5 Reasons to Work at @QKynaston
Reading time, 4 minutes: This is a blogpost to share our own school job advertisements, beyond traditional recruitment methods.
Reading time, 4 minutes: This is a blogpost to share our own school job advertisements, beyond traditional recruitment methods.
Reading time, 4 minutes: This is a post-Canada blog which shares some of the evaluation comments from teachers who attended my face-to-face conference at McGill University in February 2015. In this blog I ask; can one-off CPD events really make an impact on classroom practice?
Reading time, 3 minutes: How can school leaders design effective and highly engaging CPD?
Reading time, 2 minutes: How can we help teachers access quick and easy professional development?
Reading time, 4 minutes: This week, as part of our weekly training sessions for all staff, we launched our CPD action research for staff. The intention is that once a month, teaching staff will gather to discuss action research and evidence based practice. In this blog, you will read the rationale and be able to download the full presentation.
Reading time, < 1 minuteThirty words in 30 seconds is designed to provide CPD advice for teachers and schools. Advice doesn’t need to be complicated … .
Reading time, 3 minutes: Teachers and senior teachers are doing it for themselves … and so are academics. But are we bridging the gap together?
Reading time, 6 minutes: In part 3 of my leadership review, I offer musings of my own school leadership. In this post: How to develop yourself and work with others? I pose a series of questions for the reader and offer my very own #360Review.
Reading time, 5 minutes: Continuing Professional Development (CPD) and in particular, INSET Days can vary from the sublime, to the downright awful, and often falls somewhere in-between.
Reading time, 9 minutes: (July 2021) Reflecting on this blog post from 2013, I look back on how far the teaching profession has moved forward.
Reading time, 2 minutes: Well, what a hoo-ha!
Reading time, 5 minutes: Schools should offer more support and time for training, but teachers also need to take responsibility for their own growth, writes Ross Morrison McGill – this post can be found on The Guardian Teacher Network.