: Developing staff capability, opportunity and motivation through effective PD. In this final blog, Stella Jones examines how effective PD improves staff capability, opportunity and motivation in teaching.


Developing staff capability, opportunity and motivation through effective PD.

In this final blog, Stella Jones examines how effective PD improves staff capability, opportunity and motivation in teaching.

Empowering teachers with the skills, knowledge, and motivation they need to excel in their roles is essential for improving pupil outcomes. High-quality professional development (PD) is one of the most effective ways to achieve this, as highlighted by the Education Endowment Foundation’s (EEF) Professional Development Guidance Report. To create impactful PD, school leaders must focus on three key elements: capability, opportunity, and motivation. These align with the core mechanisms from the EEF report that underpin effective PD: building knowledge, motivating staff, developing techniques, and embedding practice.

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Building staff capability: Developing knowledge and techniques

The first step in fostering staff capability is ensuring they have the knowledge and teaching techniques to succeed in their classrooms. According to the EEF guidance, PD must present knowledge in a way that manages cognitive load, revisits prior learning and focuses on key skills.

Leaders can support this by:

1. Managing cognitive load. Deliver PD in manageable chunks that build on prior learning and focus on core areas.

2. Revisiting prior learning. Regularly revisit key concepts to reinforce learning over time, ensuring that staff don’t just acquire knowledge but retain and apply it.

For instance, after a PD session, teachers could be asked to apply the techniques in their lessons and reflect on their success. These reflections help solidify new skills and build long-term capability. Embedding this approach in your school’s PD structure ensures teachers continuously improve their instructional techniques.

Creating opportunities: Providing practical, relevant PD


Creating opportunities for teachers to apply new skills is critical. PD that develops capability but doesn’t provide opportunities for practical application will be less effective. To build these opportunities, school leaders must consider social and organisational support.

To achieve this, leaders should:

1. Ensure alignment. PD should align with school priorities and day-to-day practices, ensuring staff have the time and resources to apply what they learn.

2. Create collaborative spaces. PD is more effective when staff have opportunities to collaborate, receive feedback and reflect on their progress. Building communities of practice or instructional coaching groups helps create the necessary opportunities for development.

By providing these spaces, leaders not only help teachers practice new techniques but also foster peer support and a shared sense of purpose. This collaborative approach ensures that teachers feel equipped and empowered to implement new strategies in their classrooms

Fostering motivation: Encouraging growth and sustaining engagement


Motivation plays a pivotal role in teacher development. The EEF report identifies goal setting, presenting information from credible sources, and providing affirmation and reinforcement as mechanisms that drive staff motivation.

Leaders can foster motivation by:

1. Setting clear, achievable goals. After each PD session, encourage teachers to set specific goals related to their teaching practice. Ensure these goals are challenging yet achievable, driving performance and confidence.

2. Offering affirmation. Recognise and celebrate progress. Teachers are more likely to stay motivated if they see their efforts acknowledged and rewarded. Regular feedback, coaching sessions, or even peer recognition can sustain their motivation to improve.

Motivation also ties back to Ryan and Deci’s Self-Determination Theory, which emphasises the importance of autonomy, competence, and relatedness. By providing teachers with a sense of control over their professional growth, ensuring they feel competent in their roles and fostering a supportive community, leaders can significantly enhance intrinsic motivation.

Embedding practice: Ensuring long-term impact


The final piece of the puzzle is ensuring that new teaching techniques are embedded into practice. The EEF report highlights that without sustained practice and support, teachers may revert to old habit.

Leaders should:

1. Provide prompts and cues. Regularly remind staff of new techniques and provide them with tools such as lesson checklists, peer observations, or coaching sessions to encourage the consistent use of new methods.

2. Plan for repetition. Rehearsing new skills multiple times in real classroom settings helps teachers embed these techniques into their routine, making them part of their habitual practice.

To effectively develop staff capability, opportunity and motivation, school leaders must implement professional development that is well-structured and evidence-based. By focusing on the mechanisms outlined in the EEF’s Professional Development Guidance Report – building knowledge, motivating teachers, developing techniques and embedding practice – leaders can create a professional learning culture that drives positive change in the classroom.

With thoughtful planning, targeted PD, and a focus on continuous improvement, educational leaders can ensure that every teacher in their school is supported to grow and succeed, ultimately benefiting the pupils they teach.

Further reading:

Education Endowment Foundation’s (EEF) Professional Development Guidance Report

Education Endowment Foundation’s (EEF) A school’s guide to Implementation

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