It is clear that the partnership models and operations have developed over the three years of the project. In particular, schools have become more knowledgeable consumers of professional development. Partnerships also tend to be more equal and schools are making a more substantial contribution (for example in the design of new modules in response to a specified need) than appeared to be the case at the start of the project. HEIs appear to have developed processes and systems which enable them to be more responsive in terms of both content and delivery.
There were indications from three providers that they were positively encouraging schools to develop their contribution as an equal partner, rather than a purchaser of what the provider had to offer. On this evidence, there may be more scope for providers to review the actions they take to help schools build their muscles to define their own CPD needs and exploit the partnership for solutions and specialist resources.
Evidence from students’ perspectives this year has provided an insight into areas where partners are unaware of some of the student experience when the learning does not take place on their site. In particular, providers did not seem to share the concern of over half of the sample teachers that schools were not providing them with support. Similarly providers did not reflect in their evidence the level of observation and feedback which students reported they had received. This apparent increase in support for CPD taking place in schools, in comparison with previous cohorts, suggests that providers need to increase their intelligence gathering in order to keep in touch with and respond to changes in the learning environment in schools.
The evidence collected over the course of three years gives a sense that PPD, with its requirement for careful planning around and demonstration of the effectiveness of partnership working, has made a difference to the CPD landscape in England. The impetus of the PPD funding stream has led to the emergence of partnerships actively seeking and developing relationships with specialist partners and networks, some from beyond the school system. The emergence of partnerships is further evidence of the potential energy in the system to develop CPD provision that has been unlocked by this targeted funding.
