Best Practice

CPD: The four big questions all school leaders ask

There are four big questions that school leaders ask time and again when it comes to their school’s CPD provision. In this article, Maria Cunningham answers them with practical tips

It has been more than eight years since the Teacher Development Trust launched the TDT Network in which schools learn with and from each other. Not only does this involve our member schools thinking about the components of CPD, but the culture too.

Teachers working in more supportive professional environments improve their effectiveness more over time than those working in less supportive environments (Kraft & Papay, 2014). Teachers are more likely to improve if they feel that they are working within schools where both trust and high professional standards are maintained. It is, therefore, important to consider not only the content and processes involved in professional development, but also the context and environment within which they occur.

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