01'()...oduction! om the! chair! of! s l o e r . t , e higgins of " y l e es e! e . t d o...
TRANSCRIPT
Developing Great TeachingLessons from the international reviews into e!ective professional development
Dev
elo
pin
g
Gre
at T
eac
hin
gLe
sson
s fr
om th
e in
tern
atio
nal r
evie
ws
into
e!
ectiv
e pr
ofes
sion
al d
evel
opm
ent
02
A re
view
of t
he in
tern
atio
nal r
esea
rch,
com
mis
sion
ed b
y Te
ache
r Dev
elop
men
t Tru
st w
ith s
uppo
rt fr
om T
ES G
loba
l
Con
duct
ed b
y a
team
from
Dur
ham
Uni
vers
ity, C
UR
EE a
nd
the
Inst
itute
of E
duca
tion,
UC
L.
03
Contents 05
Intr
od
ucti
on
fro
m t
he C
hair
of
Trus
tees
06
Why
co
nduc
t th
is r
evie
w?
07
Ab
out
the
res
earc
h te
am
10
Dev
elo
pin
g G
reat
Tea
chin
g: t
he h
ead
line
find
ing
s
11
Dev
elo
pin
g G
reat
Tea
chin
g: a
sum
mar
y
32
Met
hod
olo
gy
34
Ab
out
the
Tea
cher
Dev
elo
pm
ent
Trus
t an
d T
ES
04
INTR
ODU
CTI
ON!
FRO
MTH
E!C
HAI
R!O
F!TR
USTE
ESA
ll te
ache
rs s
houl
d ha
ve a
cces
s to
pow
erfu
l pr
ofes
sion
al d
evel
opm
ent t
hat h
elps
them
to
thriv
e, a
nd th
eir s
tude
nts
to s
ucce
ed. T
o en
sure
th
is, w
e ne
ed a
cle
ar id
ea o
f wha
t pow
erfu
l tea
cher
de
velo
pmen
t loo
ks li
ke.
In S
epte
mbe
r 20
14 t
he T
each
er D
evel
opm
ent
Trus
t (T
DT)
, with
kin
d su
ppor
t fr
om T
ES G
loba
l, co
mm
issi
oned
Pro
fess
ors
Rob
Coe
and
Ste
ve
Hig
gins
of D
urha
m U
nive
rsity
, Phi
lippa
Cor
ding
ley
of C
UR
EE a
nd P
rofe
ssor
Tob
y G
rean
y of
the
UC
L In
stitu
te o
f Edu
catio
n to
con
duct
a re
view
of t
he
inte
rnat
iona
l res
earc
h in
to w
hat
cons
titut
es e!
ectiv
e pr
ofes
sion
al d
evel
opm
ent
for
teac
hers
. TD
T is
now
pro
ud a
nd e
xcite
d to
pub
lish
a re
port
on
the
ir fin
ding
s. T
he e
xper
t te
am e
xam
ined
ne
arly
a t
hous
and
inte
rnat
iona
l rev
iew
s in
to
e!ec
tive
prof
essi
onal
dev
elop
men
t, an
d se
lect
ed
and
anal
ysed
tho
se w
ith t
he s
tron
gest
evi
denc
e ba
se. T
his
robu
st m
etho
dolo
gy g
ives
us
a de
eper
un
ders
tand
ing
of w
hat
mat
ters
in te
ache
r de
velo
pmen
t an
d its
find
ings
will
larg
ely
shap
e th
e w
ork
of T
DT
over
the
com
ing
year
s.Th
e re
view
pro
vide
s a
pow
erfu
l con
solid
atio
n of
our
ex
istin
g un
ders
tand
ing
and
it sh
eds
new
ligh
t on
key
co
mpo
nent
s of
e!
ectiv
e pr
ofes
sion
al d
evel
opm
ent.
From
my
time
both
as
a he
adte
ache
r an
d as
the
fo
undi
ng d
irect
or o
f the
Nat
iona
l Sci
ence
Lea
rnin
g
Cen
tre,
I re
cogn
ise
muc
h in
the
find
ings
tha
t I h
ave
lear
ned
from
exp
erie
nce
abou
t su
ch im
port
ant
elem
ents
as
the
bala
nce
betw
een
peda
gogy
and
subj
ect
know
ledg
e, a
nd t
he im
port
ance
of
embe
ddin
g pr
ofes
sion
al d
evel
opm
ent
with
in
teac
hers
’ ow
n w
orki
ng e
xper
ienc
e. I
have
gai
ned
ne
w in
sigh
ts a
s w
ell,
and
I am
sur
e ot
hers
will
too.
The
repo
rt’s
find
ings
pro
vide
ess
entia
l gui
danc
e fo
r te
ache
rs, s
choo
l lea
ders
, CPD
pro
vide
rs a
nd
polic
ymak
ers.
No
one
doub
ts t
he im
port
ance
of
prof
essi
onal
dev
elop
men
t fo
r te
ache
rs, b
ut te
ache
rs’
time
is p
reci
ous
and
we
cann
ot a!
ord
to w
aste
it o
n C
PD t
hat
is b
elow
par
. Th
e pr
oces
s of
mov
ing
prac
tice
into
line
with
th
e re
view
’s fi
ndin
gs w
on’t
be e
asy
and
ther
e ar
e ch
alle
nges
for
all.
The
laun
ch o
f thi
s re
port
mar
ks
wha
t w
e ho
pe w
ill b
e th
e st
art
of a
sus
tain
ed
and
activ
e ca
mpa
ign
to d
evel
op o
ur s
hare
d
unde
rsta
ndin
g of
the
revi
ew’s
find
ings
and
to e
mbe
d
them
acr
oss
all a
ppro
ache
s to
teac
hers
’ pro
fess
iona
l de
velo
pmen
t. TD
T lo
oks
forw
ard
to e
ngag
ing
with
pa
rtne
rs a
nd p
ract
ition
ers
to a
chie
ve t
his.
In
edu
catio
n, it
is s
tude
nts
who
mat
ter i
n th
e en
d, a
nd
it is
they
who
will
ben
efit f
rom
this
con
cert
ed e!
ort.
Sir
John
Hol
man
Cha
ir, T
each
er D
evel
opm
ent
Trus
t0
5
WH
Y!C
OND
UCT!
THIS
!REV
IEW
?
Prev
ious
rese
arch
sho
ws
that
pow
erfu
l con
tinui
ng p
rofe
ssio
nal
deve
lopm
ent
help
s st
uden
ts s
ucce
ed a
nd te
ache
rs t
hriv
e. W
e be
lieve
th
at te
achi
ng is
the
mos
t fu
ndam
enta
lly im
port
ant
prof
essi
on fo
r ou
r fu
ture
ge
nera
tion,
and
tha
t w
e ne
ed to
har
ness
the
ver
y be
st e
vide
nce
abou
t ho
w to
gr
ow o
ur te
ache
rs to
hel
p ou
r ch
ildre
n. H
owev
er, n
ot a
ll te
ache
rs in
Eng
land
hav
e ac
cess
to t
he t
ype
of a
ctiv
ities
and
pro
cess
es m
ost
likel
y to
impa
ct p
ositi
vely
on
thei
r pr
actic
e an
d st
uden
t ou
tcom
es.
In re
cent
yea
rs, a
num
ber o
f con
sulta
tions
hav
e re
port
ed th
at o
ppor
tuni
ties
for
teac
hers
in E
ngla
nd:
Q�
are
insu
!ci
ently
evi
denc
e-ba
sed.
Q�
do n
ot fo
cus
su!
cien
tly o
n sp
ecifi
c pu
pil n
eeds
.Q�
are
too
inco
nsis
tent
in q
ualit
y.Q�
lag
behi
nd th
ose
expe
rienc
ed b
y co
lleag
ues
else
whe
re in
tern
atio
nally
.
Teac
hers
, sch
ool l
eade
rs, C
PD p
rovi
ders
and
pol
icym
aker
s ne
ed s
uppo
rt to
und
erst
and
and
impr
ove
the
deci
sion
mak
ing,
act
iviti
es, a
nd p
roce
sses
the
y us
e ar
ound
teac
hers
’ pro
fess
iona
l dev
elop
men
t. Fo
r th
is re
ason
, the
Tea
cher
Dev
elop
men
t Tr
ust,
in p
artn
ersh
ip w
ith T
ES G
loba
l, co
mm
issi
oned
a te
am fr
om
Dur
ham
Uni
vers
ity, C
UR
EE a
nd t
he In
stitu
te o
f Edu
catio
n, U
CL
to u
nder
take
a re
view
of t
he in
tern
atio
nal
rese
arch
aro
und
e!ec
tive
prof
essi
onal
dev
elop
men
t.
