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Safe guarding young people

Framework for inclusion


Achievement and Inclusion: Schools and Classrooms

Teaching SEN

areer long learning

Shaping the future

Teaching boys





The most powerful professional development is often undertaken locally, in teams, and is designed to lead to a tangible outcome in a school or cluster of schools. Self-evaluation, reflection and inquiry are in themselves potentially powerful tools for professional development. Similarly, individual teachers comparing and learning from each other’s practice through approaches such as peer observation are likely to have immediate impact’. (Donaldson 2011:96)

Quality and relevance of support from all partners is indeed crucial, as is the ability to act with integrity, remaining sensitively open and adaptive to the particular needs arising within the school context.

An external stimulus is often needed to challenge assumptions, stimulate ideas and illustrate new teaching approaches. Such a stimulus needs to be high quality and relevant. (Donaldson 2011:96)

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