Since working at Teacher Development Trust, a national charity for effective CPD in schools, I have had the pleasure of meeting, interviewing and working alongside hundreds of staff up and down the country. One of the things that I still find fascinating is the vast number of different interpretations that teachers and support staff have of “CPD”. Even now, these three letters are often little more than a synonym for “going out on a course”.
Thankfully, things have changed a lot. Responding to advice such as the 2016 Department for Education’s Standard for Teachers’ Professional Development, we’re moving away from generic one-off sessions with “guru” consultants that aren’t really relevant to either our staff or pupils.
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