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Edition 1Kathryn’s CPD and Consultancy CornerThe Juniper Express

What Constitutes Effective Professional Development?

By 9 October, 2019April 17th, 2020No Comments

Between 2001 and 2010, successive Ofsted reports highlighted weaknesses in the professional development systems in English schoolsThese 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. Oneoff events without followup 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.

Paul Hargreaves

Paul Hargreaves

Paul is an Education Adviser who was previously working as a class teacher and senior leader in schools in East London and Essex. Paul has extensive experience supporting the developing of learning and teaching across the primary phase, delivering staff development for teachers and support staff, and supporting leadership in schools to monitor and develop the quality of provision within classrooms. Although having a primary specialism in mathematics, Paul has supported the development of learning and teaching across the curriculum in many schools, including supporting schools to undertake reviews of curriculum provision. Paul is an accredited Numicon trainer. He is also accredited as Lead Provider of Professional Development with NCETM and as a Local Consultant for Improvement with DfE.