A summary of best-practice for CPD Providers: TDTadvisor.com
Cordingley, P., Bell, M. (2012) Understanding What Enables High Quality Professional Learning: A report on the research evidence. CUREE and Pearson School Improvement. Available at: https://www.dropbox.com/s/pzs2l07ksjjg6yz/Pearson%20CUREE-Report.pdf
Cordingley, P., Bell, M., Evans, D. & Firth, A. (2005) The impact of collaborative CPD on classroom teaching and learning. Review: What do teacher impact data tell us about collaborative CPD? In: Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London. http://eppi.ioe.ac.uk/cms/Default.aspx?tabid=395&language=en-US
Cordingley, P., Bell, M., Isham, C., Evans, D. & Firth, A. (2007) What do specialists do in CPD programmes for which there is evidence of positive outcomes for pupils and teachers? Report in: Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London. http://eppi.ioe.ac.uk/cms/Default.aspx?tabid=2275
Cordingley, P., Bell, M., Rundell, B. & Evans, D. (2003) The impact of collaborative CPD on classroom teaching and learning. In: Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London. http://eppi.ioe.ac.uk/cms/Default.aspx?tabid=133&language=en-US
Cordingley, P., Bell, M., Thomason, S. & Firth, A. (2005) The impact of collaborative continuing professional development (CPD) on classroom teaching and learning. Review: How do collaborative and sustained CPD and sustained but not collaborative CPD affect teaching and learning? http://eppi.ioe.ac.uk/cms/Default.aspx?tabid=13 London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London. http://eppi.ioe.ac.uk/cms/Default.aspx?tabid=392&language=en-US
Cordingley, P., Higgins, S., Greany, T., Buckler, N., Coles-Jordan, D., Crisp, B., Saunders, L., Coe, R. Developing Great Teaching: Lessons from the international reviews into effective professional development. Teacher Development Trust. 2015.
Opfer, V. Darleen and Pedder, David(2010) ‘Access to Continuous Professional Development by teachers in England’, Curriculum Journal, 21: 4, 453 — 471 http://www.darleenopfer.com/File/CJ%20Access%20article.pdf
Opfer, V. Darleen and Pedder, David (2011) ‘The lost promise of teacher professional development in England‘, European Journal of Teacher Education, 34: 1, 3 — 24 http://www.darleenopfer.com/file/EJTE%20Lost%20Promise%20FInal%20pdf.pdf
Robinson, V. M. J. & Timperley, H. S. (2007) The leadership of the improvement of teaching and learning: Lessons from initiatives that have positive outcomes for students Australian Journal of Education. [Full article – paywall] [Summary]
Timperley, H., Wilson, A., Barrar, H. & Fung, I. (2007) Teacher professional learning and development: Best Evidence Synthesis Iteration (BES). Wellington, New Zealand: Ministry of Education. Available at: http://www.educationcounts.govt.nz/__data/assets/pdf_file/0017/16901/TPLandDBESentire.pdf
Whitehouse, C. (2011) ‘Effective continuing professional development for teachers’, Centre for Education Research and Policy. London, UK: AQA. Available at: https://cerp.aqa.org.uk/sites/default/files/pdf_upload/CERP-RP-CW-19052011.pdf