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School-Based Professional Development Programs for Beginning Teachers
Summary and Keywords
School-based professional development for beginning teachers must be seen as a dynamic identity and decision-making process. Teachers as lifelong learners from the beginning of their career should be able to engage in different forms of teacher education that enable them to progress their learning and development in ways that are relevant to their own individual needs and the needs of their schools and pupils. Teacher individual professional learning is necessary but not sufficient for sustainable change within groups in school and within school as an organization. It is helpful to consider three elements. First, note the importance to schools of recruiting and developing high-quality teachers. Teachers are among the most significant factors in children's learning and the quality school education, and the questions why and how teachers matter and how teacher quality and quality teacher education should be perceived require serious considerations from academics, policymakers, and practitioners. Second, understand teacher education as career-long education, and problematize the issue of teachers and coherent professional development within schools, asking key questions including the following: "how do schools create effective opportunities for teachers to learn and develop?" Third, focus on the particular journey and the needs of beginning teachers because their early career learning and development will have an impact on retention of high-quality teachers. It is important that coherent lifelong professional education for teachers is planned and implemented at the level of education systems, individual schools, teaching teams, and individual teachers.
Keywords: beginning teacher, school-based professional development programs, high-quality teaching, lifelong learner, teacher education, teachers', professional development, early career support, induction, learning to teach, integrated professional culture
Extensive research on teacher education across the globe shows that among a range of important topics in teacher education we can find the issues of new teacher preparation and their professional development. Drawing on a range of international research, the article generates insight into the issue of beginning teachers1 and their school-based professional development programs.
Throughout this article, I use Christopher Day's definition of teacher professional development, which focuses on the teachers' learning within their broader change purposes, and highlighting the complexities. Thus, teacher professional development
consists of all natural learning experiences and those conscious and planned activities which are intended to be of direct or indirect benefit to the individual, group or school, which contribute, through these, to the quality of education in the classroom. It is the process by which, alone and with others, teachers review, renew and extend their commitment as change agents to the moral purposes of teaching; and by which they acquire and develop critically the knowledge, skills and emotional intelligence essential to good professional thinking, planning and practice with children, young people and colleagues throughout each phase of their teaching lives.
(Day, 1999, p. 4)
In their new role as a teacher, beginning teachers need to fulfill a multitude of tasks, meet different challenges, and face up to new expectations (Day, 2017; Day & Gu, 2010; Fantili & McDougall, 2009; Jokinen, Heikkinen, & Morberg, 2012; Moore Johnson, 2004). Teachers in their first years of teaching have just started on a path of career-long support and professional growth.
In this article I argue that teachers as continuous learners from the beginning of their career should able to engage in different forms of teacher education that enable them to progress their learning and development in ways that are relevant to their own individual needs and those of their schools and pupils (see Goodall, Day, Lindsay, Muijs, & Harris, 2005). Teacher professional development has undergone tremendous change, including widespread recognition that (a) teachers as adults must be lifelong learners, (b) teaching and learning is not limited to classrooms or formal continuing professional development, (c) teachers and school leaders benefit from induction and mentoring, and (d) individual professional learning is necessary but not sufficient for sustainable change within groups and organizations.
Schools and High-Quality Teachers
Since the release of the original report, "Equality of Educational Opportunity" (the Coleman Report) (Coleman et al., 1966), the educational policy debate on the role of school in students' achievements in the United States and elsewhere has shown a tendency to be reduced to a series of unsophisticated arguments and claims about teacher and teaching quality and the role of schools in "making a difference." Analysis of contemporary studies provides us with the persuasive amount of empirical evidence that teachers and therefore schools are very important for student achievement, and the issue of whether or not there is significant variation in school quality has lingered, quite inappropriately, since the Coleman Report. Research led to the following conclusion:
school policy can be an important tool for raising the achievement of low-income students and that a succession of good teachers could, by our estimates, go a long way toward closing existing achievement gaps across income groups. At the very least, more must be known about the feasible means of providing such consistently high-quality teachers.
(Rivkin, Hanushek, & Kin, 2005, p. 449)
Research results show that student educational outcomes depend heavily on equitable education systems, and teachers are widely recognized as the most powerful determinants of student achievements (Barber & Mourshed, 2007; Darling-Hammond, 2000; Day, 2017). The McKinsey report (Barber & Mourshed, 2007) confirmed that "the quality of an educational system cannot exceed the quality of its teacher" (p. 43).
Currently, it is noticeable that many countries seek to improve their schools in order to satisfactorily respond to higher social and economic expectations. Teachers—as the most significant and costly resource in schools—are seen as a priority for public policy and they are likely to become even more so in the future. Improving the quality of schools mainly depends on teacher quality and teacher education with a focus on recruitment, preparation, induction, ongoing professional development, and collective improvement of practice (Darling-Hammond, 2017; Schleicher, 2011). However, teachers face unprecedented challenges in their role. These challenges put forward new requirements for teachers (Organisation for Economic Cooperation and Development, 2011) and inspire us to innovate and keep reforming education and teacher education to adapt them to societal demands and needs (Madalińska-Michalak, 2018, p. 22).
The transformation of today's teaching force requires the smart development of teachers as professionals. Regarding the contemporary challenges of transforming and improving educational outcomes that teachers and school leaders have to face up to, all teachers have to be equipped for effective learning in the 21st century. This requires a rethinking of many aspects, including, among others:
• Developing teaching as a profession
• Improving the societal view of teaching as a profession
• Recruiting top candidates into the profession
• Retaining and recognizing effective teachers; and
• Providing a path for growth and supporting teachers in continuing professional development. (Schleicher, 2011)
In order to ensure high-quality education to high-quality teachers (it is hoped), the needs of teachers' professional development must be integrated with both an individual teacher's career and school and system change. The changing global context has created the need for the development of teachers who are able to learn, live, and work in a fast-changing and increasingly complex world. Therefore, there is a need to work on adequate teacher education that must go hand in hand with teachers' continuous professional development, and to make teaching an attractive career choice.
Teacher Education: Overcoming Fragmentation
It is now widely agreed that teachers are among the most significant factors in a child's learning and the quality of education at school. However, despite the growing consensus that teachers matter, there are many debates concentrated on the questions regarding why and how teachers matter, and at the same time on the issues related to teacher quality and quality teacher education.
It is assumed that quality teacher education is one of the key factors influencing the quality of teachers and their daily work. Teacher education "being understood as referring to career-long education rather than something that happens only in university at the initial teacher education phase" (Livingston, 2012, p. 29) is treated as a priority in a democratic society, where there is a drive to excellence in teaching and learning for all.
The rapid and varied changes in today's societies have implications for the type of education at schools and teacher education needed. Teacher education in the increasingly complex world must be forward-looking and prepare teachers who are continuous learners themselves. Teacher education must facilitate teachers to think about the sort of education that is meaningful and relevant to young people's needs in 21st-century learning environments. Changes to the way teachers support pupils' learning means that teachers need to be supported in learning to "teach" throughout their career in different ways. This suggests the need for multilayered and interconnected approaches to teacher education with the definition of teacher education being understood as career-long education.
The need for greater coherence between the different aspects of teacher education and teacher professional learning has been the focus of discussion in debates about teacher quality and teacher professionalism over many years. The research findings indicate that teacher education can make a difference in quality teachers and quality teaching in schools, and at the same time teacher education needs to be seen as a continuum from initial teacher education through induction to continuing professional learning (Cochran-Smith & Zeichner, 2005; European Commission/EACEA/Eurydice, 2015; Hudson, 2017; Livingston, 2012).
Overcoming fragmentation in teacher education, especially in teacher education policy in practice, requires addressing contemporary key issues and developments within the field of teacher education with a focus from the local to the global. There is growing recognition that the complex, diverse, and changing contexts in which teachers work means for them a need to revise, add to, and enhance their knowledge and skills continually throughout their careers and engage in different forms of professional development, according to their own and their pupils' needs. However, for many teachers, their development paths remain disjointed, with no sense of teacher education as a progressive journey of professional learning throughout their professional career.
