Professional Development That Teachers Ask For
By Martin Nugent • 2019-07-09
Move from events to cycles so practice actually changes.
Case Study • Professional Development That Teachers Ask For
Traditional training days rarely change classroom practice. We replaced events with coaching cycles that teachers asked for.
Departments chose a tight focus, practised a routine, implemented it, then reviewed impact together. Coaches gave precise feedback and leaders protected time. Competing initiatives were paused to keep attention on the chosen moves.
CPD linked directly to upcoming units so examples were real. Departments created one or two feedback exemplars as shared references. Pulse surveys guided pacing and content.
A new teacher stayed because coaching made her feel supported. Another began sharing short clips of lessons with the team. Collegiality grew as teachers worked on authentic problems together.
Walkthroughs and pupil work showed better modelling and clearer success criteria. Teacher confidence and retention improved and pupils reported clearer explanations.
Why it works: sustained, practice based CPD with coaching has the strongest evidence of impact, especially when aligned to curriculum and assessment.
Context
This work began with a clear problem of practice and a simple test: could we see visible change in classrooms within two weeks? We focused on routines that staff could implement reliably and we removed anything that did not serve teaching time.
What we changed
- Clear non‑negotiables: we set a small number of behaviours and rehearsed them with staff until they became ordinary.
- Coaching not courses: short cycles tied to live units, with leaders visiting briefly and often.
- Evidence we would actually use: pupil work, short pulses and calm pacing in lessons.
Human moments
There were small turning points that mattered. A parent at the gate who needed clarity more than language. A new colleague who practised the opening five minutes of a lesson twice with a mentor and walked in confident the next day. These moments turned strategy into culture.
Impact
- More consistent routines reduced lost learning time.
- Curriculum conversations became specific and useful.
- Pupil work showed clearer modelling and better independent practice.
Why this works
Approaches that combine clarity, coaching and aligned assessment are associated with stronger outcomes in UK and international settings. They help teachers do fewer things well and sustain improvement over time.
Lessons for leaders and investors
- Choose fewer priorities and run them for longer, so staff can practise, refine and embed change with confidence.
- Invest in coaching and rehearsal routines that make practice visible and psychologically safe.
- Anchor professional development in live curriculum materials and classroom routines so it is immediately usable.
- Collect evidence from classrooms such as pupil work, retrieval checks and observation notes, not feedback forms alone.
- Budget for time by redesigning meetings, protecting collaboration and providing cover where needed.
Sources and further reading
Selected links to expand on the themes in this article.