ABSTRACT
This chapter reports on school development planning in England and Wales, and on the implications this has for teachers’ professional development, through a case study of a faculty of science in a secondary school. Development planning has become increasingly emphasised in England and Wales as a means of helping teachers handle multiple concurrent demands for change within existing resources. This chapter considers within-school efforts to plan for development in science education and the implications this has for extending professionality. It is clear that school development planning brings to the surface a great deal more than mechanistic planning practices. There are many skills and awarenesses to be identified from the detail and texture of teachers’ work.