To achieve the ambitious aims from the vision of a continuum of teacher career-long professional learning that meets teachers' individual learning needs and is balanced with school, local, national, and international needs, reconceptualization of both teacher education and the role of teacher educator is highly needed. The complexity of teachers' diverse professional-learning needs requires collaborative approaches to teacher education that provide access to blended professional learning; different knowledge, skills, and expertise in practice and research; and a rich mix of teacher educators. This call for stronger partnerships helps to connect teachers with their peers in their own school and in other schools, and enables greater interaction and interdependence between different teacher education providers and stakeholders. Special attention should be paid to teacher education programs that need to draw on teachers' own experience and seek to foster cross-disciplinary and collaborative approaches, so that education institutions and teachers regard it as part of their task to work in cooperation with relevant stakeholders such as colleagues, parents, and employers. The development of effective and sustainable collaborative approaches to teacher education requires shifts in systems, cultures, and practice and ongoing professional development for teachers and teacher educators (see Madalińska-Michalak, 2017, pp. 92–93).
Teachers and Their Professional Development: School Matters
Knowledgeable, skilled, and caring teachers represent our best hope for educating our children. Yet, while some teachers adapt very well to school as a place of work and flourish in their teaching, others fall by the wayside and resign from their work. Some education systems report the low share of young teachers paired with the retirement of older teachers and this situation could lead to severe teacher shortages (European Commission/EACEA/Eurydice, 2015, 2018). The situation is even more complex as the recruitment of highly qualified candidates is likely to be adversely affected by the diminished prestige of the profession.
Given the challenges that the teaching profession is currently facing, questions arise about teacher education and how much teachers are engaged in their own professional development and in what way their process of becoming teachers is shaped by themselves and the schools in which they work. How do schools create the opportunities to learn and develop for teachers? What and how do the teachers learn from professional development? What is speeding up and what is slowing down the course of the process of learning to teach?
Toward Combining Functional and Attitudinal
Given the fast-changing society and the new challenges that schools and teachers must face, teacher continuous professional development is increasingly a must. In the concluding chapter of Visible Learning, John Hattie (2009) provides a strong justification for the provision of an ongoing range of high-quality learning and development opportunities for teachers. Hattie formulates the signposts good and effective teaching. They highlight the complexities of teachers' work and lives and indicate the reasons for teachers' continuous learning and development. Hattie points out that teachers are among the most powerful influences on learning; therefore they need to be directive, influential, caring, and actively engaged in the passion of teaching and learning (Hattie, 2009, pp. 238–239). These signposts direct our attention to the school as not only a workplace for teachers but also a place of their learning and development. The research of Goodall et al. (2005) demonstrates that there are many reasons for the justification of school-based teacher professional development. Among the most significant are cost-effectiveness, acknowledged expertise within the school, and direct applicability (i.e., a focus on teaching and learning).
Research synthesis on teacher professional learning and development, presented by Helen Timperley (2008), showed three important bases underlying the key principles of teacher professional learning and development:
1. Teaching is a complex activity. Teachers' moment-by-moment decisions about lesson content and process are shaped by multiple factors, not just the agendas of those looking for changes in practice. Such factors include teachers' knowledge and their beliefs about what is important to teach, how students learn, and how to manage student behavior and meet external demands.
2. It is important to set up conditions that are responsive to the ways in which teachers learn. A recent overview of the research identified the following as central in encouraging learning: engaging learners' prior conceptions about how the world works; developing deep factual and conceptual knowledge, organized into frameworks that facilitate retrieval and application; and promoting metacognitive and self-regulatory processes that help learners define goals and then monitor their progress toward them.
3. Professional learning is strongly shaped by the context in which the teacher practices. This is usually the classroom, which, in turn, is strongly influenced by the wider school culture and the community and society in which the school is situated. Teachers' daily experiences in their practice context shape their understandings, and their understandings shape their experiences (Timperley, 2008, p. 6).
The study by Timperley on teachers' work and the complexity of their professional learning and development shows that teacher learning and in consequence teacher change and development cannot be analyzed beyond its context. Learning should be viewed as a process of enculturation into the practice of wider society (Cobb, 1994). As situative theorists Putnam and Borko (2000) posit:
The physical and social contexts in which an activity takes place are an integral part of the activity, and . . . the activity is an integral part of the learning that takes place within it. How a person learns a particular set of knowledge and skills, and the situation in which a person learns, become a fundamental part of what is learned. (p. 4)
A wide range of research suggests that governments worldwide in their ongoing national reforms are placing persistent emphasis on functional aspects of teachers' work in order to improve their performance in terms of productivity. Teachers who work in unstable policy environments that challenge their sense of professionalism, and especially their sense of autonomy, commitment, and positive professional identity, are likely to struggle to seek "a sense of coherence, worth and belonging" in their daily work at schools (Lumby & English, 2009, p. 95). This is particularly evident when we take into account the school as a workplace, and especially challenges provided by students, parents, and colleagues from the school and the quality of school leadership. As has been widely acknowledged, to teach one's best requires addressing the needs of continuing professional learning development. Linda Evans argued that both functional and attitudinal teacher development should be combined. Evans (2008) said the following of attitudinal teacher development: since it reflects, to varying degrees, acceptance of and commitment to the change" (p. 33).
From the work of Michael Fielding (2012) and his typology of schools we learn that teacher development is likely to focus on both the functional and attitudinal needs of teachers only in such schools that are person- and task-centered learning communities. In one of the components of his typology, "schools as agents of democratic fellowship," he extends the values and orientations of person-centered education to the domain of democratic praxis and argues for the notion of "democratic fellowship."
Judith Sachs (2016, p. 421), focusing on the functional demands of the contexts in which teachers work and learn, and on teachers' attitudinal development and professionalism, provided a useful planning framework for teachers She distinguished four types of teacher professionalism: collaborative, controlled, compliant, and activist professionalism. The framework enables teachers and school leaders to be explicit about what values underpin and inform the range of informal and formal professional learning development opportunities for teachers. It reflects the complexities of teachers' work and lives, and calls for promoting the attitudinal development of teachers, which can be helpful in the production of new knowledge, promoting teachers as researchers, collective work toward ongoing school improvement, and transformative practices.
How schools combine the functional and the attitudinal in their planning and provision of professional learning development opportunities for teachers is likely—as Christopher Day rightly pointed out—to be a significant factor in sustaining teachers' commitment to learning and effectiveness (Day, 2017, p. 109). Functional and attitudinal opportunities for learning and development in schools can be more effective when they are perceived by teachers as:
1. relevant to their intellectual, emotional and practical teaching needs and/or those of the school;
2. organized and led by those who understand and care how adult learners learn best;
3. integral to the dynamics of their school and departmental cultures;
4. timely;5. provided in forms and at times that are convenient;
6. enhancing their sense of well-being, self-efficacy and agency;
7. likely to contribute towards improvements in their thinking and practice and that of their pupils;
8. enhancing their positive sense of professional identity;
9. valuing their commitment;
10. building their capacities for commitment and resilience. (Day, 2017, p. 89)
Day's study on teachers' work and the complexity of their professional development acknowledges the associations between teachers' motivations, well-being, identity and commitment, and willingness and capacities to teach to their best. Day stresses the key tensions between learning and development needs defined by teachers and their schools and those defined by the need to meet external demands, especially in the context of an accountability system that emphasizes measurable student performance. His understanding of planning for professional learning and development in schools can be useful for school leaders to
frame provision not only in their results of more formal means of needs identification (e.g. annual performance management reviews, classroom observations) but also in the results of the teacher as a person, a member of a professional community of teachers, a classroom practitioner and, under a system of distributed leadership, an active contributor to the dynamic of school cultures.
