Unit 4.5 Providing continuing professional development for all teachers


The key to successful school development and improvement lies in the staff of the school. Teachers make a difference in the classroom. Teachers make a difference to the lives of their pupils. Teachers improve (or limit) pupils’ future life chances. The continuing development of teachers’ professional and pedagogical skills is essential to improving the performance of pupils and the school overall.

Our traditional idea of continuing professional development is often to go on a training course or to attend a workshop. However we will see in this unit that research clearly demonstrates the least effective way of providing professional development is to offer courses or workshops. Far more effective is school-based shared learning and development, coaching and opportunities to implement skills and knowledge on the job or in the classroom.

Programme such as SBTD where teachers study and apply their learning in collaborative, school based groups are proven to have greater and sustainable impact on teachers’ application of skills, knowledge and understanding about improving pedagogy.

In this unit we will consider how Headteachers/Principals can provide effective , economical and sustainable professional learning through collaboration, providing opportunities for their staff to work and learn with and from each other.


By the end of this unit of study you will be able to:

  • recognise the most effective approaches to continuing professional development
  • understand how to provide on going professional development for your staff

Learning and practice outcomes:

You will:

  • use your knowledge and skills to design and implement an on going programme of school based professional development for all staff

Implementation Task:

The Implementation Task is to produce and implement a plan for whole school Continuing Professional Development.


Asset CPD Policy

CPD Programme for Mentors

CPD Programme for Newly Appointed Teachers

The Lesson Study Approach