This
revi
ew h
as a
imed
to c
aptu
re a
nd d
istil
app
roac
hes
to a
nd c
hara
cter
istic
s of
e!
ectiv
e pr
ofes
sion
al
deve
lopm
ent.
Our
aim
is t
hat
this
will
hel
p id
entif
y pr
oduc
tive
mea
ns o
f hel
ping
all
stak
ehol
ders
clo
se t
he g
aps
in
CPD
pro
visi
on.
06
ABO
UT!T
HE
RESE
ARC
H
TEAM
!
Prof
esso
r Ste
ve H
iggi
ns
Philip
pa C
ordi
ngle
y
Prof
esso
r Tob
y Gre
any
Prof
esso
r Rob
ert C
oe
07
PRO
FESS
OR!
STEV
E!H
IGG
INS!
PHIL
IPPA
!CO
RDIN
GLE
Y
Stev
e H
iggi
ns is
Pro
fess
or o
f Edu
catio
n at
Dur
ham
Uni
vers
ity. B
efor
e w
orki
ng in
hig
her
educ
atio
n he
tau
ght
in p
rimar
y sc
hool
s in
the
Nor
th E
ast
whe
re h
is in
tere
st in
chi
ldre
n1s
thin
king
and
lear
ning
dev
elop
ed. H
is re
sear
ch in
tere
sts
incl
ude
e!ec
tive
use
of d
igita
l te
chno
logi
es fo
r lea
rnin
g in
sch
ools
, und
erst
andi
ng h
ow c
hild
ren’
s th
inki
ng a
nd re
ason
ing
de
velo
ps, a
nd h
ow te
ache
rs c
an b
e su
ppor
ted
in d
evel
opin
g th
e qu
ality
of t
each
ing
an
d le
arni
ng in
the
ir cl
assr
oom
s. H
e is
the
lead
aut
hor
of t
he S
utto
n Tr
ust-
Educ
atio
nal
End
owm
ent
Foun
datio
n Te
achi
ng a
nd L
earn
ing
Tool
kit
and
he h
as a
n in
tere
st in
un
ders
tand
ing
the
e!ec
tive
use
of re
sear
ch e
vide
nce
for b
oth
polic
y an
d pr
actic
e.
Phili
ppa
Cor
ding
ley,
Chi
ef E
xecu
tive
of th
e C
entr
e fo
r the
Use
of R
esea
rch
and
Evid
ence
in
Edu
catio
n, is
an
inte
rnat
iona
lly a
ckno
wle
dged
exp
ert i
n ev
alua
tion,
rese
arch
use
an
d e!
ectiv
e C
ontin
uing
Pro
fess
iona
l Dev
elop
men
t and
Lea
rnin
g (C
PDL)
. Phi
lippa
le
ads
the
CU
REE
rese
arch
and
eva
luat
ion
team
. Rec
ent p
roje
cts
incl
ude
the
Iden
tifica
tion
of c
hara
cter
istic
s of
Hig
h Pe
rfor
min
g Sc
hool
s fo
r Tea
ch F
irst
and
a fo
llow
up
stud
y ex
plor
ing
the
issu
es a
roun
d ga
inin
g an
d su
stai
ning
m
omen
tum
. She
als
o le
ads
CU
REE
’s s
igna
ture
rese
arch
ser
vice
for
eval
uatin
g th
e le
arni
ng e
nviro
nmen
t for
teac
hers
and
lear
ners
in
scho
ols,
SK
EIN
. She
is fo
unde
r and
cha
ir of
the
EPPI
Cen
tre
Impa
ct
of C
PD In
tern
atio
nal R
evie
w G
roup
, a m
embe
r of t
he D
fE E
xper
t G
roup
on
CPD
L an
d a
mem
ber o
f the
Lea
ders
hip
Gro
up o
f Tr
ansf
orm
ing
Teac
hing
pro
ject
led
by H
arva
rd U
nive
rsity
.0
8
PRO
FESS
OR!
TOBY
!GRE
ANY
PRO
FESS
OR!
ROBE
RT!C
OE
Toby
Gre
any
is P
rofe
ssor
of L
eade
rshi
p an
d In
nova
tion
and
Hea
d of
th
e Lo
ndon
Cen
tre
for
Lead
ersh
ip in
Lea
rnin
g, a
dep
artm
ent
of
the
UC
L In
stitu
te fo
r Ed
ucat
ion.
His
rese
arch
inte
rest
s in
clud
e sy
stem
refo
rm a
nd s
yste
m le
ader
ship
, sch
ool l
eade
rshi
p
and
impr
ovem
ent
and
the
natu
re a
nd im
pact
of e
vide
nce
info
rmed
pra
ctic
e. B
efor
e jo
inin
g th
e IO
E, T
oby
was
Dire
ctor
of R
esea
rch
and
Polic
y at
the
Nat
iona
l Col
lege
for
Scho
ol L
eade
rshi
p fo
r se
ven
year
s. H
e ha
s w
orke
d at
the
Des
ign
Cou
ncil,
the
Cam
paig
n fo
r Le
arni
ng a
nd t
he C
abin
et O
$ce
. Fro
m 2
00
5-20
06
he
was
Spe
cial
Adv
isor
to t
he E
duca
tion
and
Skill
s Se
lect
Com
mitt
ee. H
e ha
s a
Mas
ters
in A
dult
Educ
atio
n fr
om M
anch
este
r U
nive
rsity
, has
aut
hore
d a
num
ber
of b
ooks
on
scho
ols
and
educ
atio
n an
d ha
s ta
ught
in
Bra
zil,
Chi
na a
nd t
he U
K.
Rob
ert
Coe
is P
rofe
ssor
of E
duca
tion
and
Dire
ctor
of t
he C
entr
e fo
r Ev
alua
tion
and
M
onito
ring
(CEM
), D
urha
m U
nive
rsity
. Rob
was
pre
viou
sly
a te
ache
r of
mat
hem
atic
s w
ith e
xper
ienc
e in
a ra
nge
of s
econ
dary
sch
ools
and
col
lege
s. H
is re
sear
ch fo
cuse
s on
way
s of
usi
ng e
valu
atio
n an
d as
sess
men
t to
impr
ove
lear
ning
. Rob
is a
co-
auth
or o
f the
EEF
’s T
each
ing
and
Lear
ning
Too
lkit
and
DIY
Eva
luat
ion
Gui
de.
He
is a
mem
ber
of O
fqua
l’s S
tand
ards
Adv
isor
y G
roup
and
was
a m
embe
r of
th
e Sy
kes
Rev
iew
of A
sses
smen
t. H
e ha
s pr
ovid
ed a
dvic
e on
ass
essm
ent
to
gove
rnm
ent
and
oppo
sitio
n m
inis
ters
and
to t
he E
duca
tion
Sele
ct C
omm
ittee
.
09
DEVE
LOPI
NG!G
REAT
!TEA
CH
ING
"!TH
E!H
EADL
INE!
FIND
ING
STh
e ke
y fin
ding
of t
he re
view
was
tha
t pr
ofes
sion
al d
evel
opm
ent
oppo
rtun
ities
tha
t ar
e ca
refu
lly d
esig
ned
and
have
a s
tron
g fo
cus
on p
upil
outc
omes
hav
e a
sign
ifica
nt im
pact
on
stu
dent
ach
ieve
men
t.
The
revi
ew h
as a
lso
been
abl
e to
add
cru
cial
nua
nce
and
deta
il to
the
com
pone
nts
that
co
nstit
ute
“car
eful
des
ign”
. The
ele
men
ts, a
s hi
ghlig
hted
by
the
revi
ew a
nd s
umm
aris
ed
in t
his
docu
men
t, in
clud
e:
Q�
The
dura
tion
and
rhyt
hm o
f e"
ectiv
e su
ppor
t.
Q�
The
cons
ider
atio
n of
par
ticip
ants
’ nee
ds.
Q�
Alig
nmen
t of p
rofe
ssio
nal d
evel
opm
ent p
roce
sses
, con
tent
and
act
iviti
es.
Q�
The
cont
ent o
f e"
ectiv
e pr
ofes
sion
al d
evel
opm
ent.
Q�
Act
iviti
es a
ssoc
iate
d w
ith e"
ectiv
e pr
ofes
sion
al d
evel
opm
ent.
Q�
The
role
of e
xter
nal p
rovi
ders
and
spe
cial
ists
.
Q�
Col
labo
ratio
n an
d pe
er le
arni
ng.
Q�
Lead
ersh
ip a
roun
d pr
ofes
sion
al d
evel
opm
ent.
10
DEVE
LOPI
NG!G
REAT
!TEA
CH
ING
"!A!
