With so many experts, partners, consultants and providers, how can school leaders better navigate the CPD marketplace? Maria Cunningham looks at new research into quality-assurance, and its implications for your school’s CPD commissioning


In April, a consortium of the Chartered College of Teaching, Teacher Development Trust (TDT) and Sheffield Institute of Education launched a report in which we shared the outcomes of a project commissioned by Wellcome to design, develop and pilot a system for quality-assuring teachers’ CPD (Chedzey et al, 2021).

The aim of the project was to first and foremost design a system which enables school leaders to make decisions about CPD more easily. When we held consultations with school leaders, they said things like:

Our learning suggests that the quality-assurance system we have developed has the potential to be robust, fair and valuable for school leaders and the wider system. This is a huge development in the landscape, as we know that not all CPD available to schools is equally effective – with huge variation in quality of design, service and delivery.

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