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Challenge the C in CPD: Should it be C3PD?

Written by: David Bowman
7 min read
DAVID BOWMAN, TEACHER OF MATHEMATICS, GLOW MATHS HUB, UK In 2020, 82 per cent of UK households (Ofcom, 2020) had a mobile phone that requires a SIM card to function. How many of those users have ever thought about what SIM stands for? Similarly, CPD is widely used in the education world but how many of us think deeply about what it is? The Chartered College of Teaching is proposing a quality assurance (QA) framework for continuing professional development (Chedzey et al., 2021), which uses a definition of CPD as: ‘intentional processes and activities which aim to enhance the professional knowledge, skills and attitudes of teachers, leaders and teaching staff in order to improve student outcomes’. This resonates with the foreword by Sir Michael Grylls in Turner (1994): ‘Each one of us should be in love with learning and this desire for self-improvement should remain with us as long as there is a breath in our body.’ It also links in with Dylan Wiliam’s introduction to the

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      From this issue

      Impact Issue 13 Cover

      Issue 13: Professional Development

      September 2021

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