SUM
MAR
Y!Th
is im
port
ant
revi
ew o
f rev
iew
s pr
ovid
es a
rig
orou
s up
date
and
ove
rvie
w o
f the
less
ons
that
can
be
take
n fr
om t
he in
tern
atio
nal r
evie
ws
into
e!
ectiv
e pr
ofes
sion
al d
evel
opm
ent.
In t
his
sum
mar
y w
e ex
plor
e so
me
of t
he re
view
’s k
ey fi
ndin
gs, a
nd e
xtra
pola
te p
ossi
ble
impl
icat
ions
for
teac
hers
, sch
ool l
eade
rs, p
rovi
ders
of p
rofe
ssio
nal d
evel
opm
ent,
polic
y m
aker
s an
d ot
her
grou
ps.
DELI
VERI
NG!E
FFEC
TIVE
!PRO
FESS
IONA
L!DE
VELO
PMEN
TSc
hool
s an
d sc
hool
lead
ers
mus
t fo
cus
on s
elec
ting
and
enga
ging
with
pro
fess
iona
l de
velo
pmen
t op
port
uniti
es t
hat
have
bee
n de
sign
ed in
line
with
e!
ectiv
e de
liver
y an
d
cont
ent
mod
els.
The
revi
ew h
ighl
ight
ed s
ever
al d
esig
n fe
atur
es in
the
del
iver
y of
a p
rofe
ssio
nal
deve
lopm
ent
prog
ram
me
(app
ropr
iate
dur
atio
n; r
hyth
m; d
esig
ning
for
part
icip
ants
’ ne
eds;
cre
atin
g a
shar
ed s
ense
of p
urpo
se; a
nd a
lignm
ent
acro
ss v
ario
us a
ctiv
ities
) th
at m
ake
it m
ore
likel
y it
will
hav
e a
last
ing
impa
ct o
n te
ache
r pr
actic
e an
d st
uden
t ou
tcom
es. T
here
wer
e pa
rtic
ular
find
ings
rela
ting
to e
ach
desi
gn fe
atur
e.
11
DURA
TIO
N
IMPL
ICAT
IONS
Acc
ordi
ng to
the
revi
ew, t
o be
e!
ectiv
e in
pro
duci
ng p
rofo
und,
last
ing
chan
ge, p
rofe
ssio
nal
deve
lopm
ent
inte
rven
tions
had
to b
e pr
olon
ged.
The
mos
t e"
ectiv
e pr
ofes
sion
al d
evel
opm
ent l
aste
d at
le
ast 2
term
s - m
ore
usua
lly a
yea
r (o
r lo
nger
).
Mor
e lim
ited
chan
ge o
n ve
ry s
peci
fic le
arni
ng t
asks
cou
ld b
e ac
hiev
ed t
hrou
gh s
hort
er-t
erm
in
terv
entio
ns, b
ut to
tra
nsfo
rm g
ener
al p
ract
ice,
long
er d
urat
ion
seem
s ke
y.
How
ever
, lon
ger
dura
tion
in it
self
is n
ot s
u$ci
ent
– th
e us
e of
tim
e in
a lo
nger
term
pro
gram
me
is k
ey.
It is
impo
rtan
t to
con
side
r ho
w s
choo
ls a
nd a
llian
ces
can
be in
cent
ivis
ed to
pro
vide
the
sust
aine
d re
sour
ces
and
com
mitm
ent r
equi
red
for
e"ec
tive
prof
essi
onal
dev
elop
men
t. It
is im
port
ant
to
emph
asis
e he
re t
hat
time
on it
s ow
n is
not
the
ans
wer
– q
ualit
y is
just
as
impo
rtan
t.
Scho
ol le
ader
s m
ust e
nsur
e th
at s
ta!
are
giv
en ti
me
to e
ngag
e w
ith lo
nger
term
pro
gram
mes
– to
cov
er
not o
nly
a pr
ogra
mm
e’s
initi
al in
put b
ut a
lso
subs
eque
nt in
-cla
ss e
xper
imen
tatio
n an
d co
llabo
ratio
n w
ith
colle
ague
s. L
eade
rs m
ust s
uppo
rt a
n ap
proa
ch to
pro
fess
iona
l dev
elop
men
t in
whi
ch s
ta!
are
enc
oura
ged
to
focu
s st
rate
gica
lly a
nd m
eani
ngfu
lly o
n pa
rtic
ular
are
as o
f lea
rnin
g an
d pr
actic
e ov
er ti
me.
Whe
re w
orki
ng to
tra
nsfo
rm g
ener
al p
ract
ice,
ext
erna
l fac
ilita
tors
and
CPD
pro
vide
rs s
houl
d m
ove
away
from
a m
odel
of o
ne-o
!, o
ne-d
ay s
uppo
rt –
and
con
side
r ho
w to
em
bed
sess
ions
with
in a
long
er
prog
ram
me
of s
uppo
rt a
nd e
ngag
emen
t.
12
RHYT
HM
IMPL
ICAT
IONS
The
revi
ew te
lls u
s it
is im
port
ant t
hat p
rofe
ssio
nal d
evel
opm
ent p
rogr
amm
es c
reat
e a
“rhy
thm
” of
fo
llow
-up,
con
solid
atio
n an
d su
ppor
t act
iviti
es. T
his
proc
ess
rein
forc
es k
ey m
essa
ges
su$
cien
tly to
ha
ve a
n im
pact
on
prac
tice.
The
spec
ific
freq
uenc
y of
act
iviti
es v
arie
d ac
ross
stu
dies
, but
the
key
aim
rem
aine
d co
nsta
nt –
te
ache
rs w
ere
able
to g
rasp
the
ratio
nale
that
und
erpi
nned
the
stra
tegy
bei
ng e
xplo
red,
and
use
this
un
ders
tand
ing
to re
fine
prac
tices
and
sup
port
impl
emen
tatio
n.
Tim
e he
re is
key
– s
choo
l lea
ders
mus
t co
nsid
er h
ow s
ta!
are
sup
port
ed to
eng
age
in t
his
rhyt
hm a
nd
adap
t w
orkl
oads
acc
ordi
ngly
.
Prov
ider
s m
ust
care
fully
des
ign
prog
ram
mes
to a
llow
for
freq
uent
, mea
ning
ful e
ngag
emen
t fr
om
part
icip
ants
. Pro
gram
mes
mus
t be
und
erpi
nned
by
stro
ng e
vide
nce
and
a cl
ear
ratio
nale
; tim
e m
ust
be t
aken
to s
urfa
ce p
artic
ipan
ts’ o
wn
theo
ries
and
alig
n th
ese
with
tho
se o
f the
pro
gram
me.
Pro
vide
rs
shou
ld c
onsi
der
how
the
y de
velo
p pa
rtic
ipan
ts’ s
kills
to c
ritic
ally
eng
age
with
thi
s kn
owle
dge
base
, and
ba
lanc
e th
is w
ith o
ppor
tuni
ties
to im
plem
ent
and
appl
y to
pra
ctic
e.
13
14
DESI
GNI
NG!F
OR!
PART
ICIP
ANTS
’!NEE
DS
IMPL
ICAT
IONS
The
revi
ew s
how
s us
tha
t co
nten
t is
als
o ke
y to
ach
ievi
ng im
pact
on
teac
hers
’ pra
ctic
e.
All
revi
ews
foun
d th
at a
n es
sent
ial e
lem
ent
of s
ucce
ssfu
l pro
fess
iona
l dev
elop
men
t is
gen
erat
ing
buy-
in:
crea
ting
an o
vert
rele
vanc
e of
the
cont
ent t
o its
par
ticip
ants
- th
eir
day-
to-d
ay e
xper
ienc
es w
ith, a
nd
aspi
ratio
ns fo
r, th
eir
pupi
ls.
The
revi
ews
also
not
ed t
he im
port
ance
of p
rogr
amm
es t
hat
prov
ide
di!
eren
tiatio
n: o
ppor
tuni
ties
for
reco
gnis
ing
the
di!
eren
ces
betw
een
indi
vidu
al te
ache
rs a
nd t
heir
star
ting
poin
ts.
Sim
ilarly
impo
rtan
t w
ere
oppo
rtun
ities
for
indi
vidu
al te
ache
rs b
oth
to re
veal
and
dis
cuss
thei
r be
liefs
an
d to
eng
age
in p
eer
lear
ning
and
sup
port
.
Scho
ols
mus
t co
nsid
er h
ow t
hey
supp
ort
teac
hers
’ ski
lls in
iden
tifyi
ng a
nd u
nder
stan
ding
nee
ds. W
e m
ust
deve
lop
the
capa
city
for
teac
hers
to re
flect
on
thei
r cl
assr
oom
and
stu
dent
s’ le
arni
ng, a
nd m
ap t
his
onto
are
as o
f nee
d fo
r th
eir
own
prac
tice.
