ABSTRACT
This chapter considers how continuing professional development (CPD) is provided, focuses on what it could and should be and highlights a teacher’s role in their own development. Since the closure of the Teacher Development Agency for Schools in 2012, no national body has held responsibility for guiding CPD within the teaching profession. This is despite conclusions reached by the ‘Schools and CPD in England – State of the Nation’ review of a ‘lost promise’ to teachers due to a lack of: strategic planning, clear links between CPD and performance management; appropriate opportunities; and the most effective forms of collaborative and evidence-informed CPD approaches. A school’s responsibilities for professional development are explicit within the new Common Inspection Framework for schools in England and Wales, introduced by Ofsted in 2015. The power of teachers individually and collaboratively being involved in enquiry has been well evidenced as the most effective approach to CPD, as it allows evidence-informed practice development.
