STEPHEN BAILEY, DEPUTY HEAD ACADEMIC, QUEEN’S COLLEGE, LONDON, UK
PAUL DAVIES, DEPUTY HEAD PEDAGOGY AND LEARNING, QUEEN’S COLLEGE, LONDON, UK
Abstract
Seeking to attract the best staff and support the professional development of teachers, we took the decision to develop a bespoke continuous professional development (CPD) programme to meet the needs of our school. This case study explores how an independent day school for girls in London developed its CPD programme, planned its roll-out and evaluated impact. Development of the programme drew on research evidence – for example, Brown and Handscomb (2022) – to explore how best to design relevant CPD while giving staff flexibility to develop expertise in their own areas of interest. Allowing for teacher autonomy and self-customisation is a crucial facet of the design. The study also explores how we developed a CPD ‘map’, delivered through focused weekly teaching and learning briefings, longer after-school INSET and online
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