This
can
be
supp
orte
d by
pro
vide
rs –
who
sho
uld
take
tim
e to
iden
tify
and
unde
rsta
nd t
he p
artic
ular
ne
eds
of p
artic
ipan
ts a
nd t
heir
stud
ents
. The
y m
ust
crea
te o
ppor
tuni
ties
for
part
icip
ants
to s
hare
the
se
and
unde
rsta
nd t
he c
onte
nt in
ove
rt re
latio
n to
the
se.
15
CRE
ATIN
G!A
!SH
ARED
!SEN
SE!O
F!PU
RPO
SE
IMPL
ICAT
IONS
The
revi
ew p
oint
s ou
t tha
t ach
ievi
ng a
sha
red
sens
e of
pur
pose
dur
ing
prof
essi
onal
dev
elop
men
t is
an
impo
rtan
t fac
tor
for
succ
ess.
Whe
ther
teac
hers
wer
e co
nscr
ipte
d or
had
vol
unte
ered
to t
ake
part
in a
n ac
tivity
did
not
app
ear
to b
e a
high
ly s
igni
fican
t fa
ctor
– a
pos
itive
pro
fess
iona
l lea
rnin
g en
viro
nmen
t, su
$ci
ent
time,
and
a c
onsi
sten
cy
with
par
ticip
ants
’ wid
er c
onte
xt w
ere
all m
ore
impo
rtan
t.
With
in s
choo
ls, t
his
mig
ht s
ugg
est
ther
e sh
ould
be
less
of a
focu
s on
sp
littin
g b
etw
een
volu
ntar
y an
d
cons
crip
ted
act
iviti
es. R
athe
r, C
PD
pro
gra
mm
es s
houl
d c
reat
e a
cohe
rent
and
sha
red
sen
se o
f pur
pos
e ac
ross
sta!
, and
dem
onst
rate
an
exp
licit
rela
tion
to t
heir
ever
yday
exp
erie
nces
and
con
text
.
Pro
vid
ers
shou
ld f
ocus
on
pro
vid
ing
cou
rse
cont
ent
that
bui
lds
a se
nse
of p
urp
ose.
Thi
s ca
n b
e d
one
in a
num
ber
of
way
s; e
xam
ple
s fo
und
dur
ing
the
rev
iew
incl
uded
pee
r su
pp
ort,
the
use
of e
vid
ence
fr
om e
xper
imen
ting
wit
h ne
w a
pp
roac
hes,
and
wor
king
on
why
thi
ngs
wor
k, a
s w
ell a
s w
hat
doe
s an
d d
oes
not.
16
ALIG
NMEN
T
IMPL
ICAT
IONS
The
revi
ew in
dica
tes
that
e!
ectiv
e pr
ogra
mm
es w
ill fe
atur
e a
varie
ty o
f act
iviti
es to
rein
forc
e th
eir
mes
sage
s an
d te
st id
eas
from
di!
eren
t pe
rspe
ctiv
es.
No
sing
le p
artic
ular
typ
e of
act
ivity
– o
r co
nfigu
ratio
ns o
f mul
tiple
act
iviti
es –
was
sho
wn
to b
e un
iver
sally
e!
ectiv
e or
cru
cial
to s
ucce
ss. W
hat
mat
ters
is a
logi
cal t
hrea
d be
twee
n th
e va
rious
co
mpo
nent
s of
the
pro
gram
me,
and
cre
atin
g op
port
uniti
es fo
r te
ache
r le
arni
ng th
at a
re c
onsi
sten
t with
th
e pr
inci
ples
of t
he s
tude
nt le
arni
ng b
eing
pro
mot
ed.
For
the
prov
ider
s of
CPD
, thi
s w
ill re
quire
impo
rtan
t co
nsid
erat
ion
arou
nd h
ow b
est
to re
flect
and
mod
el
the
appr
oach
es t
hey
shar
e w
ith te
ache
rs in
the
del
iver
y m
odel
s us
ed.
Scho
ols,
mea
nwhi
le, s
houl
d co
nsid
er h
ow in
-sch
ool p
roce
sses
refle
ct a
nd s
uppo
rt t
he e
lem
ents
sou
ght
in e
xter
nal o
ppor
tuni
ties.
Sch
ool l
eade
rs s
houl
d su
ppor
t st
a! to
dev
elop
str
ateg
ic a
ppro
ache
s to
pr
ofes
sion
al d
evel
opm
ent
that
allo
w fo
r cl
ear
links
acr
oss
activ
ities
.
17
Prof
essi
onal
dev
elop
men
t op
port
uniti
es th
at a
re c
aref
ully
de
sign
ed a
nd h
ave
a st
rong
focu
s on
pup
il ou
tcom
es h
ave
a si
gnifi
cant
impa
ct o
n st
uden
t ac
hiev
emen
t. ”
“
Prof
essi
onal
dev
elop
men
t pr
ogra
mm
es m
ust c
onsi
der
both
sub
ject
kno
wle
dge
and
subj
ect-
spec
ific
peda
gogy
in
orde
r to
achi
eve
thei
r ful
l pot
entia
l. ”
“
18
To p
rodu
ce p
rofo
und,
last
ing
chan
ge,
the
mos
t e!
ectiv
e pr
ofes
sion
al
deve
lopm
ent l
aste
d at
leas
t 2 te
rms
- mor
e us
ually
a y
ear. ”
“
“ A d
idac
tic m
odel
in w
hich
fa
cilit
ator
s si
mpl
y te
ll te
ache
rs
wha
t to
do d
oes
not l
ead
to
posi
tive
outc
omes
for p
artic
ipan
ts
or st
uden
ts. ”
19
THE!
CO
NTEN
T!O
F!EF
FEC
TIVE
!PRO
FESS
IONA
L!DE
VELO
PMEN
TFo
r the
firs
t tim
e th
e re
view
hig
hlig
hts
the
equa
l im
port
ance
of b
oth
peda
gogi
c an
d su
bjec
t kno
wle
dge.
Pr
ofes
sion
al d
evel
opm
ent p
rogr
amm
es m
ust c
onsi
der b
oth
subj
ect k
now
ledg
e an
d su
bjec
t-sp
ecifi
c pe
dago
gy in
or
der t
o ac
hiev
e th
eir f
ull p
oten
tial.
Find
ings
from
the
str
onge
st re
view
wen
t ev
en fu
rthe
r, sh
owin
g th
at p
rofe
ssio
nal d
evel
opm
ent f
ocus
sed
on
gene
ric p
edag
ogy
is in
su!
cien
t, pa
rtic
ular
ly in
mat
hs.
E!ec
tive
prof
essi
onal
dev
elop
men
t sho
uld
be u
nder
pinn
ed b
y a
num
ber o
f “ke
y bu
ildin
g bl
ocks
”:Q�
Subj
ect k
now
ledg
e.Q�
Subj
ect-
spec
ific
peda
gogy
.Q�
Cla
rity
arou
nd le
arne
r pr
ogre
ssio
n, s
tart
ing
poin
ts a
nd n
ext s
teps
.Q��C
onte
nt a
nd a
ctiv
ities
ded
icat
ed to
hel
ping
teac
hers
und
erst
and
how
pup
ils le
arn,
bo
th g
ener
ally
and
in s
peci
fic s
ubje
ct a
reas
.
Prog
ram
mes
sho
uld
also
put
forw
ard:
Q�
Alte
rnat
ive
peda
gogi
es fo
r pu
pils
with
di"
eren
t nee
ds.
Q��A
focu
s on
form
ativ
e as
sess
men
t, to
allo
w te
ache
rs to
see
the
impa
ct o
f the
ir le
arni
ng a
nd w
ork
on th
eir p
upils
.
Inpu
t sho
uld
allo
w fo
r th
e co
nsid
erat
ion
of p
artic
ipan
ts’ e
xist
ing
theo
ries,
bel
iefs
and
pra
ctic
e, a
nd fo
r op
port
uniti
es to
cha
lleng
e th
ese
in a
non
-thr
eate
ning
way
.
It is
impo
rtan
t th
at p
artic
ipan
ts re
ceiv
e su
ppor
t to
und
erst
and
the
ratio
nale
tha
t un
derp
ins
the
prac
tices
bei
ng
advo
cate
d.
The
stro
nges
t re
view
wen
t fu
rthe
r st
ill, h
ighl
ight
ing
the
impo
rtan
ce o
f par
ticip
ants
’ crit
ical
eng
agem
ent
with
co
urse
con
tent
; cre
atin
g ro
om fo
r pr
ofes
sion
al d
iscr
etio
n; a
nd p
rovi
ding
repe
ated
opp
ortu
nitie
s to
enc
ount
er,
unde
rsta
nd, r
espo
nd to
and
refle
ct o
n ne
w a
ppro
ache
s an
d re
late
d pr
actic
es.
