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Effective CPD should be evidence-based

A new review published by the Teacher Development Trust has analysed existing research into effective professional development for teachers. The authors say their findings emphasise the importance of the use of evidence; both evidence from pupils’ responses to teachers’ developing understanding and practices, and the strength of the evidence and rationale underpinning the CPD activity or programme.
The review also found that those CPD opportunities that are carefully designed and have a strong focus on pupil outcomes have a significant impact on pupil achievement. Successful programmes should be underpinned by:
The authors identified several key design features that increased the likelihood of CPD having a lasting impact on teacher practice and pupils’ outcomes. These were:
Source: Developing Great Teaching: Lessons from the International Reviews into Effective Professional Development (2015), Teacher Development Trust.

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