(Day, 2017, p. 91)
The Extent, Types of Forms, and Effectiveness
An Organisation for Economic Cooperation and Development (OECD) report on teachers (Schleicher, 2011) shows that the extent of in-service teacher education varies greatly across and within countries. In some countries, ongoing professional development already plays an important role—for example, in the Chinese province of Shanghai, each teacher is expected to engage in 240 hours of professional development within five years. Singapore provides teachers with an entitlement of 100 hours of professional development per year to keep up with the rapid changes occurring in the world and to be able to improve their practice. Results from the first round of Teaching and Learning International Survey (TALIS), implemented in 2007–2008, show that across countries almost 90% of teachers participated in some form of professional development over an 18-month period and, on average, spent just under one day per month in professional development (OECD, 2009). However, this TALIS study shows that there is considerable variation in the incidence and intensity of teacher participation in professional development both across and within countries. Regarding teacher age, we should notice that older teachers tend to engage in less professional development than younger ones.
Continuing professional development (CPD) for staff comes in a wide variety of forms, from the obvious, formal, accredited course to the more informal staffroom discussion. As with any vibrant process, trying to categorize CPD experiences is in some ways an arbitrary exercise. However, the effort is worth making: once the learning opportunities have been categorized in various ways it is easier to see not only how much CPD is actually taking place, and whether there are other kinds of CPD that might be more appropriate to perceived needs, but the extent to which CPD is the lifeblood of any school. Eleonora Villegas-Reimers provides a useful classification and description of professional development models that have been developed and implemented in different countries to promote and support teacher development from the beginning of their career until they retire. For clarity of presentation, the models were grouped into two sections. The first describes models that require and imply certain organizational and interinstitutional partnerships in order to be effective. The second group describe those models that "can be implemented on a smaller scale (a school, etc.)" (Villegas-Reimers, 2003, p. 69).
Organizational partnership models are connected with professional development that include the following:
• Professional-development schools
• Other university-school partnerships
• Other inter-institutional collaboration
• Schools' network
• Teachers' network
• Distance education. Villegas-Reimers, 2003, p. 70)
Within small group or individual models, one can distinguish the following types of professional development:
• Supervision: traditional and clinical
• Students' performance assessment
• Workshops, seminars, courses
• Case-based study
• Self-directed development
• Co-operative or/and collegial development
• Observation of excellent practice
• Teachers' participation in new roles
• Skill-development model;
• Reflective models
• Project-based model
• Portfolios
• Action research
• Use of teachers' narratives
• Generational or cascade model
• Coaching/mentoring. (Villegas-Reimers, 2003, p. 70)
All of these types of professional development need to be utilized as part of the entitlement of every teacher over a career. Not all will be available all the time, but schools as organizations and teachers as individuals should be able to select the activity that best fulfills their learning purposes.
Effectiveness and Evaluating the Impact
The background report by Schleicher (2011), prepared for the International Summit on the Teaching Profession and discussing the four themes of the summit in turn, presents available evidence about what can make teacher-oriented reforms effective and highlights selected examples of reforms that have produced specific results, show promise, or illustrate imaginative ways of implementing change. The report focuses on four themes: (a) recruitment and initial preparation of teachers; (b) teacher development, support, careers, and employment conditions; (c) teacher evaluation and compensation; and (d) teacher engagement in education reform. The first three look at system features that shape aspects of teachers' professional careers. Regarding the issue of teacher development, support surveys show large variations across and within countries in the extent of professional development. Not only the quantity but also the nature of teachers' professional development is critical. It is often disjointed in one-off courses, while teachers in TALIS reported that effective development of teachers demands both more and different forms of professional development and appropriate career structure and career diversity.
The most effective development is through longer programs that upgrade their qualifications or involve collaborative research into improving teaching effectiveness (Schleicher, 2011, p. 8). Effective individual professional development sits alongside collective learning, with teachers exchanging ideas and collaborating to improve classroom practice; but this remains all too rare. Teacher professional activities (courses) should not be isolated events that are not joined up with changes in schools. TALIS also shows that more effective forms of development tend to be welcomed by teachers themselves, who are often willing to contribute to the cost of such education in money and time.
In any discussion on teachers' professional learning and development, it is worth considering the issue of evaluating the impact of continuing professional development in schools against intended aims or outcomes and results. Goodall et al. (2005), on the basis of their research project in the UK, elaborated a number of useful suggestions related to associating the planning of CPD with its evaluation. Throughout their project, they have used Day's (1999) definition of CPD (the one that was quoted at the beginning of this article) and Thomas Guskey's model of the levels of evaluation as the frameworks for their investigation. Guskey (2000) suggests that evaluation of impact takes place at five different levels: (a) participant reaction; (b) participant learning; (c) organizational support and change; (d) participants' use of new knowledge and skills; and (e) pupil learning outcomes. Goodall et al. (2005) indicated that any evaluation of CPD programs must take into account the indirect and direct impact on different stakeholders. At the same time, such an evaluation should focus on the effects of CPD, not only on knowledge and skills but also on commitment and moral purposes, thinking, and planning, as well as actions of teachers. In addition, it is important to recognize these effects in relation to teachers in different career phases, the contexts in which they work, and the different levels just mentioned against which the potential impact of CPD can be gauged.
Beginning Teachers and Their Professional Development at Their Schools
Many teachers in schools across the world enter their profession with a passion for teaching and a strong sense of vocation and commitment to provide the best service for their students (Day, 2004). Their work is underpinned mainly by their intrinsic motivation (Brookhart & Freeman, 1992; Drózka & Madalińska-Michalak, 2016; Moran, Kilpatrick, Abbott, Dallat, & McClune, 2001; Watt & Richardson, 2008), and—as John McBeath (2012) wrote—teachers come into the profession for
differing reasons in different country contexts, in differing economic circumstances and with varying expectations of the rewards and challenges of the role. Common to all, however, is a need for appreciation, autonomy and affiliation—the latitude and discretion to exercise professional judgment, together with recognition and endorsement for such initiative and a sense of belonging to a cadre of like-minded people whose interests and motivations you share. (p. 14)
Until recently, there was a common view and social expectation that a person should be fully qualified to teach upon receiving certification. The message that came from this kind of a perception was—as Robert V. Bullough (1989) rightly noticed—"extremely unfortunate and encourages abandonment of beginning teachers" (p. 15). Over recent decades, we can observe a growing understanding that competencies essential for teaching in fact take years to develop. It is simply not the case that upon receiving certification anyone is fully able to do all that is necessary to develop and implement a successful plan of instruction for their students.
The literature has provided consistent empirical evidence suggesting the importance of professional development for beginning teachers, which is based at the school as a workplace and built into the day-to-day work of teaching (Hawley & Valli, 1999). Teachers learn from their work and from themselves. Learning how to teach more effectively on the basis of school experience requires that such teachers' learning be planned for and evaluated. Learning needs arise and should be met in real school contexts. Curriculum development, assessment, and decision-making processes are occasions for learning.
The principle of school-based professional development has been promoted for many years. Over 35 years ago, people were promoting school-based teachers' professional development. It can mean little, especially when it is perceived as a simple transfer of passive course modes of professional development into the school on curriculum days. The challenge is connected with building opportunities for teachers to be actively engaged as professional learners in the context of their day-to-day work.
Christopher Day and Qing Gu (2010) offer insightful portraits of teachers that shed new light on traditional views of expertise as being built solely on age and experience. In their carefully documented book we can find the description of the professional developmental needs of beginning teachers. Support from school leadership and colleagues, in conjunction with good rapport with pupils and the provision of appropriate CPD, were perceived as critical to their developing both a sense of professional self in their interactions with their colleagues, pupils, and parents and a sense of belonging during their socialization into the school community and the profession. School-based continuing professional development was perceived as the most positive critical factor by new teachers in their cognitive and emotional management of the challenges they faced, and the decision to stay in teaching (Day & Gu, 2010, p. 69).
Central to understanding the programs for beginning teachers at schools is to combine teacher professional development and learning at schools with the reforms of teacher education. As mentioned earlier, teacher education should be perceived as a continuum from initial teacher education through induction to continuing professional learning. The phases of the initial and induction play a crucial role in teacher development.