20
21
IMPL
ICAT
IONS
Pro
fess
iona
l dev
elop
men
t an
d le
arni
ng s
houl
d c
onsi
der
the
impo
rtan
ce o
f foc
ussi
ng o
n ge
neri
c an
d su
bjec
t-sp
ecifi
c pe
dago
gy. I
t is
the
refo
re im
por
tant
to
cons
ider
how
sub
ject
exp
ertis
e ca
n b
e d
evel
oped
alo
ngsi
de
mor
e g
ener
ic a
spec
ts.
Scho
ol le
ader
s m
ust
ensu
re t
hat
who
le s
choo
l prio
ritie
s ad
dre
ss e
ach
of t
hese
are
as. C
onsi
der
atio
n m
ust
be
giv
en a
s to
how
sta!
are
sup
por
ted
and
giv
en t
ime
to a
pp
ly g
ener
al p
edag
ogy
to s
pec
ific
sub
ject
are
as b
y us
ing
col
lab
orat
ive,
pro
ble
m s
olvi
ng a
pp
roac
hes.
Pro
vid
ers
shou
ld u
se c
aref
ul c
ours
e d
esig
n to
bal
ance
the
se e
lem
ents
and
allo
w fo
r eq
ual e
ngag
emen
t w
ith a
var
iety
of f
acto
rs. T
hey
shou
ld c
onsi
der
how
cou
rse
cont
ent
allo
ws
for
the
dev
elop
men
t of
p
artic
ipan
ts’ c
ritic
al s
kills
, and
for
dis
cuss
ion
arou
nd t
he a
pp
licat
ion
of a
ltern
ativ
e p
edag
ogie
s to
d
i!er
ent
stud
ent
need
s an
d s
ubje
ct-s
pec
ific
area
s.
22
ACTI
VITI
ES!A
SSO
CIA
TED
!WIT
H!E
FFEC
TIVE
PR
OFE
SSIO
NAL
!DEV
ELO
PMEN
T
IMPL
ICAT
IONS
All
revi
ews
in t
his
over
view
not
ed c
erta
in a
ctiv
ities
, or
type
s of
act
iviti
es, w
hich
feat
ured
in s
ucce
ssfu
l pro
fess
iona
l de
velo
pmen
t st
rate
gies
.
Thes
e in
clud
ed e
xplic
it di
scus
sion
s, fo
llow
ing
the
initi
al in
put,
abou
t how
to tr
ansl
ate
CPD
con
tent
to th
e cl
assr
oom
.
Teac
hers
in th
e su
cces
sful
cou
rses
als
o im
plem
ente
d w
hat t
hey
had
lear
ned
by e
xper
imen
ting
in th
e cl
assr
oom
.
They
eng
aged
in t
he a
naly
sis
of a
nd re
flect
ion
arou
nd th
e un
derp
inni
ng ra
tiona
le, e
vide
nce
and
rele
vant
as
sess
men
t dat
a. T
his
refle
ctio
n an
d an
alys
is w
as im
port
ant
for
brin
ging
abo
ut a
nd e
mbe
ddin
g ch
ange
s in
pra
ctic
e.
From
the
stro
nges
t rev
iew
we
lear
ned
that
suc
cess
ful p
rofe
ssio
nal d
evel
opm
ent p
rogr
amm
es, i
nclu
ding
any
out
-of-
scho
ol a
ctiv
ities
use
d, d
ispl
ay a
lignm
ent b
etw
een
thei
r des
ign,
str
uctu
re a
nd th
e pe
dago
gic
proc
esse
s be
ing
prom
oted
.
For
both
sch
ools
and
pro
vide
rs, c
onsi
dera
tion
mus
t be
giv
en to
sel
ectin
g an
d fa
cilit
atin
g th
e ty
pes
of
activ
ities
link
ed to
e!
ectiv
e pr
ofes
sion
al d
evel
opm
ent.
A n
umbe
r of
find
ings
em
phas
ise
the
impo
rtan
ce o
f the
use
of e
vide
nce;
bot
h ev
iden
ce fr
om p
upils
’ re
spon
ses
to te
ache
rs’ d
evel
opin
g un
ders
tand
ing
and
prac
tices
, and
the
str
engt
h of
the
evi
denc
e an
d
ratio
nale
und
erpi
nnin
g th
e ac
tivity
or
prog
ram
me.
We
mus
t co
nsid
er h
ow s
ta!
are
sup
port
ed to
crit
ical
ly e
ngag
e w
ith e
vide
nce
and
eval
uatio
n. P
rovi
ders
an
d sc
hool
lead
ers
mus
t us
e br
oade
r pr
ofes
sion
al d
evel
opm
ent
proc
esse
s to
dev
elop
the
se s
kills
acr
oss
sta!
, and
em
bed
them
with
in a
ll pr
ofes
sion
al d
evel
opm
ent
activ
ities
.
23
PRO
VIDE
RS!O
F!PR
OFE
SSIO
NAL!
DEVE
LOPM
ENT
IMPL
ICAT
IONS
The
revi
ew p
oint
s ou
t tha
t ext
erna
l fac
ilita
tion
is a
com
mon
fact
or in
suc
cess
ful o
utco
mes
, wor
king
so
met
imes
in t
ande
m w
ith in
tern
al s
peci
alis
ts.
How
ever
, ext
erna
l inp
ut m
ust
o!er
sup
port
in a
con
stru
ctiv
e, e!
ectiv
e w
ay. I
n th
e m
ost
succ
essf
ul p
rofe
ssio
nal
deve
lopm
ent
proc
esse
s, e
xter
nal i
nput
pro
vide
s m
ultip
le a
nd d
iver
se p
ersp
ectiv
es, a
nd c
halle
nges
or
thod
oxie
s w
ithin
the
sch
ool.
Faci
litat
ors
of th
e m
ost s
ucce
ssfu
l pro
gram
mes
act
as
coac
hes
and/
or m
ento
rs to
par
ticip
ants
. The
y he
lp
teac
hers
tak
e on
a d
egre
e of
lead
ersh
ip a
roun
d pr
ofes
sion
al d
evel
opm
ent,
trea
ting
part
icip
ants
as
peer
s an
d co
-lear
ners
. Suc
cess
ful f
acili
tato
rs b
uild
a re
latio
nshi
p w
ith p
artic
ipan
ts t
hat
allo
ws
them
to s
hare
val
ues,
un
ders
tand
ing,
goa
ls a
nd b
elie
fs w
ith p
artic
ipan
ts, w
hile
pro
vidi
ng im
port
ant
chal
leng
e at
the
sam
e tim
e.
Ther
e is
som
e ev
iden
ce to
sug
gest
tha
t e!
ectiv
e fa
cilit
ator
s ar
e ex
pert
s in
mor
e th
an o
ne a
rea:
the
ir ex
pert
ise
incl
udes
kno
wle
dge
of s
peci
alis
t con
tent
, e!
ectiv
e pr
ofes
sion
al d
evel
opm
ent p
roce
sses
eva
luat
ion
and
mon
itorin
g.
It is
impo
rtan
t to
con
side
r w
here
and
how
app
ropr
iate
ext
erna
l exp
ertis
e ca
n be
dep
loye
d.
The
skill
s an
d kn
owle
dge
requ
ired
by fa
cilit
ator
s of
pro
fess
iona
l dev
elop
men
t are
par
ticul
arly
key
–
whe
ther
the
se fa
cilit
ator
s ar
e in
tern
al o
r ex
tern
al to
sch
ools
. The
re is
the
refo
re a
nee
d to
con
side
r ho
w
thes
e m
ight
be
deve
lope
d in
a m
ore
e!ec
tive
way
.
Scho
ol le
ader
s m
ust
set
expl
icit
and
high
exp
ecta
tions
of p
rofe
ssio
nal d
evel
opm
ent
prov
ider
s an
d
faci
litat
ors
– w
heth
er t
hey
are
colle
ague
s in
sch
ool,
from
oth
er s
choo
ls, f
rom
HE
Is, f
rom
pro
fess
iona
l ne
twor
ks, p
rivat
e pr
ovid
ers
or e
xam
inat
ion
boar
ds.
24
Scho
ol le
ader
s sh
ould
dis
cuss
spe
cific
exp
ecta
tions
abo
ut p
oten
tial i
mpa
ct w
ith p
artic
ipat
ing
teac
hers
prio
r
to p
artic
ipat
ion.
They
sho
uld
inte
rrog
ate
prov
ider
s (i
nclu
ding
inte
rnal
faci
litat
ors)
prio
r to
sign
ing
up to
/com
mis
sion
ing
a C
PD
prog
ram
me,
to a
scer
tain
how
they
inte
nd to
: Q��Su
ppor
t ide
ntifi
catio
n of
teac
hers
’ and
sch
ool l
eade
rs’ s
tart
ing
poin
ts.
