Jenny Reeves has worked in the field of Continuing Professional Development, with a particular focus on leadership and management, as both a lecturer and a National Development Officer for the Scottish Qualification for Headship. She is currently Director of CPD at the School of Educationand teaches on the Chartered Teacher Programme, MEd. Professional Enquiry in Education, as well as leadership and management modules offered on the MSC Professional Enquiry. Jim O'Brien was a secondary school teacher of history and a Principal Teacher (Guidance), teaching in comprehensive schools in the west of Scotland, before taking up a career in higher education. He then worked in St Andrew's College of Education, Glasgow as lecturer, Director of In-Service, and Assistant Principal (Educational Development). Appointed to Moray House Institute of Education in 1993 as Vice Principal, he became the permanent Vice Dean of the Moray House Faculty/School of Education in 1998 when the Institute merged with the University of Edinburgh. He was also Director of the Centre for Educational Leadership (CEL) and Head of School from 2007 in The Moray House School of Education, The University of Edinburgh. He held a personal Chair in Leadership and Professional Learning until 30th September 2009 when he retired. He continues to research, write, lecture and offer consultancy in an Emeritus capacity.
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Description
An Introduction to Performance Management and Improving Practice The Concern with Performance and Continuing Professional Development (CPD) Changing Rewards: Performance-related Pay Changing Professional Practice Work-based Learning Building Capability for Work-based Learning Improving Performance: The Learner's View Assessing Performance Achieving Improvement: Developing Policy and Practice in Schools
`This book makes an important contribution to the debate on how school and individual performance may be enhanced. It would be of value to any teachers, education manager or academic who is interested in the issues of improvement in school performance'- Scottish Educational Review