Recent research suggests that school leaders can design high-impact CPD that helps improve outcomes. However, the report, Developing Great Teaching, goes on to suggest that this needs staff buy-in and needs to focus explicitly on student learning.
The most common criticism of professional learning in school is that it is “irrelevant” or a “waste of time”. Equally, leaders of CPD often struggle with wanting to “personalise” professional learning, while also trying to meet whole-school needs.
We know that professional development for all staff is one of the most effective ways to improve outcomes for all students (Robinson et al, 2008). In a New Zealand study, classes where the teachers had taken part in high-quality professional development were improving twice as fast as those in other classes.
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