts from their teaching.