Essex Research School's Leadership Series - Effective Professional Development
Essex Research School has launched a professional development (PD) leadership series focusing on strategies for leaders in designing and implementing effective PD to improve outcomes for all learners.
The series aims to provide practical guidance and evidence-based strategies for school leaders to develop effective PD that enhances teaching quality and positively impact student outcomes.
Below is a summary of the two articles published so far.
1. Closing the Gap: How Effective Teacher Development Adds Up for Disadvantaged Pupils
This article highlights the critical role of effective teacher development in narrowing the achievement gap for disadvantaged students. The piece builds on evidence from the Education Endowment Foundation (EEF) which shows that professional development that enhances teachers’ skills has a particularly significant impact on disadvantaged pupils.
Key strategies mentioned include:
- Sustained PD: Rather than one-off sessions. PD should be ongoing, offering teachers opportunities to practice, reflect, and refine their skills.
- Focus on High-Impact Practices: Emphasis is placed on techniques proven to improve student learning, such as formative assessment and explicit instruction.
- Coaching and Mentoring: Practical support through coaching allows teachers to apply new strategies confidently, providing consistent feedback and adjustment.
The article stresses the importance of embedding these practices into the school’s culture to ensure long-term benefits for disadvantaged pupils. By investing in targeted and well-structured PD, schools can make substantial progress in addressing learning gaps and fostering equity.
Read the full article here.
2. Designing and Selecting Effective Professional Development: Strategy Guidance for School Leaders
The second article shifts focus toward practical strategies for designing and selecting PD programmes that meet school-specific needs. It encourages leaders to think strategically about PD choices, aligning them with school goals and teacher development needs:
Important considerations include:
- Needs Assessment: Understanding the specific development needs of teachers, especially in relation to their students’ needs is crucial. Leaders are encouraged to use data to identify these areas.
- Theory of Change: The article advises leaders to articulate how chosen PD strategies are expected to lead to improved teaching practices and subsequently, better student outcomes. This involves creating a “theory of change” that links PD activities to measurable objectives.
- Cost-Effectiveness and Feasibility: School leaders should weigh the benefits of a PD approach against its costs and feasibility, considering how resources can be allocated efficiently without sacrificing quality.
Additionally, the article provides insights into selecting PD that is both research-based and adaptable, allowing schools to tailor programs to meet the unique needs of their teachers and students. This strategic approach ensures that PD initiatives have a clear purpose, are relevant, and foster sustainable improvements in teaching.
Read the full article here.
Conclusion
The Essex Research School’s PD leadership series provides guidance for school leaders seeking to close the attainment gap for disadvantaged students. By focusing on effective, evidence-informed strategies for both PD implementation and strategic decision-making, this series offers actionable insights into improving teaching quality. The emphasis on sustained, needs-based, and strategically aligned PD holds promise for delivering significant gains in student learning, particularly among disadvantaged pupils.
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By Sarah-Louise Johnston, Director of Essex Research School
Read our other Spotlight on Evidence articles here.