ABSTRACT
This chapter explores the purpose of CPD in relation to teacher and school development. The teacher organisations/unions tend to argue this, as illustrated by this extract from the National Union of Teachers' submission to a government enquiry: Again this stance echoes the sentiment in the McNair Report in that it focuses on the professional development of individuals. Non-positional teacher leadership evidently flourishes within professional cultures in which self-evaluation, innovation and improvement are valued and operationalised such that the school has the capacity to change and improve itself. In the HertsCam Network, support for teacher leadership is provided through a partnership between the University Faculty of Education, the local education authority and schools, but in the other participating countries new partnerships were formed. The programme of support also features the provision of opportunities for networking. Network events play a crucial role in enabling teachers from many schools to come together to build knowledge through display, presentation and critical discussion.
