Chapter 1
Why CPD matters
Great teachers make a difference.
There is little argument around this statement, otherwise as a profession we would have packed up and gone home long ago. We know that schools and schooling have a significant role to play in developing pupils who go on to be active participants in society, but do we always recognise quite how significant quality teacher input can be in achieving this?
Research indicates that the impact of the most effective teachers is the biggest factor in improving pupil outcomes and the overall quality of education they receive. Slater, Davies and Burgessâs 2009 study found that there was a 300% difference in the impact of the best and the weakest teachers (the top and bottom 25% determined by pupil outcomes), with a significant 18 months of progress being made in the classes of the most effective teachers in one year, in comparison to six months of progress with the weakest teachers. This is echoed by Dylan Wiliam, who found that the research overall suggests:
If we want to see great outcomes for all pupils, we need to develop all of our teachers and we need each and every one of them to believe that this is possible. As Rob, a middle and senior leader who has been teaching for nearly two decades, said in a recent Twitter conversation, in order to avoid stagnation we each need to:
We are always works in progress â and recognition of our need to improve, develop and move forward is an important step in bringing about change.
Effective teaching also has a significance which reaches well beyond the school gates. In The Teacher Gap Rebecca Allen and Sam Sims explore the benefits of effective teaching on wider society. They refer to research by one of the most âinfluential economists in the worldâ, Raj Chetty, who found that:
15 David Didau, in his book Making Kids Cleverer, takes this further arguing that:
When put like that it sounds simple. But whether you think that the main purpose of education is to share the best that has been thought or said or to nurture happy, healthy and productive citizens, or â like most of us probably do â that it is a combination of the two, it will be through striving for excellent teachers that we will have the greatest impact of all.
The economic angle on education and the purpose of schools is especially poignant in 2020, at the time of writing. Recent projections regarding the impact of COVID-19 suggest the economic, and therefore the social, impact of the crisis is likely to be felt for a staggering 65 years. There is a great deal of discussion around how to fill the potential gaps and enable pupils to âcatch upâ, but the evidence on effective teaching seems to indicate that our best bet for achieving this is to invest in high-quality teacher education and development in order to ensure that all pupils have access to the benefits of great teaching.
There is also evidence which indicates that effective teacher instruction has a disproportionately positive impact on the outcomes of children from the most disadvantaged backgrounds, so it would seem that social change can also be enacted by ensuring that we are 16 developing our teachersâ abilities. In fact, this last point highlights the fact that effective teaching shouldnât just be a desire but that we have a moral imperative to ensure that we are giving all of our pupils the best life chances possible, especially if we have clear designs on mitigating the impact of childhood poverty. Research collated by the OECD found:
Unfortunately, it seems that much in-school CPD does little to improve the quality of teaching. Research suggests that whilst a teacher may improve quite rapidly in their first three to five years in the profession, any improvement then tends to level off and the teacher becomes no more effective according to any measurable outcome. Mike Hobbiss, Sam Sims and Rebecca Allen sug...