ABSTRACT
In identifying the many policy changes that have impacted on school leadership in the English system this chapter explores new delivery models for CPD located much more as part of the responsibility of those leading school partnerships and individual leadership teams. An instructional theoretical approach is taken to describe how leaders have responded to this extended element of their role. The role of effective CPD in improving outcomes for learning is identified. One case study shows how a headteacher in one school is using CPD to drive the improvement culture in her school. Examples are drawn from Israel and Africa to illustrate how CPD is being delivered internationally. Readers are invited to think about a teaching and learning intervention aimed at improving learner outcomes that might be introduced in their work environment.
