Programme based, not just a one-off course or training day
Research confirms that effective CPD takes time. It needs to be sustained over a prolonged period and give time for reflection and action research in the classroom. So, we’re not just another one-off training provider. We are giving participants the space and time to actively enquire, take their learning back in to schools and the classroom, observe the impact on students, reflect, feedback and then make new iterations based on what they notice and can improve.
Driven by school and student needs
In partnership with an expert Associate, each school will engage with activities focused on their real-life experiences and the needs of their students and their school.
We don’t believe in one size fits all. All programmes are personalised to a schools need and context.
Our programme has not been designed in isolation; it has been informed by robust research evidence. We commissioned an independent body to carry out significant research into what effective CPD looks like in order to improve student outcomes. Each of the components highlighted as having significant impact have been included in our approach to professional learning.
All our programmes are focused on improving student outcomes and we support teachers and schools to undertake action research to build the evidence base in their school about what works well for their students and their school context and why.
Our approach to CPD is aligned with the national professional standards for teachers in England. The new standards from the Department of Education, which have been in place since September 2012, help us to frame the content for the programme so that they develop both generic and specific skills and knowledge that feed into teacher’s own and whole school development.