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Introducing the GTC Networks.

Good teaching needs good networks and good networks need good teachers.

The GTC Networks provide support by linking teachers nationally and putting them in touch with the latest research and evidence. They let teachers have a voice at national debates on changes to education.

What makes CPD effective?

The findings of 20 studies into what makes CPD more effective are brought together in a new GTC research project.

The report provides a synthesis of our current understanding of effective CPD and its impact on teachers, children and young people.

The GTC research project is complimented by a recent Ofsted report on CPD – the links between the two are identified below.

The key findings

When you are working on your own it’s much harder to make the big decisions about how and what you should learn as part of your CPD. The research shows that working with colleagues is more likely to produce positive outcomes for you as well as for the children and young people that you teach.
CPD is more effective if it is focused on teaching and learning. It’s likely that you are already teaching in this way, as the Ofsted report shows this is actually happening in the schools studied. You also need to be able to draw on the expertise of others (both from inside the school and by drawing on external support) to make the most of CPD opportunities.
CPD is also more effective when heads and senior staff actively promote and support CPD, those who lead CPD are involved at a senior level, and local authorities support it.
Schools that encourage reflective practice in CPD and support research and professional learning communitites also contribute to making CPD work better.

What is the impact of CPD on teachers, children and young people?

We have increasing evidence that CPD can have an impact on teachers’ attitudes, knowledge and skills and can also improve pupil learning and behaviour as a result of changes in practice.

What still needs to be done?

Both this research and the Ofsted report show that more training and support is needed for CPD leaders, particularly on how to evaluate the impact of CPD. We need more expertise in coaching and mentoring to support each other effectively through CPD.
But perhaps most importantly we need to ensure that all teachers can access and engage in relevant, appropriate and effective CPD. It should impact on teachers’ practice and school improvement and result in improvements in the achievements of children and young people.

The executive summary and the full report can be found at:

www.gtce.org.uk/research/commissioned_res

The Ofsted report can be found at:
www.ofsted.gov.uk/publications/index.cfm?fuseaction=pubs.summary&id=4232


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