Critically Review Your School's Existing Provision
While most schools already have CPD provision, with whole-school initiatives representing the norm, an uncomfortable truth remains:
the principle of acknowledging individual teachers' prior knowledge, needs, and interests—something we routinely apply to students—is rarely extended to teachers themselves.
To test this hypothesis, I invite you to briefly review the four segments below. Reflect on whether you or your colleagues encounter any of these obstacles and challenges to professional growth
Which staff readily come to mind?
How do you know? - What leads you to think that?
How confident are you in your assessment?
How can you check to find out?
Now take a moment to survey the principles of the proposed remedy in the second set of boxes.
How closely do they reflect your experiences, or those of your staff?
Some MATS/Schools encounter
When Uniformity Becomes Conflated With Consistency & Coherence
"All the evidence is that that kind of prescription, or trying to give people very specific practices that they have to do—non-negotiables, as some people say—doesn't actually improve practice; it doesn't improve learning. Those strategies don't work... You need expertise, and if you bypass expertise, you get compliance—a superficial version of it—but you don't really get the authentic version because you haven't thought enough about the level of expertise."