The role of research and evidence-informed practice in teaching has increased substantially in recent years – a welcome development serving to drive improvements in education.
However, the challenge frequently faced by school leaders when trying to utilise this research is two-fold: how to apply research findings to the day-to-day busy operational practice of school life, and how to embed research findings into a school’s strategic planning.
One area of teaching which has been improved by the use of research is CPD. We know that good quality CPD is vital to developing teaching quality, improving student outcomes, and making staff feel valued.
However, we also know that too often CPD is expensive, not particularly useful, and poorly disseminated and implemented by colleagues.
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