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Bennett, Nigel and Marr, Alan
(2003).
DOI: https://doi.org/10.1080/00131720308984583
URL: http://www.kdp.org/archives/files/edforum/674Benne...
Abstract
The nature and effectiveness of professional-development activities should be judged in a way that takes account of
both the achievement of intended outcomes and the unintended consequences that may result. Our research project set out to create a robust approach that school staff members could use to assess the impact of
professional-development programs on leadership and management practice without being constrained in this judgment by the stated aims of the program. In the process,
we identified a number of factors and requirements relevant to a wider audience than that concerned with the development of leadership and management in England.
Such an assessment has to rest upon a clear understanding of educational leadership,a clearly articulated model of practice, and a clear model of potential forms of impact.
Such foundations, suitably adapted to the subject being addressed, are appropriate for assessing all teacher professional development.
CORE (COnnecting REpositories)
CORE (COnnecting REpositories)
