: Spotlights on Success: How Teacher-Led PD Brightens Schools By Sophie Denyer
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Spotlights on Success: How Teacher-Led PD Brightens Schools
By Sophie Denyer
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by Essex Research School
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Sophie Denyer
ELE, Headteacher at Roach Vale Primary School
With 15 years of experience in education, Sophie is a primary school head teacher who has dedicated much of her career to working in primary schools in low socio-economic areas. Her professional ethos is centred on schools becoming learning organisations, on the forefront of teacher-led innovation that is driven from the plethora of expertise within.
Fostering a culture of continuous improvement and professional growth within schools has always been a passion of mine. One of the most significant initiatives I’ve had the privilege to lead is our annual ‘Spotlights Week’—a professional development (PD) event designed to empower teachers, foster collaboration, and shift PD from a top-down approach to a collaborative, teacher-driven experience.
Key Takeaway: Professional development is most effective when teachers have ownership over their learning.
Teacher-Led Professional Development: Building a Collaborative Learning Culture
The foundation of ‘Spotlights Week’ is the belief that teachers, as the experts in their classrooms, should have the autonomy to shape their professional development. Rather than relying solely on external speakers, our PD sessions are designed and delivered by teachers for teachers. This aligns with the Education Endowment Foundation’s (EEF) guidance on Effective Professional Development, particularly recommendation 2B — motivating staff.
The EEF’s research highlights that where information comes from affects how motivated teachers are to use it. Expert teachers advocating best practices can positively influence adoption by their peers. By leveraging our in-house expertise, we create an environment where professional learning feels relevant, credible, and immediately applicable.
With choice comes engagement, relevance and professional confidence.
Key Takeaway: When teachers lead PD, motivation and engagement increase. The Impact on Teaching and Learning
Each year, schools in our network propose and host sessions based on their areas of expertise and interest. Topics range from implementing Forest Schools and becoming a Singing School to SEND interventions and subject leadership networking. While headteachers ensure the sessions are high-quality and evidence-based (as per EEF recommendation 1), teachers retain full agency in selecting sessions that resonate with their needs and interests.
EEF Effective PD – Recommendation 1.
Providing this level of choice enhances engagement and ensures relevance. It also aligns with Mechanism 5 in the EEF Effective PD guidance, which highlights the power of affirmation and reinforcement when teachers develop or alter their practice. Encouraging teachers to lead PD not only fosters ownership of learning but also builds confidence in their expertise.
EEF Effective PD – Mechanism 5 – Provide Affirmation and reinforcement.
Key Takeaway: Choice in PD sessions foster engagement, relevance, and professional confidence. Reflecting on Success
The impact of ‘Spotlights Week’ extends far beyond the event itself. Teachers are encouraged to share their learning with colleagues upon returning to their schools, creating a ripple effect of best practices across our network. This feedback loop ensures that professional development does not remain isolated but instead permeates the entire school community.
This collaborative approach has led to tangible improvements in teaching and learning. Teachers feel more confident experimenting with new strategies, addressing student needs more effectively, and engaging in professional dialogue beyond their own classrooms. PD is no longer seen as an obligation but as a valuable opportunity for growth.
Key Takeaway: Ongoing peer-to-peer sharing amplifies the impact of professional development. A Culture of Continuous Improvement
‘Spotlights Week’ has fostered a culture where professional learning is a shared responsibility. Teachers consistently highlight the value of the sessions, appreciating the opportunity to collaborate with colleagues across schools. The ability to choose sessions aligned with their interests has made PD feel more meaningful, with immediate benefits for classroom practice.
Crucially, the initiative has strengthened professional relationships, creating a network of teachers committed to supporting one another. This sense of collective growth has transformed the way PD is perceived — no longer as a one-off event but as an ongoing journey.
Key Takeaway: A culture of shared learning strengthens professional relationships and drives sustained improvement. Looking Ahead
As Spotlights Week continues to evolve, new themes and topics emerge in response to the changing needs of our schools. However, the core principle remains the same: empowering teachers to take charge of their professional development and fostering collaboration to enhance teaching and learning.
By investing in teacher-led, collaborative PD, we are not just supporting the growth of individual educators — we are shaping the future success of our schools and students. Spotlights Week stands as a testament to the transformative power of professional development when it is truly teacher-driven.
Final Key Takeaway: Teacher-led PD is not just about developing individuals — it transforms entire school communities!