Q��U
se c
onte
nt-s
peci
fic fo
rmat
ive
asse
ssm
ent.
Q��B
uild
tim
e in
to a
ny a
way
-fro
m-c
lass
or
out-
of-s
choo
l act
iviti
es, f
or p
lann
ing
chan
ges
to b
e m
ade
back
in
the
clas
sroo
m.
Q��Em
bed
colla
bora
tive
lear
ning
and
the
deve
lopm
ent o
f sha
red
unde
rsta
ndin
g an
d go
als
with
in th
e pr
ofes
sion
al
lear
ning
pro
cess
. Q��D
emon
stra
te in
-dep
th e
xper
tise
in re
latio
n to
teac
hing
and
lear
ning
, the
cur
ricul
um c
onte
nt, a
nd th
e pr
oces
s of
pro
fess
iona
l lea
rnin
g pr
oces
s –
and
have
ens
ured
all
thre
e ar
e al
igne
d.Q��Pr
ovid
e to
ols
to h
elp
teac
hers
and
lead
ers
enga
ge c
ritic
ally
with
evi
denc
e ab
out h
ow p
upils
resp
ond
to
chan
ges
they
are
mak
ing
in th
eir
day
to d
ay w
ork
sett
ings
.
In t
he s
ame
way
, any
pro
vide
r or
faci
litat
or m
ust
be a
ble
to d
emon
stra
te e
xper
t pr
actic
e ac
ross
the
se a
reas
. The
y sh
ould
ens
ure
thei
r ex
pert
ise
and
unde
rsta
ndin
g is
rig
orou
s an
d up
-to-
date
and
tha
t su
$ci
ent
time
is g
iven
in a
ny
prog
ram
me
to b
uild
sup
port
ive,
tru
stin
g re
latio
nshi
ps w
ith p
artic
ipan
ts. E
xter
nal f
acili
tato
rs m
ight
als
o co
nsid
er
how
the
y su
ppor
t sc
hool
s to
em
bed
e!ec
tive
coac
hing
/men
torin
g pr
oces
ses
mor
e br
oadl
y, to
mirr
or a
nd s
usta
in
the
rela
tions
hips
dev
elop
ed b
y an
ext
erna
l pro
vide
r.
25
SUPP
ORT
!FRO
M!S
PEC
IALI
STS
The
revi
ew a
lso
high
light
ed c
erta
in ty
pes
of a
ctiv
ities
that
, with
spe
cial
ist s
uppo
rt, s
houl
d le
ad to
su
cces
sful
out
com
es. S
ucce
ssfu
l fac
ilita
tors
em
ploy
ed a
ctiv
ities
that
aim
to:
Q��In
trod
uce
new
kno
wle
dge
and
skill
s to
par
ticip
ants
.Q��H
elp
part
icip
ants
acc
ess
the
theo
ry a
nd e
vide
nce
unde
rlyin
g th
e re
leva
nt p
edag
ogy,
sub
ject
kno
wle
dge,
an
d st
rate
gies
.Q��H
elp
part
icip
ants
bel
ieve
bet
ter
outc
omes
are
pos
sibl
e, p
artic
ular
ly a
mon
g sc
hool
s w
here
ach
ieve
men
t ha
s be
en d
epre
ssed
ove
r tim
e.
Q��M
ake
the
link
betw
een
prof
essi
onal
lear
ning
and
pup
il le
arni
ng e
xplic
it th
roug
h di
scus
sion
of p
upil
prog
ress
ion
and
anal
ysis
of a
sses
smen
t dat
a.Q��Ta
ke a
ccou
nt o
f di"
eren
t tea
cher
s’ s
tart
ing
poin
ts a
nd -
from
the
stro
nges
t rev
iew
- th
e em
otio
nal
cont
ent o
f the
lear
ning
.
Spec
ialis
ts s
houl
d al
so s
uppo
rt te
ache
rs th
roug
h m
odel
ling,
pro
vidi
ng o
bser
vatio
n an
d fe
edba
ck, a
nd
coac
hing
. Aga
in, i
t is
impo
rtan
t fo
r fa
cilit
ator
s an
d sp
ecia
lists
to b
alan
ce s
uppo
rt a
nd c
halle
nge
whi
le b
uild
ing
re
latio
nshi
ps w
ith p
artic
ipan
ts.
The
exac
t na
ture
of e
!ec
tive
spec
ialis
t su
ppor
t ca
n, h
owev
er, v
ary
depe
ndin
g on
the
sub
ject
spe
cial
ism
in
volv
ed. I
n m
aths
and
sci
ence
opp
ortu
nitie
s, fo
r ex
ampl
e, to
be
obse
rved
and
rece
ive
feed
back
wer
e no
t al
way
s pr
ereq
uisi
tes
for
succ
essf
ul p
rofe
ssio
nal d
evel
opm
ent.
Fina
lly, s
ome
evid
ence
in t
he re
view
sug
gest
ed t
hat
e!ec
tive
spec
ialis
ts m
obili
sed,
enc
oura
ged
and
guid
ed
teac
her
peer
sup
port
.
They
mig
ht a
lso
o!er
rem
ote
supp
ort
in a
var
iety
of m
edia
suc
h as
e-n
etw
orki
ng a
nd p
rovi
sion
of i
nstr
uctio
nal
and
othe
r m
ater
ials
.
26
IMPL
ICAT
IONS
CPD
pro
vide
rs s
houl
d fo
cus
on u
sing
act
iviti
es t
hat
are
able
to e
xplic
itly
link
prof
essi
onal
dev
elop
men
t to
im
prov
emen
ts in
stu
dent
out
com
es. T
hey
shou
ld u
se a
logi
cal c
ombi
natio
n of
act
iviti
es t
hat
ties
clos
ely
to t
he a
ims,
the
spe
cific
con
tent
are
a an
d th
e ap
proa
ches
bei
ng p
ut fo
rwar
d.
Scho
ols,
mea
nwhi
le, s
houl
d be
sup
port
ed to
sel
ect
and
enga
ge w
ith p
rovi
ders
who
se s
ervi
ces
alig
n w
ith
thes
e re
com
men
datio
ns, a
nd s
et u
p in
tern
al p
roce
sses
to m
irror
and
sup
port
the
act
iviti
es b
eing
use
d by
ex
tern
al fa
cilit
ator
s.
27
ENC
OUR
AGIN
G!E
FFEC
TIVE
!CO
LLAB
ORA
TIO
N
IMPL
ICAT
IONS
Wha
t mak
es c
olla
bora
tion
e"ec
tive
is s
till c
onte
sted
.
All
revi
ews
anal
ysed
in t
his
over
view
foun
d th
at p
eer
supp
ort,
in w
hich
all
part
icip
ants
hav
e an
opp
ortu
nity
to w
ork
toge
ther
to t
ry o
ut a
nd re
fine
new
ap
proa
ches
, was
a c
omm
on fe
atur
e in
e!
ectiv
e pr
ofes
sion
al d
evel
opm
ent.
Ther
e is
evi
denc
e to
sug
gest
tha
t ac
cess
to s
ome
form
of c
olle
gial
sup
port
for
prob
lem
sol
ving
is e
ssen
tial.
How
ever
, the
str
onge
st re
view
incl
uded
in th
is o
verv
iew
foun
d th
at w
hile
co
llabo
ratio
n w
as n
eces
sary
, it a
lone
is n
ot s
u!ci
ent –
it w
as li
nked
to b
oth
posi
tive
and
nega
tive
outc
omes
.
Whi
le p
eer
supp
ort a
nd le
arni
ng is
a fu
ndam
enta
l ing
redi
ent
of e!
ectiv
e pr
ofes
sion
al
deve
lopm
ent,
it is
not
su$
cien
t in
its
own
right
.
Whe
re u
sing
col
labo
rativ
e ap
proa
ches
, pro
vide
rs a
nd s
choo
ls s
houl
d al
low
par
ticip
ants
to
eng
age
in c
olle
gial
pro
blem
sol
ving
app
roac
hes
that
are
focu
ssed
on
impr
ovin
g st
uden
t ou
tcom
es. B
oth
part
ies
shou
ld a
lso
cons
ider
how
to e
mbe
d br
oade
r pr
oces
ses
acro
ss a
sch
ool,
to s
usta
in o
ppor
tuni
ties
for
colla
bora
tive
enga
gem
ent
with
con
tent
and
co-
plan
ning
to a
ddre
ss
spec
ific
pupi
l lea
rnin
g ne
eds.
28
LEAD
ERSH
IP!O
F!PR
OFE
SSIO
NAL!
