How do current educational issues impact upon the role of an Advanced Professional Practitioner?

‘A complete and generous education [is that which] fits a man to perform justly, skilfully and magnanimously all the offices public and private, of peace and war’ defines Milton. Such a quote is a drop in the ocean of debates that rage between what means, and for that matter ends, educational systems should deliver. It is the role of an APP to investigate this debate and all its facets in order to develop the most effective programs and initiatives for their educational sector.

The APP should be looking to design and/or develop learning programs which develop student achievement in terms of academic and personal growth. An example of this would be Howard Gardner’s concept of multiple intelligence being utilised as a guide for a new learning program at Camborn School, History Department (Welham, J, 1999).

Furthermore, the APP must be aware of current theories of knowledge which are emanating from the neurological science. A study by Blakemore and Frith urges that there must be ‘a common vocabulary between the brain scientists and educationers’ (Blakemore, S-J. and Frith, U. 2000).

With regard to teaching and learning APPs awareness of such strategies is paramount in the success of any educational sector. Research such as the Constructivist Learning as explored by Abbott and Ryan (1999) can allow for a collaboration of educational practice and brain research. Practical examples of successful initiatives, such as drama being used to raise boys achievement (Rubery, P. 2005) should complement scientific research. In both areas there needs to be accessibility to knowledge for the APP. Accessibility to knowledge, use of research in developing school performance will allow for professional development.