Best Practice

Building an outstanding teacher CPD programme

CPD School improvement Whole-school issues Pedagogy Teaching staff
What makes an outstanding teacher? This age-old question is the bane of any in-school teacher development programme. Helen Webb discusses the challenges, successes and failures of her school’s outstanding teacher programme

Last year in collaboration with a colleague I piloted an in-school Outstanding Teacher Programme with varying success.
The main aim was to move a group of competent teachers from “good” to “outstanding”. The principle was good, but the reality was that with limited time and budgets we had only been allocated five hours to achieve this.

While I still wrestle with the concept of judging teachers in discrete terms, in order to effectively develop a programme that is aimed at enhancing teacher practice, I had to begin by reflecting on my own interpretations of what an outstanding teacher was.

With schools and Ofsted no longer making judgements on individual lessons, we should be able to look more holistically at a teacher’s practice.

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