Teach-Primary-Issue-19.2

www.teachwire.net | 43 L E ADERSH I P W e all know that professional development matters. And in their seminal 2014 paper, Kraft and Papay show how effective CPD can lead to a 38 per cent improvement in teacher efficacy. But what is it all for? This may sound like a redundant question, but over the last few years, the answer has been presented straightforwardly: to provide teachers and leaders with evidence-based knowledge on how to be effective in their classrooms and school practices. How great CPD can improve RETENTION On the face of it, there is little to argue about here. I think most people would accept there is merit in having a coherent system throughout a teacher’s career journey, and that different elements of training and support should join up so that school leaders are aware of the same evidence as early career teachers. And that any joined-up approach should be based on the very best understanding of what is effective in helping teachers and school leaders be better at their jobs. That is the central premise of the ‘golden thread’ of professional development supported by the Department for Education – the Early Career Framework and National Professional Qualifications. Together, along with reforms to Initial Teacher Training (ITT), they are designed to create a single, coherent body of knowledge about effective teaching and school leadership practice, all driven by an overt desire to be evidence-led. This is baked into the policy development process directly through the role played by the Education Endowment Foundation (EEF) as the custodian of what constitutes acceptable evidence within the frameworks. It is a compelling approach for all those leading policy thinking – especially government – because it offers the promise of a causal link. THIS WAY! School improvement advice for headteachers and SLT MIDDLE LEADERS | CPD | SUBJECT LEADERSHIP