Many school leaders are struggling to prioritise teacher professional development right now. A wealth of issues, including staff and pupil illness and the return of full inspections, are dominating their thinking.
Yet leaders also know that enabling effective classroom teaching is the “best bet” in response to the Covid-19 pandemic. We also know that high-quality professional development for teachers has a significant effect on the effectiveness of teaching (Zuccollo & Fletcher-Wood, 2020).
Yet getting it right is challenging – whether designing our own or selecting from available providers. Helpfully, the Education Endowment Foundation has just produced a new guidance report on teacher professional development (EEF, 2021) with immediately actionable recommendations, a number of which really stood out to me…
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