Balancing focus and flexibility: One school’s experience of developing a robust and strategic approach to professional development for all staff

GIORGIA BEECHER, LEAD PRACTITIONER OF EVIDENCE-INFORMED PRACTICE, RIDGEWOOD SCHOOL, UK NICOLA WATSON, ASSISTANT HEADTEACHER, TEACHING & LEARNING, RIDGEWOOD SCHOOL, UK Professional development: The Ridgewood Way In an ever-evolving educational landscape, high-quality professional development (PD) is widely recognised as a cornerstone of effective teaching and sustained school improvement. Students’ academic achievement has been directly linked to the quality of teaching that they receive (BERA, 2014). At Ridgewood School, a secondary and sixth form academy, evidence-informed continuous professional development (CPD) is at the heart of school improvement and is considered the entitlement for all staff, both teaching and associate. Over the past three years, school leaders have engaged in a wide range of research to critically construct a PD system that is focused yet tailored to meet the needs of staff at all career stages. The PD system follows the Education Endowment Foun