: Empowering Every Student: How Effective Teacher Development Elevates Opportunities for All By Sarah-Louise Johnston, Director of Essex Research School

About the author

The Domino Effect: When teachers lack support, students fall behind

Michael, an experienced mathematics teacher, remembers standing in front of his class, feeling utterly powerless. ​“They looked to me for help,” he recalls, ​“and I just didn’t know how to give them what they needed.” Every day, he watched the same students fall further behind, dealing with issues he didn’t know how to address. Like many others, he hadn’t been given the tools to support them. ​“I felt like I was failing them,” he admits.

Michael’s story is all too common. Without proper continuous professional development, even the most committed teachers can feel lost. This, in turn, contributes to the ongoing teacher retention crisis, with many educators leaving the profession because they feel ill-equipped to make a lasting impact.

In every school, teachers like Michael want to see their pupils succeed, particularly those facing the toughest challenges. Research shows that teacher quality is the single most important in-school factor influencing pupil achievement. For disadvantaged pupils, the difference between an effective and ineffective teacher can be life-changing. This is where the link between teacher development and pupil progress becomes clear.

This blog is the first in a series exploring how school leaders can leverage professional development to support teacher retention and close the achievement gap caused by socio-economic inequality.

The current landscape:

Whilst this year has seen the disadvantage gap between students receiving free school meals and their peers in the UK slightly narrow, it still remains significantly wider than before the pandemic. The DfE reported 45% of disadvantaged pupils met the expected standard in reading, writing, and maths, compared to 67% of non-disadvantaged pupils, maintaining a 22 percentage point gap (Department for Education, 2024. Key stage 2 attainment). Although the disadvantage gap index has decreased from 3.21 in 2023 to 3.12 in 2024, it is still larger than the pre-COVID level of 2.91 in 2019(TES, Turner, C., 2024) Despite the slight narrowing of the disadvantage gap, the fact that it remains wider than pre-pandemic levels shows that there is still more work to be done.

I truly believe (and the research supports this belief) that through consistent and focused teacher training and development, we can improve pupil progress and create more equitable education experiences for all our learners. In fact, Marc Rowland (Unity Research School) urges teachers and leaders to ​“commit to the principle that working with disadvantaged pupils is a privilege, not a problem to solve”. Taking this perspective on pupil disadvantage promotes equity by encouraging teachers and schools leaders to focus on the strengths, potential and individual needs of all pupils. This mindset also fosters a more positive and inclusive school culture, where every pupil’s background is valued, leading to more meaningful and impactful learning experiences and better outcomes for all learners – regardless of their background.

Implications for School Leaders

As school leaders, it’s essential to recognise the impact of these challenges on our pupils’ lives. It is our responsibility to ensure that teachers are not only well-prepared but also continuously supported in their professional journey.

Leaders have the power to make a difference by fostering an inclusive environment and providing robust support systems for those who need it most. By creating an environment where teachers feel supported and empowered, school leaders can create a ripple effect of success that extends far beyond the classroom.

So what does effective teacher development look like?

The EEF Effective Professional Development report offers a range of evidence-informed strategies for school leaders and teachers to consider.

1. Ongoing Learning: Teacher development must be continuous, offering regular opportunities for reflection and growth.
2. Real-World Classroom Focus: Context is key! Training should address the daily challenges teachers face, offering practical strategies for adapting lessons, managing behaviour and using assessment effectively.
3. Collaborative Growth: Teachers are stronger when they work together. Peer observation, coaching and professional learning communities can create a culture of shared improvement which is particularly impactful in schools serving disadvantaged communities. It also offers a sense that teachers are not alone in their pursuits. We, the profession as a whole, are in this together.
4. Evidence-Based Strategies: In order for PD to be effective, it must be grounded in research. Teachers should be equipped with evidence-based approaches that they can confidently implement, leading to measurable improvements in pupil outcomes.

The Road Ahead: Practical Insights for Leaders:

Over the course of this blog series, we will delve deeper into the strategies leaders can adopt to plan and implement effective PD for their staff. We will dissect and breakdown the four broad areas the EEF identifies as essential for successful professional development.

Whether you’re a school leader, line-manager or classroom teacher, this series will provide practical insights into how effective professional development can transform teaching and learning. Together, we can close the equity gap and improve pupil progress, ensuring every child – regardless of their background – has the opportunity to thrive.