ABSTRACT
The Developing Great Teaching systematic review of research highlights the importance for teachers to have opportunities to engage in iterative, evidence-rich and sustained cycles of experimenting with new ideas. Continuing professional development and learning (CPDL) can be misconceived as the activity that arises from staff meetings or workshops. The core purpose for professional learning structures such as meetings is to reach deep into and elevate pupils’ and teachers’ routine experiences of school. Teachers’ expectations of the relevance and impact of such meetings is borne of their experiences. Leaders need opportunities to work across school boundaries if they are to be able to make the strange familiar and the familiar strange in sufficient depth to explore the consequences of drawing new practices and approaches into school life and professional learning. Investing heavily in induction for all colleagues new to the school or working for the first time in a new role. This included colleagues arriving in senior posts.
