We’re delighted that Teacher Development Trust is becoming part of the Chartered College of Teaching from Summer 2026. This marks a welcome and exciting new chapter for both organisations, enabling TDT’s research to reach more teachers and leaders than ever before.
When TDT first launched in 2012, the mission was clear – to promote and encourage effective professional development in schools. Founded by David Monis-Weston, a teacher himself, TDT understood that one of the ways to help teachers thrive and children succeed is to facilitate access to effective, meaningful professional learning throughout their careers. At the time, no other organisation was flying the flag for effective CPD, or focused on raising awareness of the impact it could have on school improvement.
For the last fourteen years Team TDT has worked hard to deliver the charitable mission, working with thousands of schools and applying our learning from working with teachers, leaders and partners to collaborate on and produce research, as well as advocating at policy level.
And now our mission takes us somewhere new. We are joining with the Chartered College of Teaching, the professional body for teachers, which will take forward our work and mission, helping it to grow at scale, embedded in the institution that exists to serve the profession for the long term.
The single biggest factor in helping children succeed is great teaching, and great teaching depends on high-quality professional development. But the landscape of teacher professional development is complex, currently lacking a consistent language and conceptual framework for how to teach teachers and how to create school cultures that allow them to thrive.
Nearly 40% of teachers and leaders still say CPD has not clearly improved their ability to perform their role, and only 1 in 4 feel it adequately considers the needs of students (TDT 2025).
We’ve been challenging ourselves to explore this issue collaboratively with leading academics and teacher CPD practitioners from across the sector. This report synthesises emerging findings, includes personal reflections and provocations, and offers the term didagogy as a way to articulate and therefore improve our collective approach to teacher development.
With support from teachers and leaders, researchers and advisors, TDT has curated and disseminated rigorous evidence to support school leaders with their staff development approaches over the last decade. Our research will continue to be free to access on the Chartered College of Teaching website.
Many school leaders have worked with us continuously for a number of years to improve and nurture the professional learning of staff .
Here the team at Cheltenham Bournside tell the story of their school’s CPD journey to TDT Gold, with examples of how it’s impacted staff, students, culture and more.
Most leaders aren’t trained to lead CPD strategically. You’re expected to do it well, but often without clear guidance on what actually works. And now, with Ofsted judging professional learning explicitly, the stakes are higher. Your CPD investment needs to be strategic and coherent. Limited budgets mean it has to land.
Although Teacher Development Trust are no longer starting new NPQ cohorts, we remain committed to maintaining a high-quality training experience for our existing participants.
If you are a current NPQ participant, you can log in with your email and password below. Your username will be the work email you entered on your application, unless you have specifically requested for another email address to be used.
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Join us to explore how leaders can tap into the power of great CPD and create cultures of professional growth that inspire joy and agency.
A one-day collaborative conference bringing together anyone interested in making staff development in education count.