Between 2001 and 2010, successive Ofsted reports highlighted weaknesses in the professional development systems in English schools. These included insufficient time being allowed for activities, a lack of structured follow-up in classrooms, and weaknesses in evaluation of impact.
Juniper Education believe that all staff should have access to the very best professional development to support them to provide the very best education for children. But what constitutes the most effective professional development?
Our own research into the characteristics of highly effective schools, and our understanding of approaches used in high performing jurisdictions, mirrors a growing bank of academic research highlighting the features of effective professional development
Effective professional development needs to be conducted over a period of time. One–off events without follow–up back in school are likely to have little impact. However, a blended approach where these activities run alongside carefully devised follow-up activities are more likely to impact on practice. Accessing external expertise as part of a blended approach allows access to theory to be married with practical application in real classroom settings. Professional development based on a secure research base is essential – knowing what works and why it works is more likely to lead to improvement. Lastly, collaborative approaches stand a greater chance of changing practice – working with others allows for more effective reflection and exploration.
Contact our Training and Development Team to find out how we can support you to structure and deliver effective professional development in your school.