Early Career Support and the Induction Period for New Teachers
In the process of becoming a professional every beginning teacher encounters different moments. There can be sparkling moments of success, but there can be moments of failure and disappointment. Susan Moore Johnson (2004) writes:
schools that support teachers over time succeed not only in hiring new teachers, but also in retaining and developing them. These schools are finders and keepers. They leave little to chance and do not assume that good teaching inevitably flows from innate talent, best nurtured in privacy and isolation. Rather, they purposefully engage new teachers in the culture and practices of the school, beginning with their first encounter. (pp. 255–256)
The complexities of beginning teachers' work suggest a need for a more nuanced conceptualization by policymakers, system leaders, teacher education, principals, and teachers themselves. The European Union program for the improvement of the quality of teachers makes several recommendations (European Union, 2009). Following an informal meeting of education ministers in Gothenburg in September 2009 regarding professional improvements of teachers and school heads, the Council stated in November 2009:
In view of the increasing demands placed upon them and the growing complexity of their roles, teachers need access to effective personal and professional support throughout their careers, and particularly during the time they first enter the profession. . . . In particular, efforts should be made to ensure that all newly qualified teachers receive sufficient and effective support and guidance during the first few years of their careers. (European Union, 2009, C 302/8)
The ministers also invited the member states to "make appropriate provisions for all new teachers to participate in a programme of induction offering both professional and personal support during their first years in a teaching post" (p. 4).
In Europe every country is concerned about early career support (ECS) for newly qualified teachers, yet only a few countries have devised comprehensive induction programs so far (IBF International Consulting, 2013). ECS is indispensable for reducing the number of teachers who leave the profession. Some well-designed and comprehensive ECS programs are perceived as an enhancement of the teaching profession's attractiveness and the best way to retain teachers. Such programs allow for newly qualified teachers to be supported during their first years in the complex reality of their profession.
Induction is generally seen as a support program for new entrants to the teaching profession. In some countries, induction is aimed at new teachers who have completed initial teacher education, have attained the relevant qualification (a degree), and have obtained the relevant license or authorization to teach. In other countries, induction is aimed at teachers who have the required qualification but do not yet have a license to teach. In these cases, teachers are regarded as "candidate" or "probationary" teachers or "trainees," and for these teachers the induction phase may end with a formal assessment of their teaching skills and a decision about their entry into the profession.2 In other countries, an induction system is aimed at teachers who are not yet qualified and do not have a license to teach. In such cases the division between initial teacher education and induction becomes rather unclear (Scheerens, 2010, p. 157).
Given the recent trends of increasing attrition of young teachers, the development of induction programs is increasingly crucial. Effective early support of beginning teachers is considered an important factor to enhance the attractiveness of the teaching profession. "Mentoring of a trainer or an experienced teacher in organising a teaching sequence," followed by "regular meetings with peers to exchange ideas about problems, solutions and pedagogic resources," and finally "specialised lectures" were found to be the most helpful aspects of induction for new teachers (IBF International Consulting, 2013, p. 146).
Learning to Teach: Toward Integrated Professional Culture and Assisted Performance
It is well documented that school-based professional development of teachers is becoming a significant approach both for initial teacher education as well as for CPD of teachers. The comparative study on teacher education that centered on the opportunities to learn to teach (Conway, Murphy, Rath, & Hall, 2009) during initial teacher education, with a focus on the school–university relationship and parameters of engagement with pedagogy in teaching practice schools, showed that the concept of integrated professional-learning cultures in the professional preparation of teachers is central to understanding the review and reforms of teacher education. In the study, special attention was paid to teacher education at the system and school levels and its role in creating and sustaining integrated professional-learning cultures to support teacher education in the initial and induction phases of the continuum.
Regarding an integrated professional culture, learning to teach is seen as a task for all in the school. All teachers are encouraged to improve teaching and learning, to collaborate and share practice, and to continue to grow in their profession. The findings showed that opportunities to learn are influenced by the values held in this area by the chief stakeholders: the regulatory bodies for teacher education that lay down the minimum requirements in terms of pedagogical preparation and school-based experience, the university-based teacher educators, the cooperating schools, their principals and teachers, and, not least, the student teachers themselves.
One of the core conditions for learning to teach might be an assisted performance (Tharp & Gallimore, 1988). It situates the person learning to teach in a sea of relationships and cultural symbols that shape, and are shaped by, the learner. From this perspective, while learning to teach, student teachers draw not only on the knowledge, beliefs, and skills they have acquired but also on the cultural and historical legacy of previous generations of teachers—that is, the knowledge embedded in their respective society's cultural tools and signs.
Assisted performance can come in many guises in teacher education. It can include co-planning and/or co-teaching with a mentor teacher or student teacher peer, and may also include various forms of observation, feedback, and support that can be broadly seen as forms of mentoring. The study findings also showed that the quality of learning for prospective and beginning teachers during the practicum is intrinsically connected to the type of learning culture that prevails in the school, as well as the partnership arrangements existing between the placement school and the university or teacher-training college. Schools that have an integrated professional culture offer the optimum conditions for learning to teach, but there can be considerable variation in the experience of students (Hobson et al., 2009; Moore Johnson, 2004) and this reflects the professional-learning culture of the individual schools as well as differences at the institution and system level.
The processes of building up the culture directed at achieving the desirable quality of teachers' education show that any cultural change requires engagement and ownership by all levels of staff within teacher education institutions. When the student perspective is made central to the definition of quality, it makes sense to use front-line staff—teacher educators—to be the architects of a quality culture. Teacher educators have the most frequent contact with students. They engage on a personal level and obtain information that cannot be garnered from impersonal surveys about the quality. They have intimate knowledge of what is required to meet and exceed students' expectations. Improving quality should be perceived as a way of teaching both prospective and practicing teachers.
Toward Beginning Teacher Quality: An Agenda for the Future
Teaching is complex and demanding, and it calls for a high degree of professionalism. We need teachers who develop continually in order to maintain and enhance the highest standards of teaching. At a time when expectations of teachers have never been higher or the challenges of teaching more daunting, there is a huge need to pay attention to the importance of the school site and to the crucial role that principals and experienced teachers play in the effective hiring and induction of the next generation of teachers. The choice to stay or leave is forged in the early months of becoming a teacher through hiring practices; pay and other resources; relationships with students, colleagues, or administrators; and opportunities for learning and leadership. Regarding both emerging trends in teacher demographics and changes in technology, society, and patterns of accountability, an effort is needed to help beginning and in-service teachers meet new challenges by developing and broadening their competencies.
This article helps us to understand the complexity of teacher education for beginning teachers and the contribution that teacher education can make to the quality and effectiveness of the education at schools. Teachers' professional development must be seen as a dynamic identity and decision-making process rather than as a static set of models and as evolving and changing over time. New teachers are required to take control of complex and challenging situations and perform successfully. The new roles and responsibilities expected of teachers and the fact that everybody sees education as being increasingly vital direct our attention to effective continuing professional development throughout a teacher's career. High-quality professional development can have a significant impact on teachers' thinking and practice. The TALIS study indicates that continuing teacher professional development mostly still takes the form of one-off events rather than upgrading qualifications or collaborative research, which teachers report to, have the greatest impact. Countries in which a high percentage of teachers take part in "qualification programs" or "individual and collaborative research" tend to have a higher average number of days of development, but only a small minority of teachers tend to participate in these activities. However, schools and systems need to better match the costs and benefits of, and supply and demand for, professional development. Results from TALIS show that, across countries, relatively few teachers participate in the kinds of professional development that they believe have the largest impact on their work, namely, qualification programs and individual and collaborative research, even if those who do commit considerable time and money to these courses consider them effective. At the same time, the types of activities that teachers consider less effective, namely, one-off education conferences, workshops, and seminars, show comparatively high participation rates.
The existing teaching force can be supported through flexible approaches to career development and employment conditions. Teachers in different career phases have their own generic needs that have to be addressed with regard to teachers' specific context and curricula. One of the challenges faced in relation to teachers' professional development in schools is the fact that it should serve the needs of a number of stakeholders and help teachers to decide what to do, how to do it, and why teachers wish to do it in the contexts in which they work. Differentiating these needs is a rather complex task, but it is one that must be undertaken by everyone involved in any promotion of and planning for teacher learning and development.
