Why focus on continuous professional development?
Wiliam suggests that ‘teacher quality is the most important ingredient of an effective education system’ (2014, p. 4). A key measurement of the effectiveness of an education is the outcomes of students in the school. Research conducted by Fletcher-Wood and Zuccollo in 2020 suggests that high-quality CPD for teachers has a significant effect on pupils’ learning outcomes. It therefore appears logical to develop the quality of the CPD provision in schools and to further our understanding of what ‘high quality’ looks like.
What have we changed?
Our previous model was dominated by whole-school CPD, covering the core priorities of the school, with very similar training provided to all staff. Statutory training is an essential example of whole-school CPD; however, such an approach cannot always support the distinctiveness of specific subjects and the nuances in delivery of these subjects. The new approach has split CPD into thre
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