Helping Teachers Develop

Sara Bubb is an experienced London teacher who helps staff in schools develop. She does this in many ways: through leading professional development, assessing, developing schemes, researching, and writing. With a national and international reputation in the induction of new teachers and professional development, Sara speaks at conferences and runs courses throughout the country and abroad (e.g. Norway, Taiwan) on topics such as helping staff develop, observation skills, induction, developing pedagogical skills, leading continuing professional development (CPD), subject leadership, monitoring teaching and implementing performance management. She has featured on and been a consultant for eight Teachers TV programmes. She trains a broad range of people, including inspectors, assessors, advisers, consultants, Fasttrack, TeachFirst and advanced skills teachers. Sara assesses advanced skills, excellent, overseas trained and graduate teachers and higher level teaching assistants and was an external assessor for Threshold. She has inspected over 25 primary schools. As a senior lecturer at the Institute of Education (0.2) she works on PGCE and Masters programmes and set up the employment-based routes (OTT and GTP) to QTS. She is lead director of the CfBT Education Trust-funded Sef2Si - From Self Evaluation To School Improvement: The Importance Of Professional Development - project. She co-directed the DfES-funded national research Project on the Effectiveness of the Induction Year, was deputy director of the TDA systematic review of induction research and has helped the Northern Ireland GTC revise their teacher competences. On a 0.2 secondment to the DCSF London Challenge team, Sara is the consultant for Chartered London Teacher status - a scheme involving over 38,600 teachers. She is the London Gifted & Talented Early Years network leader, working with staff in reception and nursery classes to enhance their provision for all children, especially the most able. She has written books and numerous articles on induction, professional development, workload, and performance management. She is the new teacher expert at the Times Educational Supplement, and writes articles, a weekly advice column and answers questions on its website.

HELPING TEACHERS DEVELOP? WHY? Why We Should Help Teachers Develop It's Good For You Too What Is An Effective Teacher? Stages That Teachers Go Through Structure of the Book HOW TO DEVELOP PEOPLE The Professional Development Cycle How Adults Learn Analyse Needs, Set Objectives and Draw Up an Action Plan PROFESSIONAL DEVELOPMENT ACTIVITIES What Does Good Professional Development Look Like? Coaching and Mentoring Learning Conversations Self Study and Teachers' TV Observing Other Teachers Visiting Other Schools Courses and Conferences Being Observed OBSERVATION Issues Good Practice in Setting up An Observation Proofreads During The Observation After The Lesson Framework for a Post-Observation Discussion Written Observation Feedback OTHER WAYS TO HELP Planning Problems with Planning Deploying Teaching Assistants Individual Education Plans Work Samples Reports HELPING TEACHERS DEVELOP THEIR CAREERS Opportunities within School Mainstream to Special Applying For Advanced Skills Teacher Status Getting a New Job Pay Appendix Blank Formats

'Helping Teachers Develop is a positive, uplifting, encouraging publication... very good value for money. It is the sort of publication we need in the profession and it is well worth being part of every head teacher or staff development tutor's collection of really useful books. I have to confess, even before I had finished reading it for review I was using Helping Teachers Develop with my trainee teachers' - Peter Stammers, in the Journal of In-service Education `The book explores ways teachers at all levels can mentor others and improve their careers. [It] also contains guidance on ways to cope with having your lessons observed and how to make constructive comments as an observer' - Michael Shaw, Times Educational Supplement `This is another excellent and accessible practice guide from someone who, unusually, understands both the classroom teacher from long years of practice and the theory. The chapter on "observation of teachers" should be read by every headteacher, deputy and teacher who engages in monitoring classroom practice. Note, a few inspectors would benefit too! It's one to read and then refer to on a regular basis if you work in schools or PGCE departments' - Tim Brighouse, Chief Adviser for London Schools 'Whilst this book will be very useful for those beginning their teaching careers, it ought to be regarded as essential for those responsible for mentoring, developing and, above all, nurturing them.' - Neil Burton, De Montfort University, UK