DEVE
LOPM
ENT
Alth
ough
lead
ersh
ip o
f pro
fess
iona
l dev
elop
men
t w
as n
ot a
n ex
plic
it pa
rt o
f thi
s re
view
, som
e of
the
revi
ews
it co
nsid
ered
- in
clud
ing
the
stro
nges
t on
e -
high
light
the
role
of l
eade
rs in
defi
ning
the
opp
ortu
nitie
s th
at a
re
avai
labl
e to
sta!
and
the
sup
port
giv
en to
em
bed
chan
ge.
In p
artic
ular
the
str
onge
st re
view
con
clud
ed t
hat:
“E"
ectiv
e le
ader
s di
d no
t lea
ve th
e le
arni
ng to
thei
r te
ache
rs –
they
bec
ame
invo
lved
them
selv
es”.
Scho
ol le
ader
s ha
d ta
ken
som
e fo
rm o
f per
sona
l inv
olve
men
t in
mos
t su
cces
sful
pro
gram
mes
.
The
revi
ew id
entifi
ed fo
ur c
ore
role
s fo
r sch
ool l
eade
rs in
e!
ectiv
e pr
ofes
sion
al d
evel
opm
ent.
Thes
e w
ere
adap
ted
acco
rdin
g to
the
scho
ol c
onte
xt a
nd th
e na
ture
of c
hang
es b
eing
impl
emen
ted:
Q��D
evel
opin
g vi
sion
– in
clud
ing
help
ing
teac
hers
bel
ieve
alte
rnat
ive
outc
omes
are
pos
sibl
e an
d cr
eatin
g co
here
nce
so te
ache
rs u
nder
stan
d th
e re
leva
nce
of C
PD to
wid
er p
riorit
ies.
Q��M
anag
ing
and
orga
nisi
ng –
incl
udin
g es
tabl
ishi
ng p
riorit
ies,
reso
lvin
g co
mpe
ting
dem
ands
, sou
rcin
g ap
prop
riate
exp
ertis
e an
d en
surin
g ap
prop
riate
opp
ortu
nitie
s to
lear
n ar
e in
pla
ce.
Q��Le
adin
g pr
ofes
sion
al le
arni
ng –
incl
udin
g pr
omot
ing
a ch
alle
ngin
g le
arni
ng c
ultu
re, k
now
ing
wha
t co
nten
t and
act
iviti
es a
re li
kely
to b
e of
ben
efit,
and
prom
otin
g “e
vide
nce-
info
rmed
, sel
f-re
gula
ted
lear
ning
”.
Q��D
evel
opin
g th
e le
ader
ship
of o
ther
s –
incl
udin
g en
cour
agin
g te
ache
rs to
lead
a p
artic
ular
asp
ect o
f pe
dago
gy o
r of
the
curr
icul
um.
29
IMPL
ICAT
IONS
Acr
oss
the
syst
em, s
choo
l lea
ders
mus
t be
sup
port
ed to
dev
elop
the
und
erst
andi
ng a
nd s
kills
tha
t w
ill
allo
w t
hem
to p
rom
ote,
man
age
and
mod
el e!
ectiv
e pr
ofes
sion
al d
evel
opm
ent.
Scho
ol le
ader
s m
ust d
istin
guis
h be
twee
n:
Q��pr
ofes
sion
al d
evel
opm
ent o
ppor
tuni
ties
that
are
aim
ed a
t ope
ratio
nal a
nd p
roce
dura
l kno
wle
dge
(e.g
. how
teac
hers
use
fire
ext
ingu
ishe
rs o
r co
mpl
y w
ith le
gisl
atio
n or
MIS
sys
tem
s) w
here
sim
ple
brie
fings
and
gro
up d
iscu
ssio
n m
ay s
u!ce
; and
Q��pr
ofes
sion
al le
arni
ng d
irect
ly a
imed
at b
uild
ing
on te
ache
rs’ s
tart
ing
poin
ts to
sig
nific
antly
enh
ance
pu
pil l
earn
ing
– w
here
the
sust
aine
d an
d dy
nam
ical
ly in
tera
ctin
g m
ix o
f act
iviti
es h
ighl
ight
ed b
y th
is
evid
ence
will
be
requ
ired.
Prov
ider
s of
exp
ertis
e an
d kn
owle
dge
mus
t en
sure
the
y en
gage
dire
ctly
with
sch
ool l
eade
rs t
hrou
ghou
t th
e se
tup
and
roll
out
of a
pro
fess
iona
l dev
elop
men
t pr
ogra
mm
e. T
hey
shou
ld c
onsi
der
mec
hani
sms
to
supp
ort
lead
ers’
und
erst
andi
ng o
f e!
ectiv
e pr
ofes
sion
al d
evel
opm
ent
beyo
nd t
he re
mit
of a
spe
cific
ta
rget
are
a or
pro
gram
me
– an
d o!
er g
uida
nce
for
mod
ellin
g an
d en
cour
agin
g th
is a
mon
g st
a!.
Gov
erni
ng b
odie
s, to
o, c
an o!
er v
alua
ble
supp
ort
and
chal
leng
e, to
enc
oura
ge s
choo
l lea
ders
in t
heir
mov
emen
t to
war
ds m
ore
stra
tegi
c, e!
ectiv
e de
cisi
on m
akin
g.
30
IMPL
ICAT
IONS
Whe
re lo
okin
g to
tra
nsfo
rm p
ract
ice,
sch
ools
and
pro
vide
rs s
houl
d m
ove
away
from
the
form
s of
pr
ofes
sion
al d
evel
opm
ent
that
are
less
like
ly to
lead
to p
ositi
ve o
utco
mes
for
part
icip
ants
or
stud
ents
. Pr
ovid
ers
and
scho
ols
shou
ld e
nsur
e th
at t
hese
pro
fess
iona
l dev
elop
men
t pr
ogra
mm
es a
nd p
roce
sses
ha
ve a
cle
ar, s
tron
g fo
cus
on s
tude
nt o
utco
mes
, and
prio
ritis
e th
e ev
alua
tion
of im
pact
on
thes
e.
Lead
ers
of p
rofe
ssio
nal d
evel
opm
ent –
whe
ther
with
in s
choo
l, or
with
an
exte
rnal
par
tner
– s
houl
d re
ject
on
e-o!
act
iviti
es in
whi
ch te
ache
rs re
mai
n pa
ssiv
e w
here
thes
e ar
e no
t acc
ompa
nied
by
in-s
choo
l act
ivity
fo
r tea
cher
s to
eng
age
repe
ated
ly a
nd m
eani
ngfu
lly w
ith c
onte
nt a
nd re
flect
on
new
app
roac
hes.
WH
AT!D
OES
N’T!
WO
RKFi
nally
, all
revi
ews
incl
uded
in t
he re
view
o!
ered
a n
umbe
r of
cle
ar s
tate
men
ts a
bout
form
s of
pro
fess
iona
l de
velo
pmen
t th
at d
o no
t le
ad to
pos
itive
out
com
es fo
r pa
rtic
ipan
ts o
r st
uden
ts. T
hese
incl
ude:
Q��A
did
actic
mod
el in
whi
ch fa
cilit
ator
s si
mpl
y te
ll te
ache
rs w
hat t
o do
, or
prov
ide
mat
eria
ls w
ithou
t giv
ing
part
icip
ants
opp
ortu
nitie
s to
dev
elop
ski
lls a
nd in
quire
into
thei
r im
pact
on
pupi
l lea
rnin
g.
Q��Pr
ofes
sion
al d
evel
opm
ent w
hich
doe
s no
t hav
e a
stro
ng fo
cus
on a
spira
tions
for
stud
ents
and
ass
essi
ng
the
impa
ct o
f cha
nged
teac
her
prac
tices
on
pupi
l lea
rnin
g.
Whe
re p
artic
ipan
ts a
re n
ot g
iven
str
uctu
red,
freq
uent
opp
ortu
nitie
s to
eng
age
with
, und
erst
and
and
refle
ct
on t
he im
plic
atio
ns o
f new
app
roac
hes
and
prac
tices
, nei
ther
ext
ende
d tim
e no
r gr
eate
r fr
eque
ncy
of c
onta
ct
wer
e su
$ci
ent
to m
ake
subs
tant
ial c
hang
es to
teac
her
prac
tice
or im
prov
e st
uden
t ou
tcom
es.
31
Met
ho
do
logy
32
Met
ho
do
logy
This
sum
mar
y gi
ves
a sn
apsh
ot o
f the
revi
ew’s
find
ings
, whi
ch a
re fu
rthe
r ex
plor
ed a
nd e
labo
rate
d on
in t
he fu
ll re
view
pap
er. A
ll st
akeh
olde
rs a
re e
ncou
rage
d to
read
and
eng
age
with
the
full
orig
inal
find
ings
, a v
ersi
on o
f w
hich
can
be
foun
d at
tdtr
ust.o
rg/d
gt.
