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CPD Focus

Focus here applies to the extent to which CPD is truly understood and linked to improving teaching and learning. It also covers how consistently CPD is directed towards the goal of high-quality pedagogy. 

While many schools traditionally prefer CPD related to generic pedagogy, settings which also create opportunities for subject-specific CPD are more likely to improve student outcomes. It’s also often important to help staff understand how generic CPD can be contextualised for specific learning issues in the subjects or year groups they teach. 

In schools with highly effective professional development, CPD is targeted at specific pupils, topics and practices. Support staff also have access to effective CPD.

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What does the research say?

Research advocates for a more in-depth, sustained, evidence-informed approach to CPD that is directly linked to classroom practice and pupil outcomes.

Developing Great Teaching (Cordingley et al, 2015) emphasises that teacher development should carefully consider pupil needs. There’s also a focus on sustainability being integrated and linked directly to practice.

In addition to this, the EEF identifies that CPD needs to be carefully designed with outcomes at its heart and therefore should be separated from administration or specific curriculum updates.

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Learn how to Plan Continuous Professional Development

Our interactive e-learning module will support you to:

  • Recognise the importance of moving beyond one-off professional development
  • Learn how to design a rhythm of professional development that builds teachers’ collective confidence and capabilities over time
  • Identify actionable next steps for continuing your learning

 
Learn through videos and case studies from real school leaders, reflect on your practice, and read breakdowns of the research behind how planning approaches work in different schools.

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