Continuing professional development

Teachers as innovative professionals

OPM   |   May 2008

In the 2006 GTC Survey of Teachers, 84% of teachers reported that they had the opportunity to innovate in their classroom, and over 50% said they had the opportunity to innovate in their school.

The GTC wanted to investigate what lay behind this high figure. What do teachers understand by innovation? In which conditions do innovative practices thrive? In partnership with the Innovation Unit, GTC commissioned the Office for Public Management (OPM) to conduct a research project governed by these questions.

Qualitative study of school level strategies for teachers' CPD

Philippa Cordingley, Centre for Use of Research and Evidence in Education (CUREE)   |   January 2008

The GTC commissioned this study to investigate how and by whom decisions are made about CPD needs and priorities in schools, the extent to which these decisions are strategic, and subsequent resource allocation and evaluation. This study built upon some key reports in the CPD evidence base and presents three case studies in support of its investigations.

Synthesis of recent policy-related research and evaluation projects concerned with teachers' professional development.

Professor Ray Bolam and Dick Weindling   |   March 2006

The GTC and the Association of Teachers and Lecturers (ATL) jointly commissioned a study to bring together the key messages from a range of recent research and evaluation projects on teachers' continuing professional development. Both organisations believe that teachers' professional learning is central to the quality of pupils' learning and achievements. 

News feature (1 July 2006) 

Systematic reviews of CPD

EPPI   |   Current

GTC, together with the Evidence for Policy and Practice Information and Co-ordinating Centre (EPPI-Centre) and the NUT, has sponsored systematic reviews of the impact of sustained and collaborative CPD on teachers' practice and pupil learning outcomes. Three of the reviews are available to download (Acrobat Reader 6 or later required) and the fourth is currently underway.

Creating and sustaining effective professional learning communities

Universities of Bristol and Bath, and the Institute of Education, London   |   2005

This project studied the development of effective professional learning communities in schools. The research was co-sponsored by the GTC, DfES and National College for School Leadership (NCSL). It was carried out by a research team comprising the Universities of Bristol and Bath, and the Institute of Education between 2002 and 2005. Practical materials, based on the project's findings, have also been developed.

Professional Learning Communities: source materials for school leaders and other leaders of professional learning

Comparing CPD across professions

Professional Associations Research Network   |   August 2004

The Professional Associations Research Network (PARN) co-sponsored this project, which reported in August 2004.

www.parn.org.uk/parn.cfm?sct=100&content=homepage2.cfm

Teacher leadership

University of Warwick   |   April 2004

This study of how teacher leadership can be recognised, supported and promoted in schools was co-sponsored by the GTC and NUT. It was conducted by a research team at the University of Warwick and reported in April 2004.