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Do you struggle to find time to prioritise your professional development?
The
From Principle to Practice series from the Chartered College of Teaching will support career-long development for all teachers, leaders and mentors. These short, useful and research-packed guides draw on the professional principles that underpin all pathways to Chartered Status, a professional accreditation that recognises the knowledge, skills and behaviours of highly accomplished educators.
In these short but elemental companions to professional learning, principles and practice are given equal weight to encourage teachers to find balance and to reflect on their practice throughout their busy school lives.
The first book,
Evidence-informed Leadership, is the essential companion for busy school leaders wishing to continually develop their leadership practices in line with the dynamic needs of their schools and staff.
This first book aims to support senior leaders, headteachers and those working in leadership roles across multiple schools. The book is divided into two parts: Professional knowledge, including chapters on pedagogy, curriculum and assessment; and Professional practice, including chapters on inclusive culture, supporting systems and school development.
The contributing authors are experienced leaders with wide-ranging expertise spanning multiple contexts, including schools, trusts, research organisations and academic institutions.
A constant companion to career-long professional learning and development, this pocket-sized guide will bring you back to the professional principles at the heart of your leadership practice as you navigate the day-to-day demands of school life.
Über den Autor / die Autorin
The Chartered College of Teaching is the professional body for teachers. Its mission is to empower a knowledgeable and respected teaching profession. Through membership and accreditation, it is working to develop effective teachers and leaders, improve the quality of professional learning, and raise the status of the profession.
