Ahead of the publication of the government’s new CPD standards, David Weston looks at shifting our thinking on professional development to ensure a more appropriate approach for schools in 2016

The most successful schools are built on an approach that is far beyond the traditional programme of INSET days, courses and twilight sessions. They fundamentally believe that teachers constantly learn, develop and improve.

In this article I draw upon research, practical examples from the Teacher Development Trust Network, and the forthcoming Department for Education CPD Standards, in order to lay out some of the required shifts in thinking that a modern approach to CPD requires, as well as the necessary accompanying systems, leadership and resourcing.

A traditional CPD programme is a mix of one-off briefings, courses, conferences and events, mainly aimed at information-giving, update around curriculum, statutory training and generic teaching advice. These elements can be either compulsory or optional, often driven from the senior leadership team.

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