William Gray, Deputy Headteacher, Westerhope Primary School, UK
Kirstin Mulholland, Assistant Professor, Northumbria University, UK; Local Leader of Mathematics Education, Great North Maths Hub, UK
The research is clear that teachers’ professional development (PD) can positively impact pupil outcomes (Cordingley et al., 2015; Rauch and Coe, 2019; Sancar et al., 2021), with some sources suggesting that teacher quality accounts for up to 40 per cent of variance in learning (Sutton Trust, 2011). Despite this, until recently, research on what PD is, what it looks like and how it should be delivered has been relatively limited (EEF, 2021). In their guidance report, the Education Endowment Foundation (EEF, 2021) emphasises the importance of a balanced approach to PD design that incorporates mechanisms to build knowledge, motivate staff, develop teaching techniques and embed practice. From our perspective as primary mathematics subject and PD leads, this article provides a case study of t
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