Induction programs that support beginning teachers and strategies for mentoring are not only conducive to the well-being of teachers during their first years in post but also an integral part of ongoing professional development. Well-designed induction programs, through which teachers can develop their knowledge, understanding, and skills so that they are appropriately placed to raise standards for students' achievement, are essential to beginning teachers' initial professional development. Such programs should be about more than only learning practical teaching skills: they should be about focusing on learning to reflect on educational purposes, on how to structure and influence the work environment either at a school level or a national level.
School-based professional development consists of a number of methodologies in which teachers take active roles in professional development, such as those related to mentoring and coaching (mentors), critical friendship in action research or in school self-evaluation (critical friends), and facilitation in action research (facilitator) in order to strengthen teachers' professionalism and professional development. If continuous professional development for beginning teachers is to be used effectively in a school, it must be integrated into all of the appropriate parts of school life, policy, and planning. It must be seen as a continuing part of that life, as an essential part of an ongoing cycle of learning that contributes to the continuing growth of the school as a learning community.
For the future good of the teaching profession, all involved in creating the conditions for quality education and quality teachers, especially employers, system leaders, teacher educators, principals, and teachers themselves, should bear responsibility for the professional growth of beginning teachers. What is required by all concerned with recruiting the best candidates to the teaching profession and employing and creating the conditions for professional development is a better understanding of the factors influencing new teachers' development and their learning in school as the workplace. Research agendas for the future might, for example, involve a movement away from discipline-limited atomistic empirical approaches. Understanding how some teachers in some schools manage to build and sustain quality programs for developing beginning teachers' professionalism and professional identity is a key issue for teachers and all those with responsibilities for the quality of in-service teacher education.
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(1.) It is important to note here that in some of the literature the terms "beginning teacher," "beginner teacher," and "new teacher" are used synonymously with "early career teacher," "novice teacher," or newly qualified teacher (NQT) (i.e., teachers entering their first year of teaching after undertaking a program of initial teacher preparation). In using the term "beginning teacher" in this article, the attention is paid to those teachers who are in the first five years of their teaching careers. The terms "recently qualified teacher" and "early professional development" (EPD) apply to the "beginning teachers" between their second and fifth years in post.
(2.) Among 26 countries with comparable data in the OECD's Education at a Glance, 16 countries have a mandatory probation period for teachers. This period usually lasts for one year, but in some countries (Greece, Luxembourg) it lasts for two years, and in Germany it can even be extended to three years. In seven OECD countries, teachers receive job tenure after completing their probationary period. In some countries, such as Austria, six years are necessary to achieve job tenure, whereas there is only a one-month probation period. In some countries a period of time is necessary to hold the tenure, even if there is no probation period.


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Creep Offers "Some Action" To Engaged Girl, Gets Trolled In The Most Brilliant Way
If your girl wants to have breakfast in bed, you better step up. If your girl has a flat tire, you better step up. And if a random stranger keeps messaging your girl, offering her "some action" even though she has already told him you're engaged, again, you better step up. And that's exactly what this fiance did.
After his lady couldn't get rid of her Instagram stalker, he came up with a savage way to completely shut him down. Scroll down to check out the master troll flawlessly executing his plan and let us know in the comments if you think he could be part of our list 30+ Hilarious Boyfriends And Husbands Who Make Sure Relationship Is Never Boring.
Coming up with a savage response that would shut down an online stalker is a form of art, and this fiance has mastered it perfectly
People immediately fell in love with the creative response

subset: commoncrawl


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I also remember Bob Carpenter Center as a tape collector as being a really energetic show. Perhaps they were excited for the impending day off after 6 consecutive nights. Or maybe people like Big Phil and Sue Statesir were in attendance. Maybe they just love Delaware, this was a bigger venue and they just needed to bring the heat. Who knows but it's fun to speculate isn't it?
Also dug this first set. REALLY tasty Chalkdust. Jam this one LOUD (and be ready for the abrupt taper level adjustment 25 seconds in). A signature Glide with that 94 feel of precision and spot on vocals. Many choice selections executed very strongly with a rare Oh Kee Pa >AC/DC Bag closer. I'm sure phans were caught a little off guard with the Bag, but it made for a really neat closer in a time when this tune was a treat. Additionally, it had been a couple years since this combo had been played together after much rotation in 90/91.
The second half of this second set is easily where it's at. A very nice Yamar dedicated by Trey to Sue, and this is where the fireworks begin. This tops version of Yamar leads into a very electric Mike's that melts into a beautiful TMWSIY. First of the tour and in 32 shows since Darien Snake. This takes us into what sounded to me like one of the better Down with Diseases of the tour to this point. Way to finish this show off and give Weekapaug a well deserved night off. Don't sleep on the Bathtub either at 10 minutes.
Unfortunately we only have one source of this show, a stock AKG source that sounds very nice. Sounds to me though like there could be some digital noise and potential overloading of the levels going on in spots on this recording. Warts and all, it's still a nice pull. Hopefully someday we can unearth a new take on the sound in the room this night.
stream 4/18/94 http://www.phishtracks.com/shows/1994-04-18
download 4/18/94 http://db.etree.org/lookup_show.php?shows_key=3048
setlist courtesy of Phish.net
Monday, 04/18/1994
Bob Carpenter Center, University of Delaware, Newark, DE
Set 1: Chalk Dust Torture, Glide > Poor Heart > Julius, My Friend, My Friend > Rift,Split Open and Melt, Dog Faced Boy, The Oh Kee Pa Ceremony > AC/DC Bag
Set 2: Also Sprach Zarathustra > Sample in a Jar, Sparkle > Bathtub Gin, Big Ball Jam> Ya Mar, Mike's Song, The Man Who Stepped Into Yesterday > Avenu Malkenu > The Man Who Stepped Into Yesterday > Down with Disease > Hold Your Head Up > I Wan'na Be Like You > Hold Your Head Up, Cavern
Encore: Good Times Bad Times


text: Carbs: Too Little or Too Much 03/25/2019 Blog category: Fitness Tips Making sure your diet is balanced with protein, carbohydrates, vegetables, and fats is important, but what happens if we don't eat enough or too much of these important foods? How does it affect our bodies? We've already reviewed protein, so let's take a look at carbohydrates. Knowing what you should can be confusing, since there is so much inconsistent information out there on nutrition. At Farrell's, we take the guesswork out of what to eat, how much and when. When you follow our tried and true, whole-food nutrition plan, you will experience results. And feel the transformation in your body and mind that only nutrient-packed food can deliver. Claim your free week What are Carbs? Carbohydrates are our body's main source for energy. There are simple and complex carbohydrates. Simple Carbs Simple carbs are foods with single and double sugar molecules. This includes glucose, fructose and sucrose. Common simple carb foods include: Milk (also a protein) Table sugar Fruit Complex Carbs Complex carbs are foods that include multiple sugar molecules linked together by "starch." Foods rich in complex carbs include: Legumes Grains Starchy vegetables like corn and peas Pasta Bread Glycemic Index Explained The glycemic index (GI) is a measurement of how much blood sugar (fuel) increases based on carbohydrate intake. The higher the GI number, the more blood sugar rises. The Farrell's nutrition plan was made to supply members with a low glycemic load that keeps them in "burn mode" throughout the day, avoiding cravings and having too much food. Related: 8 Reasons Why Strength Training is Important 5 Effects of Too Little Carbs Carbs are an vital macronutrient. Removing or limiting carbs from your diet can have some side effects that we've outlined below. 