What does effective (CPD) Professional Development look like?

Extensive research that teachers have the most significant influence on pupil achievement and outcomes, so if the quality of teaching is the most important in-school factor of our pupils achieving, appropriate investment in the teacher workforce is essential. But what does that look like and how can we be sure we are making the right choices?

 

Undeniably, the pandemic has altered the education landscape and has ultimately thrown teachers into unchartered territory, so in this ever-changing world, professional learning (CPD) can serve as a powerful vehicle as school leaders navigate their way through the complexities of Covid recovery. Therefore, recognising the school workforce as ‘Lifelong Learners’, is paramount to ensure they are best equipped with a tool kit to serve children; emotionally, socially and academically for the 21st century world that awaits them. Quite simply the more that teachers develop, the more pupils will succeed.

 

Professional development plays a crucial part in improving not only the quality of teaching but also teacher confidence and ultimately teacher retention, given this, how can schools be sure that CPD opportunities available to their staff are effective, and that money and time – both precious commodities – are well spent?

 

The most obvious port of call is the Standard for teachers' professional development implementation guidance (DfE, 2016), which are informed and built around a large body of research and evidence that endorse what effective CPD looks like. (Timperley et al 2015; Cordingley et al 2015). An awareness and understanding of these will sharpen teachers and leaders’ decision-making and are integral to the due diligence process. Knowledge is power and these standards should be at the heart of all great Teacher Development Programmes.

 

What should I look for when selecting a Professional Development Programme?

Key things to look out for are underpinned by five building blocks as summarised here:

• First and foremost,  check that programme design and content demonstrates explicit links to improving and evaluating pupil outcomes. The question becomes: What impact are these activities/ interventions going to have on the children in my class?

 

• Time is precious, ensure it is spent only on the highest quality learning opportunities that draw upon robust evidence and expertise.  The question becomes: Am I engaging with experiences that are deliberately designed to impact on classroom practice and if so, what is the evidence base?

 

• Quality CPD provides opportunities for participants to collaborate and experience expert challenge. The question becomes: What opportunities are there to engage in professional rich dialogue with colleagues and access peer on peer support such as mentoring and coaching?

 

• Professional development should be structured and sustained over time, lasting at least two terms in order to bring about significant organisational and cultural change, (Cordingley et al. 2015). The question becomes: ‘What opportunities are there to implement new approaches and reflect upon their impact?

 

• Finally for any professional development to be successful, such principles need to be endorsed and prioritised by school leadership. The question becomes: What is the vision and culture for professional development in my school?  What is the CPD strategy and how does it link to school improvement?

 

In raising the profile, of the Standards for Teachers Professional Development, it is delightful to see them referenced in the new Head Teacher Standards and the new Leadership NPQs. If we can do a better job of supporting our teaching workforce, through effective engagement with high quality CPD, this will lead to an increase in pupil attainment, helping close the gap for the most disadvantaged and crucially have a strong impact on teachers at all career stages to support the recruitment and retention of teachers in our profession.

Emma Dobson - Head of Professional Learning