Enhancing teacher quality through research-engaged professional learning and development: A scalable approach
Written by: Mark Leswell
7 min read
MARK LESWELL, RESEARCH LEAD, SWALE ACADEMIES TRUST, UK
Introduction
In light of considerable investment in continuing professional development (CPD), it is crucial for school leaders to understand the characteristics of effective PD that contribute to improved teaching and learning (Hill et al., 2013) and the mechanisms that increase the likelihood of effective professional development (Sims et al., 2021).
With teacher vacancies in February half-term being 93 per cent higher than pre-COVID-19, teacher recruitment for 2023/24 likely to be significantly below target (Worth, 2023) and research indicating job satisfaction among teachers in England as being the worst among English-speaking OECD countries (OECD, 2018), an in-depth understanding of teacher motivational research and how this translates to retaining teachers within both schools and the profession has never been more important. Blending insights from self-determination theory (SDT) with CPD planning could be a promising a
Join us or sign in now to view the rest of this page
You're viewing this site as a guest, which only allows you to view a limited amount of content.
To view this page and get access to all our resources, join the Chartered College of Teaching (it's free for trainee teachers and half price for ECTs) or log in if you're already a member.
- Atkinson P and Delamont S (1985) Socialisation into teaching: The research which lost its way. British Journal of Sociology of Education 6(3): 307–322.
- Brown A and Campione J (1996) Psychological theory and the design of innovative learning environments: On procedures, principles, and systems. In: Schauble L and Glaser R (eds) Innovations in Learning: New Environments for Education. Mahwah, NJ: Lawrence Erlbaum Associates, pp. 289–325.
- Department for Education (DfE) (2019) Early Career Framework. Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/978358/Early-Career_Framework_April_2021.pdf (accessed 29 June 2023).
- Department for Education (DfE) (2022) Using pupil premium: Guidance for school leaders. Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1147853/Using_pupil_premium_guidance_for_school_leaders.pdf (accessed 19 June 2023).
- Education Endowment Foundation (EEF) (nd) Teaching and Learning Toolkit. Available at: https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit (accessed 29 June 2023).
- Education Endowment Foundation (EEF) (2021) Effective professional development: Guidance report. Available at: https://d2tic4wvo1iusb.cloudfront.net/eef-guidance-reports/effective-professional-development/EEF-Effective-Professional-Development-Guidance-Report.pdf?v=1683209959 (accessed 29 June 2023).
- Gorard S, See BH and Siddiqui N (2020) What is the evidence on the best way to get evidence into use in education? Review of Education 8: 570–610.
- Higgins S, Katsipataki M, Villanueva Aguilera AB et al. (2022) The Teaching and Learning Toolkit: Communicating research evidence to inform decision-making for policy and practice in education. Review of Education 10(1): e3327.
- Hill HC, Beisiegel M and Jacob R (2013) Professional development research: Consensus, crossroads, and challenges. Educational Researcher 42(9): 476–487.
- Hobbiss M, Sims S and Allen R (2021) Habit formation limits growth in teacher effectiveness: A review of converging evidence from neuroscience and social science. Review of Education 9(1): 3–23.
- Kennedy MM (2016) How does professional development improve teaching? Review of Educational Research 86(4): 945–980.
- Khong H, Cutler B, Gleeson J et al. (2023) Using research and evidence well in practice: The format matters. Scan 42(1): 13–19.
- Knight J (2018) The Impact Cycle: What Instructional Coaches Should Do to Foster Powerful Improvements in Teaching. CA: Corwin.
- Kools M, Stoll L, George B et al. (2020) The school as a learning organisation: The concept and its measurement. European Journal of Education 55(1): 25–42.
- Kraft MA and Papay JP (2014) Can professional environments in schools promote teacher development? Explaining heterogeneity in returns to teaching experience. Educational Effectiveness and Policy Analysis 36(4): 476–500.
- OECD (2018) Teaching and Learning International Survey (TALIS): Principal questionnaire. Available at: https://www.oecd.org/education/school/TALIS-2018-MS-Principal-Questionnaire-ENG.pdf (accessed 29 June 2023).
- Pegram J, Watkins R, Hoerger M et al. (2022) Assessing the range and evidence-base of interventions in a cluster of schools. Review of Education 10(1): e3336.
- Ryan RM and Deci EL (2017) Self-Determination Theory: Basic Psychological Needs in Motivation, Development and Wellness. New York: Guilford Press.
- Schleicher A (2018) Educating learners for their future, not our past. ECNU Review of Education 1(1): 58–75.
- Sepp S, Howard SJ, Tindall-Ford S et al. (2019) Cognitive load theory and human movement: Towards an integrated model of working memory. Educational Psychology Review 31(2): 293–317.
- Sims S (2020) Modelling the relationships between teacher working conditions, job satisfaction and workplace mobility. British Educational Research Journal 46(2): 301–320.
- Sims S and Fletcher-Wood H (2020) Identifying the characteristics of effective teacher professional development: A critical review. School Effectiveness and School Improvement 32: 1–17.
- Sims S, Fletcher-Wood H, Godfrey-Fausset T et al. (2023) Modelling evidence-based practice in initial teacher training: Causal effects on teachers’ skills, knowledge and self-efficacy. Ambition Institute. Available at: https://s3.eu-west-2.amazonaws.com/ambition-institute/documents/Modelling_practice_full_report.pdf (accessed 29 June 2023).
- Sims S, Fletcher-Wood H, O’Mara-Eves A et al. (2021) What are the characteristics of teacher professional development that increase pupil achievement? A systematic review and meta-analysis. Education Endowment Foundation. Available at: https://d2tic4wvo1iusb.cloudfront.net/documents/pages/Teacher-professional-development.pdf?v=1668608798 (accessed 29 June 2023).
- Sweller J (2006). The worked example effect and human cognition. Learning and Instruction 16(2): 165–169.
- Wiliam D (2015) Changing what teachers do is more important than changing what they know. LSI Dylan Wiliam Center, March 2nd, 2015. Available at: https://www.dylanwiliamcenter.com/2015/03/02/changing-what-teachers-do-is-more-important-than-changing-what-they-know/ (accessed 29 June 2023).
- Worth J (2023) Short supply: Addressing the post-pandemic teacher supply challenge in England. NFER. Available at: www.nfer.ac.uk/media/5210/addressing_the_post_pandemic_teacher_supply_challenge.pdf (accessed 29 June 2023).
Available Courses
Development of Teaching Practice Award (Leadership)
Subscribe
Please login to comment
0 Comments
Oldest
