Piloting a CPD quality assurance system

KATY CHEDZEY, CHARTERED COLLEGE OF TEACHING, UK EMILY PERRY, SHEFFIELD HALLAM UNIVERSITY, UK MARIA CUNNINGHAM, TEACHER DEVELOPMENT TRUST, UK The need for teachers to have access to high-quality professional development is clear: quality of teaching is arguably the most important in-school factor influencing pupil outcomes (Hanushek and Rivkin, 2012; Burgess, 2015); the impacts of high-quality teaching are particularly significant for disadvantaged students (The Sutton Trust, 2011); and there is evidence that engagement with good professional development leads to increased pupil attainment and, especially for early career teachers, is associated with positive career experiences and retention (Ingersoll, 2001; Ashby et al., 2008; Hattie, 2009; Day and Gu, 2010; Desimone and Hill, 2017; Coldwell, 2017). However, teachers themselves report that ‘too much professional development is currently of poor quality and has little or no impact on improving the quality of their teaching’ (DfE