Authors

To ensure the best professional development for teachers now and in the future, it needs to come from within the profession and should not be dictated by government, writes Sam Gibbs

Over the past decade, teaching has been pushed towards a prescriptive model that reduces intellectual curiosity and overlooks essential classroom engagement, argues Sam Gibbs

While the Early Career Framework was created with the best intentions, there are several key reasons why it is not improving the retention of new teachers, argues Sam Gibbs

Schools and trusts need to be empowered to deliver professional development and the Early Career Framework in a local, contextual way, argues Sam Gibbs