1. Energy Loss & Fatigue—Carbs are our central fuel source. Not eating enough healthy carbs decreases the body's fuel source. If you don't have enough glucose from healthy carbs to burn, the body will begin burning fat. Doesn't sound bad, but for people who are active, exhaustion and energy loss will occur quickly and long-term effects could mean decreased performance. 2. Constipation—Our dietary fiber comes from complex carbs and is essential for bathroom regularity. A low-carb diet may cause constipation, so it's important to make sure you're eating enough healthy fiber, or "roughage" as they used to say, to be regular. 3. Mood Changes—Carbohydrates have been connected to the release of serotonin in the brain, which is the chemical responsible for making us feel happy. Too few healthy carbs can mean a decline in serotonin levels, possibly producing mood changes like anger, sadness, and even mild symptoms of depression. 4. Hypoglycemia—Not enough carbs can mean low blood sugar, which can lead to hypoglycemia. Signs of hypoglycemia include shakiness, dizziness, hunger, weakness, and difficulty speaking. 5. Ketosis—Ketosis is a natural metabolic operation. If you don't have ample glucose (energy) from carbs to burn, your body will start burning fat, which is known as ketosis. During this process, your body makes ketones for a fuel source. If you're following a balanced diet, this won't be a problem and your body adjusts to your levels. Where ketosis can become unhealthy is when your body accrues too many ketones from lack of energy, which can lead to dehydration and a chemical imbalance in the blood. Many individuals adopt a low-carb ketogenic diet for weight loss, but it needs to be balanced to make certain you're still getting an ample amount of what your body requires to perform normally.Related: Why HIIT is Good for Losing Weight & Burning Fat 3 Effects of Too Many Carbs What could happen to your body if you eat too many unhealthy carbs? 1. Sugar Crash—We've all gone through it. The blood sugar roller coaster of eating too many refined carbs and then suddenly crashing and feeling sleepy. Eating carbs high on the glycemic index can cause a hike in blood sugar because they are quickly digested versus carbs that are high in fiber that digest at a slower pace, discharging energy over time. When this spike happens, our bodies release hormones to regulate blood sugar, which prompts the crash. Carbs that are complex and high in fiber will help avoid the carb spike and crash. 2. Type 2 Diabetes—While not an immediate cause of eating too many high-glycemic carbs, a high-carb diet can put you at risk for developing type 2 diabetes. Eating the right portion size is essential for reducing the risk of having type 2 diabetes. While carbs, and the sugars from carbs, are necessary for proper function, they need to be portioned for what is needed. An overabundance of sugary drinks and foods is what puts you at risk. Adding just one serving of a sweetened drink to your diet daily ups your risk by 15 percent, according to a study from the Harvard School of Public Health, published in November 2010 in Diabetes Care. 3. Weight Gain—Consuming too many refined carbs or high-glycemic carbs can also lead to weight gain, which could lead to becoming overweight or obese, which can lead to a number of other issues like stroke, heart disease, and sleep apnea. Eating too many carbs, like any macronutrient, means we have too much in our bodies. When we have this overload, our body keeps the excess as fat.Related: 9 Easy Ways to Look & Feel Younger When devising meals and grocery shopping, make a habit to read the nutrition label. Stay away from foods that have added sugar and sweeteners and drink water in place of sugary drinks and sodas. If you're following your Farrell's nutrition plan, you're already taking in the correct, balanced nutrition your body needs to work successfully and efficiently to perform in and outside of the gym. If you're currently not a member of Farrell's and not achieving your fitness goals, contact one of our locations or enroll in our next session to undergo a real fitness transformation! We also offer a free week of fitness classes! Sources: LiveStrong Everyday Health LiveStrong Back to Blog


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From the get-go, the Rebel® challenged conventional thinking. And the All-New 2019 Ram 1500 Rebel 12 goes even further with an interior loaded with more premium features than you would ever expect in a rugged high-performance truck.
Channel the universe through a Largest-in-Class 12-inch Uconnect® touchscreen that takes pride of place at the center of the dashboard. It is loaded with user-friendly features like Navigation, Apple CarPlay® support, Android Auto™ integration and a customizable home screen with split-screen capability.
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Best WordPress Black Friday & Cyber Monday Offers 2019
Celebrate the biggest sale of the year 2019 with tempting WordPress Halloween deals and discounts on WordPress themes, plugins, hosting services, SEO, and social media marketing tools from your favorite service providers around the world.
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Validity Date: 26th Nov-4th Dec 2019
Happy Elementor Addons- 35% Off
Happy Addons creates a buzz in the Elementor community for the super flexible customization. This widget is another premium creation of weDevs. You can get the 35% discount on this amazing Elementor Extension to give your site a new height.
Discount Offer: 35% 0ff on all packages.
Coupon Code: BFCM2019
Validity Date: 26th Nov – 4th Dec 2019
Themeum – 50% Off on All Products!
Themeum has a smart and massive collection of WordPress themes and plugins. In this festive season, they have come with a flat 50% off on all their themes and plugins. This includes all plans, single purchases, bundles, upgrading and everything else. You can also save a massive $400 on purchasing a lifetime multisite deal of Tutor LMS!
Discount Offer: 50% Off on All Products
Coupon Code: BLACKFRIDAY50
Validity Date: From 25th November to 5th December 2019
Elementor – Flat 20% Off on All Packages
From a freelancer to a well-established company, any website can grab the advantage of Elementor. It is the pioneer of the drag and drops page builder plugin for WP. Elementor is best known for bringing your imagination in real web design. Like the previous year, Elementor provides a 20% discount for plus and expert packages.
Discount Offer: 20% off on all premium plans
Coupon Code: Not Required
Validity Date: Till 31st October 2019
OptinMonster – Up to 50% Off on All Plan
OptinMonster is a premium WP lead generation software. Online marketers often use this standalone system to monetize web traffic and convert them into a customer. This outstanding customer acquisition system offers up to 50% discount on their packages.
Regular Price: $39/month
Offer Price: $19/month (Up to 55% discount for all packages)
Coupon Code: No code need
Validity Date: Until further notice
Icegram- 30% Off Sitewide
Icegram provides highly functional and user-friendly WordPress plugins for lead capture, call to action, and email marketing. It is easy to customize for screaming your brand voice worldwide. They have arranged their Halloween bucket with amazing offers and profitable deals for their customers.
Discount Deal: Flat 30% sitewide + BONUS
Coupon Code: No code need.
Validity Date: 22nd Nov – 3rd Dec
StoreApps- Up to 30% Discount
Storeapps can supercharge your WooCommerce store with powerful and feature-rich plugins to sell more, save time in-store management, retain more customers and make better decisions. This October they are lavishing their clients with attractive WordPress Halloween deals to avail.
Discount Offer: Flat 30% sitewide + BONUS
Coupon Code: No code need.
Validity Date: 22nd Nov – 3rd Dec
Get Astra- Flat 20% Off on All Packages
GetAstra ensures the site's security and prevents all types of damages. You can easily install and maintain the plugin on your WordPress site. Moreover, it will keep your site secure from hackers, internet threats & bots. They are celebrating this festive season with 20% off on all their plans.
Discount Offer: Flat 20% off on all plans.
Coupon Code: No code need.
Validity Date: Until further notice.
Password Policy Manager
Password Policy Manager ensures the security of your website & WooCommerce store configuring policies for users & customers to use strong passwords.
Discount Offer: 40% discount on all the premium plans
Coupon Code: BF201940
Validity Date: From 27th November until 3rd December 2019
BlogVault is the go-to for WordPress backup, staging, migration & security. Trusted by over 200,000+ websites, it can backup or migrate a 300 GB site without overloading your server. It also boasts of the fastest website recovery tool (< 5 mins) and powers migrations for popular web hosts like WPEngine, FlyWheel, and Pantheon.
Discount Offer: 40% off on Annual Plans
Coupon Code: N/A
Validity: Nov 27th, 2019 – Dec 3rd, 2019
BuddyBoss- 30% OFF sitewide
BuddyBoss is a powerful solution to create a successful online platform on WordPress. You can sell memberships, courses, and build online communities using BuddyBoss for your WordPress site.
