References Coe, R. What makes great teaching: Review of the underpinning research. Evaluation: Why, What, How? Developing Great Teaching: Lessons from the international reviews into effective professional development. Teacher Development Trust. Cordingley, P. Developing great subject teaching: Rapid evidence review of subject-specific continuing professional development in the UK. Effective Teacher Professional Development. Assessing what works in performance management.
CIPD research report. Review of Educational Research. Mccrea, P: Expert teaching- What is it and how might we develop it? Developing workplaces where teachers stay, improve and succeed. Albert Shanker Institute. Washington Post. Leadership for Teacher Learning. Across my career, I have experienced different formats of CPD. Some of these have been successful, where they have given staff the opportunity to discuss the impact of strategies on their practice, but others have been less so.
It also made me realise that the CPD of my staff would be a pivotal part of the overall improvement process, due to the potential for impact on the learning across a whole department. I felt that engaging with this evidence was logical, in combination with the EEF guidance: by asking teachers to change their practice, we are essentially asking them to change behaviours in the classroom.
However, this often led to short-lived periods of a new strategy being trialled. For example, a session on feedback and how to ensure that students engaged with it still resulted in some staff reverting to strategies that supported neither student progress nor reduction in staff workload. Ultimately, I see only two main principles that underpin what schools, leaders and teachers need to do to ensure CPD is effective in improving teaching and learning:.
Practise the highest-priority things more than everything else combined. Use drills to distort the game and intensively isolate one or several skills. The strategic decision about which skills to refine is the essence of teaching. One of the keys is to develop the self-discipline to focus on fewer things. One of the fastest ways to improve performance is to improve feedback, which gives immense advantages. Make putting feedback into practice right away the expectation.
Timing of feedback beats strength of feedback every time. So, if I was designing a school CPD program, I would focus it on the vital few priorities that we know work best for improving teaching and learning, such as explanations, questioning, checking for understanding and feedback.
Departments would then design practice drills to help new and experienced teachers improve their subject-specific use of these core skills. For ideas on what this might look like, see these posts on deliberate practice by Alex Quigley and Nick Hart , and on explanations by Alex and Tom Sherrington. CPD would involve sustained, long-term, strategic focus and collaborative, formative, coaching observations.
Alex has also collated the research on how cultivating a culture of coaching could transform teaching quality more comprehensively than I could, and his reading draws on similar texts. Most of all, CPD would be rigorously evaluated for the impact achieved on pupil learning through teacher surveys and departmental focus groups one week, one month and one term after its delivery.
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Already signed up? Log in. These reflect something of a research consensus that CPD is more effective if it: Is sustained; Is collaborative; Has teacher buy-in; Draws on external expertise; Is practice-based. The actual Standard for Teachers' Professional Development Effective teacher professional development is a partnership between: headteachers and other members of the leadership team; teachers; and Providers of professional development expertise, training or consultancy.
In order for this partnership to be successful, professional development should: Have a focus on improving and evaluating pupil outcomes; Be underpinned by robust evidence and expertise; Include collaboration and expert challenge; Be sustained over time; Be prioritised by school leadership.
Working with available evidence Second, reviews are intended to provide a high-level map or overview of a field of research. More research needed We, like the authors, would welcome more trial studies but, unlike them, we believe that we have an obligation to work with the best evidence currently available on the simple grounds that knowing something is better than knowing nothing. Register to continue reading for free It only takes a moment and you'll get access to more news, plus courses, jobs and teaching resources tailored to you Register.
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