CPD time is precious. Teachers have so many issues to address; so many things to discuss, to share, to thrash out, to reflect on – and there’s lots of strong evidence about the importance of collaborative professional dialogue in fuelling teacher development.
And yet, there are lots of barriers to schools delivering good CPD; I’ve written about this before. One of the key barriers is time. All too often, teacher CPD time feels like it is eeked out, scraped and cobbled together, begged and borrowed instead of being what it should be: a central structural spine around which professional discourse revolves. One of the things I’m most proud of introducing in my last school was a built-in CPD programme, virtually identical to the justifiably lauded programme in operation at Huntington.
Even when there is a CPD programme in place, the gold dust of CPD time can be wasted. Here’s are 10 ways this happens:
1. Extra tasks…
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