Discount Offer: 30% OFF sitewide
Coupon Code: BLACKFRIDAY2019
Validity: Nov 24th, 2019 – Nov 29th, 2019
Best WordPress Themes Deals 2019
- Themify
- Template Sell
- AccessPress Themes
- WPBuffs
- TemplateMonster
- Degree Themes
- iThemes
- Theme Junkie
- Themebeez
- AccessPress Themes
- 8 Degree Themes
- Woostify
Themify – 30% Off on All Products
Themify themes and plugins have been contributing to this industry for the last ten years. You can build beautiful, responsive and highly functional websites with their vast collection of premium WordPress themes and plugins.
Like others, they have also come up with the best WordPress Black Friday discounts on all products including themes, plugins, bundles, add-ons, and others. Grab the best deal before it ends!
Discount Offer: 30% off on all purchases & 50% off for the lifetime club
Coupon Code: BOO30.
Validity Date: October 28- November 1.
Template Sell– UPTO 30% Off on All Premium Items!
This season you can celebrate a huge discount with Template Sell. They offered up to 30% discounts on all its premium items including WordPress themes and HTML templates. Confirm your deal within November 1st, 2019 because it is available for a limited time period.
Coupon Code: halloween30
Validity Date: From now until November 1, 2019
AccessPress Themes – 30% Off on All Premium Themes!
AccessPress allows you to design your WordPress sites with parallax design and effects. They provide free and premium themes and plugins to make your site stand out of the crowd. This year they are offering a flat 30% discount on all their premium themes.
Discount offer: 30% off on all premium themes
Coupon Code: BFCM2019
Validity Date: Until 5th December 2019
CSSIGNITER -30% OFF On Any Purchase!
Since 2012 CSSIGNITER has been supporting a large number of professionals and business owners. They provide enormous support without any confusing part. You can get their amazing premium WordPress themes & plugins at a discount price in this festive season.
Discount Offer: 30% off on all plans.
Coupon Code: SPOOKY2019
Validity Date: 25th October to 4th November 2019
WPMRR- 75% Off On All Video Courses!
WPMRR offers different types of podcasts, Webinars and Video Tutorials to teach you about building WordPress sites and handling them effectively. This course site helps you to implement, sell and execute website care plans. Ensure the best deal with WPMMR this October as they are offering 75% off on their courses.
Discount Offer: 75% Discount on all courses.
Coupon Code: AWYEAH
Validity Date: Valid till 14th November 2019.
WP BUFFS – 10% Off On All Care Plans!
WP Buffs provides 24/7 WordPress website maintenance and support. You can do various customization of your site with WP Buffs. They are well-known for website customization, speed optimization, security, 24/7 monitoring, and others. This October they are offering 10% off on all WordPress care plans and packages.
Discount Offer: 10% off all on all packages.
Coupon Code: BOO2019
Validity Date: From now to 1st November 2019.
TemplateMonster – 50% Off On All Products!
Template Monster is a marketplace with a large collection of WordPress themes, website templates, eCommerce templates, plugins, and other category based themes and templates for your business. Also, it has a special bundle offer for Elementor users. This year you can enjoy 50% off on their hot selling products.
Discount Offer: 50% off on all products.
Coupon Code: Not required
Validity Date: November 21st – December 3rd
8 Degree Themes – 30% Off on All Premium Themes!
8Degree Themes is a WordPress marketplace with a large variety of WordPress Themes such as multipurpose, blog, magazine, WooCommerce, Photography, law and many more. They support 18+ premium WordPress themes.
Discount Offer: 30% off on all premium themes.
Coupon Code: blackfriday2019
Validity Date: Until 5th December 2019.
iThemes – 50% Off for Everything!
iTheme provides all kinds of supports and essential tools to build your site along with keeping it secured. Choose the right plan for your business and treat yourself with 50% off on all packages.
Discount Offer: 50% off on all plans.
Coupon Code: wptoolkit50m
Validity Date: Until November 30, 2019.
Theme Junkie – 75% Off on All Theme Packages!
This October you can save your money with the best deal from Theme Junkie. They provide 60+ themes, support, and domain license to empower WordPress sites.
Regular Price: $99/year
Offer Price: $24/year
Coupon Code: No code need.
Validity Date: Until further notice.
Themebeez – 40% Off on All Premium Themes
Themebeez is a one-stop solution for WordPress theme, plugins, and service. You will get amazing products and great support with them and it requires zero code knowledge.
Discount Offer: 40% Off on all Premium WordPress Themes
Coupon Code: halloween2019
Validity Date: Until 5th November 2019
Woostify- Powerful WooCommerce Theme
Woostify is a Free Powerful WordPress WooCommerce theme. The Pro version comes up with a variety of awesome features such as Mega Menu, Sale Notification, Size Guide, Sticky add to Cart Button, Buy Now, Elementor Bundle, etc.
This year, they have come with some amazing deals for their valued clients.
Discount Offer: 40% Off on all Premium WooCommerce Themes
Coupon Code: BLACKOFF
Validity Date: Nov 26-Dec 06, 2019
WordPress Halloween Deals 2019: Best SEO & Marketing Tools
- SEMRush
- Long Tail Pro
- Back-up Buddy
- SE Ranking
SEMRush- 60% Off On All Packages
SEMRush is one of the most powerful analytical tools for digital marketers. It helps to set strategies to convert a visitor into a customer. Besides analytics, new content analytics attracts users. The company offers a flat 60% off for all the packages in this October.
Regular Price: $200/year
Offer Price: $80/year
Coupon Code: No code required.
Validity Date: Start from 23rd November 2019
Long Tail Pro – 30% Off on All Annual Plans
Long Tail Pro is well-accepted tools among the Affiliate Marketers to find out low competitive and high search volume buying keywords. This makes the marketers' life easy to drag sales in less SEO effort. The company offers a 30% flat discount for all the monthly and yearly packages.
Regular Price: $297/year
Offer Price: $207/year
Coupon Code: No code need.
Validity Date: Until further notice.
Back-up Buddy – 35% Off
You can keep a back up of your entire WordPress website with Back-up Buddy. Secure your site with just a few clicks at a 35% discount and save your pocket through October 31.
Regular Price: $80/year
Offer Price: $52/year
Coupon Code: TREAT35
Validity Date: 31st of October 2019.
SE Ranking – 30% OFF
SE Ranking is an all-in-one cloud-based SEO and digital marketing platform for business owners, SEO pros and digital agencies.
The platform offers a complete set of tools that enables small and midsize businesses to run a comprehensive on and off-page website audit, analyze competitors, track rankings, collect and group keywords, monitor backlink, get automated SEO reports, and do so much more.
Regular Price: $89/month
Offer Price: $26.7
Coupon Code: BLACKFRIDAY2019
Validity Date: December 2 at midnight EST
Other Attractive WordPress Black Friday Deals 2019
- themehunk
- Brainstorm Force
- Premium Press
- Advanced Coupons
- CheckoutWC
- Tyche Softwares
- pixelemu
- Plugmatter
- nestify
- 7theme
- 99robots
- AliDropship
- MotoPress
- MailOptin
- gg
- WP Sent Mail
- Advanced Content Templates
- Hookturn
- Live Agent
- BARN2 Plugins
- Edwiser
- flycart
- ThemeGrill
- WPEverest
- Zakra Theme
- Qode Interactive
- 10web
Discount Offer: 35% Off all Flothemes and up to $179 Off bundle deals
Coupon Code: Not required
Validity Date: November 18th – December 1st
Discount Offer: 30% off on premium themes
Coupon Code: PRODUCT30
Validity Date: Till 05-12-2019
Brainstorm Force
Discount Offer: 30% OFF on all purchases and upgrades
Coupon Code: Auto-applied on the pricing page
Validity Date: 25th November 2019 (12:00 am EST) – 4th December 2019 (12:00 pm EST)
Premium Press
Discount Offer: 70% discount off the original price
Coupon Code: C
Validity Date: Until 31st Dec 2019
Advanced Coupons
Discount Offer: 30% OFF on ANY License + Store Owner's Ebook Blister Pack (7x Ebooks For Growing WooCommerce Stores)
Coupon Code: BF2019
Validity Date: November 25 to Dec 2 Midnight
Discount Offer: 30% discount for all licenses
Coupon Code: BLACKFRIDAY
Validity Date: This offer is valid until December 3, 2019
Tyche Softwares
Discount Offer: 35% off on all plugins, bundles & license upgrades
Discount Code: BFCM19
Validity Date: 25 Nov 2019 to 2 Dec 2019
Discount Offer: 50% OFF on WordPress themes
Discount Code: BLACK2019
Validity Date: 25th November – 2nd December 2019.