The
revi
ew b
egan
with
a p
roce
ss d
escr
ibed
as
“con
nois
seur
ial a
ccum
ulat
ion”
, usi
ng e
xper
ts in
the
fiel
d to
hi
ghlig
ht k
now
n, re
leva
nt a
nd v
alua
ble
revi
ews.
The
sea
rch
was
con
duct
ed t
hrou
gh a
var
iety
of d
igita
l aca
dem
ic
reso
urce
s in
clud
ing
Firs
tSea
rch,
JST
OR
, Goo
gle
Scho
lar
and
othe
rs. T
he s
earc
h ta
rget
ed re
view
s of
CPD
and
te
ache
r le
arni
ng p
ublis
hed
sinc
e 20
00
in E
nglis
h, t
houg
h on
e B
elgi
an e
xten
sion
of a
noth
er re
sour
ce w
as fo
und
an
d an
alys
ed. T
he in
itial
sea
rch
iden
tified
947
“hi
ts”.
Thes
e w
ere
filte
red
usin
g a
serie
s of
scr
eeni
ng p
roce
sses
de
sign
ed to
exc
lude
any
revi
ews
of w
hich
the
evi
denc
e ba
se w
as n
ot d
eem
ed s
u$ci
ently
str
ong
for
incl
usio
n.
The
rem
aini
ng re
view
s w
ere
sub-
cate
goris
ed in
to fo
ur d
i!er
ent g
roup
s:
1. A
sin
gle
stud
y w
hich
was
str
ong
in m
ultip
le a
reas
and
with
rese
arch
des
igns
whi
ch w
ere
appr
opria
te fo
r ca
usal
infe
renc
e ac
ross
stu
dies
. 2.
A
furt
her
thre
e st
udie
s w
hich
wer
e ro
bust
but
mor
e fo
cuse
d on
par
ticul
ar a
reas
of p
ract
ice.
3.
A
noth
er fo
ur s
tudi
es –
less
robu
st in
term
s of
sup
port
ing
evid
ence
(sh
owin
g on
ly c
orre
latio
nal a
nd n
ot
caus
al c
onne
ctio
ns),
but t
ight
ly fo
cuse
d in
the
rele
vant
are
as a
nd w
ith s
yste
mat
ic u
se o
f pre
- and
pos
t-te
st
data
, mak
ing
thei
r cl
aim
s re
ason
ably
per
suas
ive.
4.
One
add
ition
al re
view
, inc
lude
d du
e to
its
clai
ms
bein
g co
nsis
tent
with
the
broa
der
evid
ence
bas
e, d
espi
te
faili
ng to
sup
port
its
clai
ms
with
hig
h qu
ality
dat
a.
The
revi
ews
wer
e th
en a
naly
sed
sepa
rate
ly a
nd t
heir
findi
ngs
split
into
a s
erie
s of
cla
ims.
The
se fi
ndin
gs w
ere
com
pare
d an
d co
ntra
sted
and
wei
ghte
d ac
cord
ing
to t
he s
tren
gth
of t
he e
vide
nce
supp
ortin
g th
em, b
efor
e be
ing
grou
ped
them
atic
ally
.
The
net
e!ec
t of
thi
s pr
oces
s w
as to
pro
duce
a s
erie
s of
cla
ims
whi
ch a
re ra
nked
in te
rms
of t
he s
tren
gth
of t
he
evid
ence
sup
port
ing
them
, gro
uped
by
a nu
mbe
r of
the
mes
whi
ch s
houl
d pr
ove
rele
vant
to p
olic
ymak
ers
and
fa
cilit
ator
s, a
nd w
hich
are
(at
the
str
onge
st le
vel)
equ
ival
ent
in s
tren
gth
to t
he fo
ur p
adlo
cks
used
in t
he S
utto
n Tr
ust-
EEF
Tool
kit.
33
The
Teac
her
Dev
elop
men
t Tru
st is
the
nat
iona
l ch
arity
with
a m
issi
on to
cre
ate
e!ec
tive
prof
essi
onal
de
velo
pmen
t in
sch
ools
and
col
lege
s.
Foun
ded
by te
ache
rs in
20
12, w
e ra
ise
awar
enes
s of
th
e vi
tal i
mpo
rtan
ce o
f pro
fess
iona
l dev
elop
men
t an
d de
velo
p re
sour
ces
an
d pa
rtne
rshi
ps to
hel
p te
ache
rs, s
choo
l lea
ders
and
CPD
pro
vide
rs t
rans
form
th
eir
prac
tice.
We
wor
k in
thre
e w
ays:
Q��Sc
hool
s w
ork
with
us
thro
ugh
NTE
N m
embe
rshi
p of
the
Teac
her
Dev
elop
men
t Tr
ust N
etw
ork.
Thr
ough
an
enlig
hten
ing
peer
aud
it, a
wea
lth o
f res
ourc
es,
full-
text
acc
ess
to e
duca
tiona
l res
earc
h jo
urna
ls a
nd a
ser
ies
of n
atio
nal
conf
eren
ces,
we
supp
ort s
choo
ls to
impr
ove
– an
d he
lp e
ach
othe
r im
prov
e –
thei
r in
tern
al a
ppro
ache
s to
dev
elop
ing
thei
r st
a".
Q��Th
e G
oodC
PDG
uide
is o
ur ‘T
rip A
dvis
or fo
r C
PD’:
a da
taba
se o
f tea
cher
-re
view
ed C
PD w
ith o
ver
3,0
00
list
ings
from
mor
e th
an 4
00
pro
vide
rs. W
e al
so o"
er o
ngoi
ng a
dvic
e an
d be
spok
e su
ppor
t to
prov
ider
s of
pro
fess
iona
l de
velo
pmen
t. W
e w
ill s
oon
be re
-laun
chin
g th
e G
oodC
PDG
uide
as
the
Teac
her
Dev
elop
men
t Tru
st A
dvis
or.
Q��Th
e Tr
ust a
lso
wor
ks c
lose
ly w
ith p
olic
y m
aker
s, p
oliti
cian
s, th
ink
tank
s, a
nd
educ
atio
nal o
rgan
isat
ions
acr
oss
the
spec
trum
. We
publ
ish
guid
ance
and
co
mm
ent p
iece
s in
edu
catio
n se
ctor
and
nat
iona
l med
ia, a
s w
ell a
s ha
ving
a
larg
e pr
esen
ce o
n so
cial
med
ia.
The
Teac
her
Dev
elop
men
t Tr
ust
has
also
bee
n on
e of
four
foun
ding
mem
bers
of
the
Cla
im Y
our
Col
lege
Coa
litio
n, w
hich
is le
adin
g th
e se
tup
of a
cha
rter
ed C
olle
ge
of T
each
ing.
For m
ore
info
rmat
ion,
vis
it w
ww
.tdtr
ust.o
rg.
Abo
ut
the
Teac
her
D
evel
opm
ent
Tru
st
34
TES
Glo
bal i
s a
fast
gro
win
g an
d gl
obal
dig
ital e
duca
tion
com
pany
. Our
mis
sion
is to
hel
p im
prov
e pe
rfor
man
ce a
nd s
tand
ards
in e
duca
tion
by b
oth
supp
ortin
g th
e w
orld
’s te
ache
rs w
ith a
por
tfol
io o
f ta
ilore
d di
gita
l ser
vice
s an
d pr
ovid
ing
the
wor
ld’s
mos
t re
spec
ted
high
er e
duca
tion
data
and
ana
lysi
s. It
is
hom
e to
the
wor
ld’s
larg
est
onlin
e co
mm
unity
of t
each
ers,
with
7 m
illio
n re
gist
ered
use
rs, a
nd t
he T
imes
H
ighe
r Ed
ucat
ion
Wor
ld U
nive
rsity
Ran
king
s.
For m
ore
info
rmat
ion,
vis
it w
ww
.tesg
loba
l.com
.
Designed by pandamedia.me
35
THE!
TEAC
HER
!DEV
ELO
PMEN
T!TR
UST
CA
N M
ezza
nine
, 49
-51 E
ast
Ro
ad, L
ond
on
N1 6
AH
T:
020
725
0 8
276
W:
tdtr
ust.o
rg /
td
trus
t.org
/nte
n /
ad
viso
r.td
ttru
st.o
rgE:
en
qui
ries@
tdtr
ust.o
rg
@Te
ache
rDev
Trus
t
PUBL
IC!R
ELAT
ION
S!A
ND
!MED
IA
LAU
RA!S
MIT
H -
lsm
ith@
cons
ilium
com
mun
icat
ions
.co.
ukD
ELLA
!BO
LAT
- d
bo
lat@
cons
ilium
com
mun
icat
ions
.co.
uk