ABSTRACT
The introduction to this book outlined briefly the structure and parameters of the Keele Effective Educators Project (KEEP), while the previous chapter considered the policy framework within which CPD has operated over the past decade and beyond. We now turn to INSET at a micropolitical level by outlining the ways in which the schools participating in the KEEP project identify the parameters of CPD and determine their strategies for pursuing their development remit. We begin by identifying more closely the ways in which professional development is conceived and operationalized by staff in the project schools.
