CPD is vital for school improvement, yet according to the Teacher Development Trust, while £200 million was spent on staff development in 2011, half of that went on supply costs.
It leads you to question the extent to which that funding meets the four “general principles” that lead to high-quality CPD as identified by research in 2011 by the then Training and Development Agency for Schools. The TDA concluded that CPD should:
Improve outcomes for children and young people.
Encourage teachers to be reflective practitioners.
Encourage sustained collaboration.
Use an effective needs analysis.
Coaching is growing as the means to improve the quality of teaching and do so cost-effectively. It captures these four general principles brilliantly. Coaching is focused, teacher-centric and it differentiates need too. So what might a school that develops teachers as coaches do?
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