Best Practice

Case study: An effective plan for CPD

CPD Whole-school issues Senior leadership Teaching staff
How does your school plan and implement effective professional development? Drawing on his work at Springfield Junior School, Daniel Jones shares the main principles and logistics behind their approaches to using CPD to develop and sustain high-quality teaching

There are two excellent pieces of research that I look to in order to illustrate the importance of CPD, and there is one professional standards document that gives us as headteachers the licence to prioritise it.

First, a Sutton Trust review (2011) informed us that disadvantaged pupils can gain 1.5 years’ worth of learning with very effective teaching compared with 0.5 years progress made with poor teaching.

Then in 2014, Kraft and Papay showed us that teachers’ professional learning and practice can begin to plateau after three years in the job without the right conditions. When analysing the impact upon pupil outcomes, this can lead to a deficiency of 40 per cent against colleagues who have received regular and effective CPD by the time teachers have completed 10 years on the job.

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