Continuing Professional Development

Leading Continuing Professional Development in School Networks: Adding Value, Securing Impact

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The Leading CPD in School Networks leaflet has been produced as part of the NCSL Network Research series. The leaflet is the final product from a collaborative enquiry that took place during 2005, involving all the national agencies and a range of key stakeholders with an active interest in both networks and continuing professional development. The leaflet draws together and reflects the evidence about the leadership of CPD in networks, exploring the perspectives of the national agencies in a matrix of current leadership programmes. Identifying some of the core challenges and underpinning issues through evidence from three systematic reviews of research, interviews, focus groups and a policy makers seminar. The leaflet identifies some of the key characteristics of effective CPD in networks such as the importance of collaborative CPD, peer support, use of experts and use of professional dialogue. The leaflet provides a framework designed to support school leaders in leading CPD in networked contexts more effectively through providing a breakdown of the different components of network leadership.

How does CPD affect teaching and learning? Issues in systematic reviewing from a practitioner perspective.

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The systematic review process developed by the Centre grew out of EPPI’s work in the health field and the belief that there is “much that researchers in education and users of educational research can learn from work in these other areas, although some of the challenges of research synthesis in education are particular to that setting”

From Transmission to Collaborative Learning: Best Evidence in Continuing Professional Development

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This interactive symposium explores the characteristics of effective collaborative CPD for teachers through modeling the use of evidence and research. The work developed from a systematic review of the impact of CPD on teaching and on student learning coordinated by CUREE within the framework provided by the Evidence for Policy and Practice Information (EPPI) Centre at the University of London.