When working with schools to assess their CPD provision against the Teacher Development Trust’s Quality CPD Framework, we often hear praise from staff for the “bespoke offer” or “individualised CPD” available to them.
But what does this really mean? And how can you determine its efficacy in helping to meet whole-school objectives?
This article explores key components of the most effective CPD programmes the TDT has seen within its national network, and how they can be sustained by a culture of learning that is championed by leaders and embodied by staff.
Autonomy and coherence
What does autonomy mean to your staff? Do they see it as having free reign over their CPD choices? Or is it instead about having supported opportunities to enquire into their own practice, innovate and take risks?
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