Teach-Primary-Issue-19.2

subjective. There is no way to be certain about what type of professional development might be most effective for every individual in every circumstance, so instead, we have to rely on generalisations and ‘best bets’ as a way of saying whether one intervention is better than another, to decide the frameworks of what constitutes effective practice. We should show more humility in our understanding of the evidence base, which, after all, can and should be constantly changing as we invest in more research to understand what different types of professional development interventions deliver. This is not to ignore evidence – if there is something that clearly shows an approach fails to work or a theory is debunked, then we should be clear about that. But it is equally dangerous to overclaim for the efficacy of a particular approach. To do so is a form of gaslighting, stretching the credibility of even the strongest evidence. At its worst, it can significantly undermine a teacher’s confidence as they keep trying an approach they have been told is the right answer without seeing the results they need. If we come back to our original question – what is professional development for? – we can see that a more sophisticated approach would also be useful to improve job satisfaction and retention, by allowing for greater agency in decision-making by teachers and school leaders. We are starting to see the initial shoots of a better approach from this government (including through the recent announcements to review NPQs and the ECF and to introduce an entitlement to CPD), and we should cheer that endeavour. It is an important part of supporting the professionalism of all teachers and school leaders. Gareth Conyard is CEO of the Teacher Development Trust. @TeacherDevTrust tdtrust.org One teacher can change a child’s life. But there could be fewer opportunities for teachers to make a real difference in the next three years. TheMAT Finance Sector Insight Report 2024, published by IMP Software, analysed budget forecasts from267MATs and revealed that trusts withmostly primary schools plan to cut 5 per cent of teaching roles and 6 per cent of TAs by the end of 2026/27. This wouldmean six fewer teachers and six fewer TAs in a ten-school trust. Smaller teaching teams can put added pressure on existing staff. However, with these three strategies, trusts can better support and retain their top teachers. 1. GET CREATIVEWITHCPD MATs are in a unique position to offer teachers professional development opportunities across their schools. A Year 1 teacher might relish the chance to spend one day a week teaching Year 3s at a neighbouring school to bring valuable experience working with children of different ages and abilities back to their own classroom. This approach to CPD can boost job satisfaction and encourage teachers to remain in the trust. 2. CONSIDER FLEXIBLEWORKING Trusts are increasingly looking at newways to deliver a healthier work-life balance for teachers, without affecting pupils’ learning. Teachers might feel more comfortable marking or lesson planning at home, for example, away from the noisy school environment.Withmore time and space, teachers can tap into their individual creativity to plan and deliver exciting, engaging lessons children will remember. 3. SUPPORTWELLBEING Trusts with fewer staffmust proactively prioritise the wellbeing of their remaining teachers and TAs to help prevent burnout. Teachers should have access to mental health support to help themmanage workloads and other challenges effectively. Scheduled wellbeing days can also give people time away from school to focus on their mental health and recharge. With small changes like these, teachers will feel valued and supported to help their pupils succeed. David Clayton is chief executive of Endeavour Learning Trust. endeavourlearning.org Hold on to talent L E ADERSH I P www.teachwire.net | 45 “Teacher autonomy over development goals is most associated with higher job satisfaction”