CPD

When we notice and act on pupils’ needs quickly, it can make a huge difference, says Anne Heavey, but teachers must have the right support to be able to do this well

Over 150 teachers from Latin America have shadowed colleagues in schools around the world via an exchange programme run by Cognita. Emma Seith talks to those involved

Too many students with SEND are leaving the school system because of ‘missed opportunities’ to identify their needs early on, says watchdog’s report

In our How I Lead series, we ask education leaders to reflect on their careers, their experience and their leadership philosophy. This month we talk to Julie Robinson, CEO of the Independent Schools Council

Trust-wide subject networks can be a powerful source of learning and support for staff, but only if common pitfalls are avoided, writes Tracy Goodyear

Without a clear curriculum, knowledge is forgotten, habits don’t shift and progress stalls – and this is just as true for teachers’ learning as it is for pupils’, writes Mark Enser

How do international school groups set and monitor teacher expectations while working across multiple countries, curricula and languages of instruction? Emma Seith talks to senior leaders at six major groups to find out

An international leader explains how harnessing the power of staff connections can boost school improvement

With too many teachers reporting that CPD has no real impact on their practice, Zoe Enser explains how an enquiry-based approach is helping to join the dots

Instructional coaching can be a powerful form of teacher CPD, write Gareth Conyard and Jim Knight – but only if lethal mutations are avoided

As part of its response to the curriculum review, the government has outlined its intention to overhaul the performance measure. Tes has all you need to know

In our How I Lead series, we ask education leaders to reflect on their careers, their experience and their leadership philosophy. This month we talk to Manny Botwe, headteacher and president of ASCL for 2024-25