We would like to acknowledge the help, support and encouragement as well as the creative contribution of the many colleagues who have played significant roles in the development of the work documented in this book.
We are grateful to the University of Cambridge School of Education for funding the latter stages of the research and to Canterbury Christ Church University College for funding the earlier stages.
Partnership ventures such as those described in the book can only succeed when senior staff in schools are willing to take risks and adopt innovatory programmes. We are therefore particularly grateful to the Headteachers and staff in the following project schools in Kent: Angley School, Bennett Memorial School, Diocesan St Gregorys Catholic Comprehensive School, St Johns RC Comprehensive School and Southlands Community Comprehensive School. These schools not only entered into a collaborative venture but also participated as research partners. The teachers who chose to participate in the school improvement scheme in these schools and many others in Kent are to be commended and admired for their courage and hard work. They have all voluntarily taken on the very demanding work of initiating and sustaining change; they have dared also to reflect on their own values, competence and understanding and to make this visible to others.
The research and development work documented here built on that led by our colleague Dr Chris White, who encouraged and supported David Frost in his early experiments. We would also like to acknowledge the role of Jim Nixon, a senior teacher with whom David collaborated in the pilot project. His own determination to develop continuing professional development in his school provided the basis for this work. Similarly, we owe a debt of gratitude to other in-school co-ordinators and associate tutors including Felix Hatch, Rosanne Mullings, Jane Percy, Penny Skoyles and Russell Sullivan.
We want also to acknowledge the hard work and creative energy of Phil Poole and his TITLE team who helped us to set up CANTARNET, the web-based teachers’ network which is central to the developments described in this book. Thanks also to Patrick Sills and James Learmonth for their contributions.