Research School Network: How Can Teachers Use School Surveys to Improve Teaching and Learning? Eve Debbage, Teacher Tapp Project Officer

Here we have a guest blog from Eve Debbage, Teacher Tapp Project Officer about finding time for CPD.

With a high number of teachers fleeing the profession due to an excessive workload and soaring stress levels, making time for Continuing Professional Development (CPD) may seem like a luxury to many. CPD is not mandatory, although the Department for Education (DfE) has set out ​“a number of expectations about professional development” for teachers in its ​“Standard for Teachers’ Professional Development” guidance. This document places a responsibility on teachers to continually update their skills and knowledge and to improve teaching through appropriate professional development. But what exactly counts as CPD? Why is it so important and how can teachers — many of who regularly work more than 12 hours per day in term time — fit yet more into their working day?


What Counts as CPD?

Before the publication of the DfE’s guidelines in 2016, there was a distinct lack of advice on what counts as CPD and how to identify good development opportunities. After all, if teachers and school leaders don’t know what the goal is, how can they work towards it?

The DfE guidelines do not provide a checklist of activities that ​“qualify” as CPD, but they do outline the characteristics of effective and worthwhile CPD. ​“Direct Professional Development” seeks to improve specific pupil outcomes whereas ​“Indirect Professional Development” has less obvious links to pupil outcomes and may improve how the school is run or support teacher development in other ways. The DfE standard (2016) lists five elements of effective CPD:

1. Professional development should have a focus on improving and evaluating pupil outcomes.
2. Professional development should be underpinned by robust evidence and expertise.
3. Professional development should include collaboration and expert challenge.
4. Professional development should be sustained over time.
And all this is underpinned by, and requires that:
5. Professional development must be prioritised by school leadership.

This is not to say that development activity that does not focus directly on improving pupil outcomes cannot be not valid forms of CPD, but this must be part of a wider programme which has a clear focus on improving outcomes for students. The activities themselves can be as broad and as varied as you choose, provided they adhere to the standard. Reading a journal, leading a training session, peer reviews, classroom observations, work shadowing and team teaching could all provide valuable CPD opportunities.


Why is CPD Important?

A teacher’s skills and knowledge need to continually develop to keep up with changes. How many parents have picked up their child’s maths book only to be confused by the methods they have been taught to use? What we teach pupils about global warming now is very different from what we taught them about it 20 years ago. Everything — from subject matter to methods of teaching is continually evolving.

Effective CPD can also help teachers to maintain their interest in what they are teaching, make useful contributions to the team, progress professionally and build others’ confidence in them and the profession as a whole.


How Can Teachers Take Control of Their Own CPD?

Despite challenging workloads and long hours during term time, many teachers do manage to fit in weekly professional development sessions. A recent Teacher Tapp survey found that one in three, of the 1,542 teachers polled, has weekly CPD during term time. However, the frequency of participation in professional development sessions varies significantly between schools. Teachers in the most disadvantaged communities enjoyed more regular CPD opportunities than those working in more affluent areas and 47% of private school teachers said they have CPD sessions less than once a half term.

Wherever you teach, the best way to ensure you receive the CPD opportunities you need is to take control of it. When school leaders provide CPD, many teachers feel the time and resources could have been better allocated. This attitude does not necessarily suggest a lack of faith in CPD, more that teachers think they are not receiving the right type or standard of CPD for it to be effective.

Make sure you use your valuable time on the development opportunities you need by directing your ongoing learning. Review your teaching practice and think carefully about what your goals are. Don’t try to do too much at once. Make a list of the areas you would like to improve or learn more about and rank them in terms of priority. It’s important to consider your personal needs as well as those of the school and don’t forget to think about how these link to improving student outcomes. If you’re not sure where you need to improve, be proactive and ask a colleague to observe some of your lessons and provide feedback. Or schedule a staff meeting and discuss the school’s collective needs. Tying your goals to those of your colleagues and the school as a whole will increase the chance of your SLT approving any time out of the classroom, you need to achieve them.

Once you’re clear on your purpose, brainstorm ideas for CPD which could help you to improve in these areas. Consider budget, resources and the level of commitment you’re willing to give. Setting unrealistic goals which your school is unlikely to support will mean time wasted and a high risk of you abandoning your CPD goals well before you have a chance of achieving them. Some great ways to fit CPD into the school day, which will benefit both you and the school are:

- Classroom observations (learn from your peers and let them learn from you).

- Lead an INSET day on a subject you want to learn more about.

- Make use of the technology at your fingertips (read articles online, download helpful mobile apps, connect with other teachers on Twitter).

- Set up a discussion group with colleagues to reflect on relevant books and articles.

- Identify local Teach Meets and get involved.


By linking your CPD goals to those of the school, your professional development becomes a part of school life and not an extra task to find time for. Equally, if you’re looking for bite-sized CPD options, make use of the technology you can access from your phone. The Teacher Tapp app provides a free daily dose of CPD and it takes just a couple of minutes out of your day. There are some great news sites, social media tools and apps which allow you to access free and helpful CPD when you have just a few minutes to spare.


How Do I Get Started?

If you’re used to waiting for CPD opportunities to be handed to you in the form of INSET days or professional courses delivered off-site, it can be daunting to take control of your professional development. CPD for teachers should not be viewed as an optional extra or a nice to have ​“if I find the time”. The key to making time for CPD in your busy school day is to embed it in your school’s wider development plan and to set realistic goals which will benefit you, your colleagues and pupils.


​“Every teacher needs to improve, not because they are not good enough, but because they can be even better” — Dylan Wiliam, British Educationalist.