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Purpose The purpose of this paper is to propose a model for holistic professional development as an alternative to practices that have been piecemeal and curriculum focused ignoring, in particular, the critical dimension of management development. Design/methodology/approach A conceptual framework for considering professional development needs is provided in the form of an holistic model. The model, with its meshed infrastructure of appropriate educational leadership, performance management and strategic management suggests that four essential dimensions – curriculum, management, school and personal development – can be adapted as a basis for planning and evaluating a school's professional development programme. Findings Leaders at both system and school level should be interested in the insights provided and challenged to think differently about current practice and the implications for strategic management when the active management of professional development is made a priority. Originality/value The paper fulfils a need to provide educational managers with conceptual tools for planning and evaluating professional development programmes.
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Carol Cardno (2005) studied this question.
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