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Unfortunately the practical realities of running a school can mean that not enough attention is paid to the classroom level. School administrators and leaders can spend most of their time on operational and administrative matters. This guide focuses on classroom-level activity, providing support and guidance to Cambridge schools that want to improve the quality of teaching and learning.  \nThere are many effective approaches to teaching Cambridge programmes. No two schools are identical, even in a common culture, let alone in an environment as rich and diverse as the Cambridge community. How you prioritise the principles and practices identified in this guide, and how you implement them, will vary considerably. This will depend on the culture and values of your school as well as the level of the school’s development. Effective educational practice is the result of local ownership and leadership. It must involve careful management of the large number of inter-dependent variables that contribute to it. Only you know your school and its community, and only you can drive school improvement. Cambridge International’s role is to support you, to help you make the right decisions for your school.  \nI hope this guide will prove useful to school leaders as a resource to help evaluate and then develop practice. I also hope you will be inspired to become active within our community of schools. One of the implicit themes throughout this guide is that no individual teacher, school leader or school should ever work in isolation. We all improve our professional practice with critical and supportive friendship.  \nDr Tristian Stobie  \nDirector of Education, Cambridge Assessment International Education  \n2 Developing your school with Cambridge learner attributes A guide for school leaders  \n1: Introduction  \n1.1 Audience, aim, purpose and focus of the guide  \nMany books and articles have been written about improvement in schools and school systems over the past two decades. This has been a period of intense international interest in educational quality and standards. Today, we are in a position where thereis a wealth of theory and research evidence about what makes an effective school anda quality education. This material is not always easily available to school leaders and teachers in a practical and coherent form. This Cambridge guide is designed to meet this need for schools that:  \n• provide one or more of the Cambridge curriculum programmes for their learners  \n• aspire to achieve a high standard of education for these learners  \n• are committed to the ongoing process of school development.  \nThis guide will help school leaders and teachers to understand, and put into practice in their ow","cbCaiimWXN17kIIn","https://ap.wps.com/l/cbCaiimWXN17kIIn","pdf",2809355,75,"English","# 1: Introduction\n## 1.1 Audience, aim, purpose and focus of the guide\n# 2: Creating the school development plan\n# 3: Developing policies that support improvements in teaching and learning\n# 4: Teaching Cambridge programmes\n# 5: Improving student learning through assessment and feedback\n# 6: Evaluating teaching\n# 7: Planning and managing a whole-school professional development programme\n# 8: Working with us\n# References\n# Annotated bibliography\n# Glossary","[{\"question\":\"Who is the primary audience for this guide?\",\"answer\":\"The primary audience is schools newly registered with Cambridge International, including those working through the registration process. It also suits well-established schools that have already met Cambridge registration standards.\"},{\"question\":\"What main focus does the guide emphasize?\",\"answer\":\"The guide focuses on classroom-level activity and on supporting Cambridge schools to improve the quality of teaching and learning.\"},{\"question\":\"How long does the guide’s recommended timescale of school development cover?\",\"answer\":\"The activities in the guide cover a period of about 3–5 years, aligned with ongoing cycles of implementation, monitoring, review, and revision.\"}]","Developing your school with Cambridge - A guide for school leaders | PDF",189]