This section looks at the extent to which CPD is truly understood to be inextricably linked to improving teaching and learning, and ensuring that the focus is always on high-quality pedagogy.

Although research tells us that schools have traditionally favoured CPD related to generic pedagogy, there has been growing recognition of the importance of teachers’ subject knowledge and their understanding of how generic CPD can be contextualised to respond to specific learning issues in the subjects they teach. Schools in which opportunities are carved out for both generic, and subject-specific pedagogy are more likely to improve student outcomes (Cordingley et. al., 2015).

Take a look at our CPD Quality Framework to see the criteria for developing and improving your school’s CPD provision. 

Further resources

A Governor’s Guide to Effective Staff Development

Learn more about the expectations of schools, resourcing, wellbeing and reporting in this TDT Learn module.

Developing Great Teaching (2015) – Teacher Development Trust

Lessons from the international reviews into effective professional development.

Developing Great Subject Teaching (2018) – Wellcome/CUREE

Rapid Evidence Review of Subject-Specific Continuing Professional Development in the UK.

What makes great pedagogy and great professional development? (2015) – IoE/NCTL

Teaching schools research and development network national themes project, 2012-14.

School resources

Discover a range of resources from some of our network member schools.