A codified approach to implementing high impact professional development at scale

Teaching is complicated. Teaching teachers is arguably even more complicated. And teaching teachers across multiple schools with varying contexts is particularly complex.

Research is clear that some professional development (PD) is more effective than others, but how to effectively implement impactful PD is less well evidenced.

The Confederation of School Trust's conceptual model for trust-led school improvement provides a useful framework for exploring examples of implementation in practice to support ‘knowledge building’ for the sector.

This new paper, from Steplab and the CST, exemplifies how trust leaders have translated the CST's theoretical model into practice: combining curating clear goals, building capability and capacity, and implementing improvement initiatives.

Written by Steplab's Claire Hill (Executive Director) and Rachel Sewell (Director of Implementation), the paper includes case studies from leaders in several high performing trusts:

• 1.
  Nimish Lad (Head of Curriculum Development), Creative Education Trust
• 2.
  Emma Starkey (Director of Teaching), Star Academies
• 3.
  Olivia Page (Director of Professional Growth), Orion Education
• 4.
  Siobhan Meredith (Executive Director of Education), Ted Wragg Trust
• 5.
  Catherine Rushton (Director of Institute), Academy Transformation Trust
• 6.
  Camilla Denby (Deputy Headteacher), Twyford Church of England Academies Trust

By drawing on the CST's framework and sharing the successes and challenges of implementing PD across large and varied trusts, we can begin to codify implementation so that every teacher has access to great PD and every student has access to great teaching.

Want to find out more about how Steplab can support your school or trust with professional development that really works? Book a demo!