Discount Offer: Lifetime 50% OFF
Discount Coupon: WPSBF50OFF
Validity Date: Until further notice
Discount Offer: 30% On all products
Coupon Code: NEST30OFF
Validity Date: 28 Nov 2019 to 4th Dec 2019
Discount Offer: Up to 50% Off
Coupon Code: Not required
Validity Date: Nov 29th to Dec 6th 2019
Discount Offer: 30% discount on all WordPress themes
Coupon Code: blckfrdy
Validity Date: 25th November-3rd December
Discount Offer: 50% of any product OR the All Access Product Pass
Coupon Code: BLACKFRIDAY50
Validity Date: Nov 25 – Dec 3, 2019
Discount Offer: Get a 35% OFF the AliDropship Plugins, add-ons and themes
Coupon Code: WEDEVS35
Validity Date: November, 27th – December, 3rd, 2019
Discount Offer: 40% discount on all our products and membership
Coupon Code: bf2019
Validity Date: From November 22 till December 4
Discount Offer:
Coupon Code: BFCM2019
Validity Date: Valid from November 29th to December 3rd 2019
Advanced Content Templates
Discount Offer: 30% discount for all licenses.
Coupon Code: BLACKFRIDAY
Validity Date: From 27th Nov-4th Dec
WP Sent Mail
Discount Offer: 30% discount for all licenses
Coupon Code: BLACKFRIDAY
Validity Date: From 27th Nov-4th Dec
Discount Offer: 40% off all pro/dev licenses
Coupon Code: No coupon code is required
Validity Date: From 27th Nov-3rd Dec
Live Agent
Discount Offer: $100 credit for LiveAgent and Post Affiliate Pro
Coupon Code: No coupon code is required
Validity Date: 25/11/2019 – 03/12/2019
Discount Offer: 30% Off on all licenses
Coupon Code: BLACKWEEKEND2019
Validity Date: Valid From Friday, 29th November 2019 (from 00:00) Valid until Monday, 02nd December 2019 (until 23:59)
BARN2 Plugins
Discount Offer: 50% discount
Coupon Code: BARN2CYBER2019
Validity Date: 29 November to 2nd December
Discount Offer: 25% discount on all our Edwiser products
Coupon Code: EDBFCM19
Validity Date: From 29th November 2019 to 2nd December 2019
Discount Offer: 30% OFF Black Friday
Coupon Code: No Coupon Code Required
Validity Date: Until further notice
Discount Offer: 30% off any purchase
Coupon Code: BLACKFRIDAY19 and CYBERMONDAY19
Validity Date: Start on November 28th and end on December 3rd.
Discount Offer: 30% off on all products
Coupon Code: BFCM30 (applicable on all products and bundles on the site)
Validity Date: 28th November 2019 – 2nd December 2019
Discount Offer: 35% off on all of our premium themes or theme bundles
Coupon Code: BFCM2019
Validity Date: 23 Nov-2 Dec 2019
Discount Offer: 35% off on all our plugins and their add-ons
Coupon Code: BFCM2019
Validity Date: 23 Nov-2 Dec 2019
Zakra Theme
Discount Offer: 35% off on all amazing theme
Coupon Code: BFCM2019
Validity Date: 23 Nov-2 Dec 2019
Qode Interactive
Discount Offer: 50% off on 8 premium
Coupon Code: Not required
Validity Date: Starts on Tuesday, November 26th, 2019 at 12pm and ends on Tuesday, December 3rd, 2019 at 8pm (AEDT)
Regular price: $20
Offer price: $6
Coupon Code: Will be auto-applied
Validity Date: Until further notice
Make Your Mind And Ensure The Best Deal
Out of the thousand deals floating on the web, we have picked the best offers for your small-large enterprises that use WordPress. Hopefully, your business will crack a great discount at this festival. Treat yourself first with the best WordPress Halloween discounts and don't miss the rest.
Moreover, you can add your valuable thoughts and other useful WordPress Halloween deals, Black Friday and Cyber Monday offer in the comments.


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Highest Quality Learning
Regular investment in our facilities helps improve the learning experience for all.
Nord Anglia Education
Through Nord Anglia University our teaching staff maintain the highest standards of a rigorous British education.
Student Aspirations
We aim for all our students to become 'Global Learners, Aspiring Leaders.'
Global Opportunities
We are a truly international school with students attending from over 70 different countries
Admissions are open
We operate an open admissions policy because we believe that given the right learning environment every child can grow and thrive to be an outstanding success in life.
Any questions?
We have a dedicated team waiting to hear from you and support with your transition to the School.
Through our Connect section you can find out the latest from our school and from other schools in the Nord Anglia Education global family.
Be Ambitious
The British School Warsaw has been running the International Baccalaureate Diploma Programme since 2001. It is the best course to follow for entry to the best universities, worldwide.
Assistant Head Inclusion, Year 7 Tutor
I have been teaching English to speakers of other languages for over 25 years. I started in Burma in a little international school and then worked with Secondary and Tertiary student at the British Council.
I then worked in a very successful British International school in Bangkok Thailand for 15 years teaching children in Reception and Key Stage 1. In 2006 I moved to the British International school Jeddah in Saudi Arabia where I taught Key Stage 2 and headed the support programmes in both English as a Second Language and Special Educational Needs. I join the British School Warsaw with my husband Louis Bezodis.
Read full profile
Early Years Teacher
My most recent posting is Leman International School, Chengdu, China. My husband and I have taught there for 5 years, during which it became part of the Nord Anglia Group. So we are continuing in a school which sets high standards, though we are looking forward to moving to a larger school where we will meet new colleagues and have new experiences with a European flavour.
I have taught for 25 years including, 14 years in two different schools in China and also in British Schools in Thailand and Qatar. I have been an Early Years coordinator and have attended a number of courses throughout the world related to the Early Years Foundation Stage and International Early Years Curriculum.
EAL Teacher
After graduating from Chopin University of Music in Warsaw with MA Instrumental Education (Piano) I worked in London as a piano teacher for 5 years. More recently I decided to train as a primary teacher and completed PGCE at Oxford Brookes University. To further develop my knowledge about early childhood education I also studied towards Montessori Diploma at MCI St Nicholas. My keen interest in linguistics led me to complete CELTA (Certificate in English Language Teaching) validated by University of Cambridge as well as to study towards MA Teaching English to Speakers of Other Languages at King's College, University of London.
I was fortunate to work in a wide range of schools in both public and private sector, including one of the top London prep schools in Notting Hill area. I am really excited to be joining TBS and starting my new adventure back in Poland!


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Watch The Most Deadly Traps In Jigsaw, As The Movie Will Be Released in 4 days
As the full release of the iconic horror-thriller movie is just 4 days away, Jigsaw– here are the top most deadly traps in the horror movie. The traps are deadly, scary and bloody, please do not watch with kids or if you are the fragile type. Jigsaw follows a mysterious man, who entraps group of victims to play sadistic cruel games of life and death. The Police later got evidence that links back to Jigsaw, the infamous killer who died 10 years earlier. Watch the most deadly traps in the movie above.


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Nightfever is back at St Aloysius Church in Glasgow on Saturday 1st February and organisers need your help!
This special event has been running in Glasgow for over a year now and has proved to be an incredible success, bringing people from the busy centre streets of Glasgow into the Church.
The event is organised by young people from across the Archdiocese of Glasgow and beyond and starts at 5.45pm with Holy Mass. The Blessed Sacrament is then placed on the altar and the Church, lit only by candles, is plunged into profound adoration of the Eucharist until 11pm.