ÌÇÐÄVlog

Presenting staff with bite-sized CPD opportunities in one online space means professional development is no longer something that people ‘don’t have time for’, explains this international school leader

The study of how teachers learn is unique enough to need its own terminology, finds a new report – and that has implications for how we understand teacher training and CPD

Report warns that vast sums of money are being ‘wasted’, with almost four in 10 teachers saying CPD has not clearly improved their ability to do the job

The latest phonics screening check data is further proof that teaching reading is not ‘done’ at the end of KS1, writes Claire Heald

The report from the world’s largest survey of teachers is out now – with findings on staff shortages and retention, as well as CPD needs and how well prepared teachers are to teach in multilingual classrooms

A school group explains how it carved out dedicated time for regular teacher professional development that can be tailored to specific needs or new priorities

Is this the best way to ensure that staff can learn and grow as teachers – and look after their wellbeing at the same time?

One leader explains that co-creating CPD with 11 other schools has given teachers more say in their own development journey

Schools and teachers have found the support of language hubs ‘invaluable’, yet they are facing significant funding cuts

As heads of department get to work analysing the summer’s GCSE and A-level results, Mark Enser offers his advice for making the process productive, rather than tedious

In our ‘My Week As’ series, a senior sector leader reveals what a typical week looks like in their role. Here, we talk to Chris Foley, CEO at St Teresa of Calcutta Catholic Academy Trust

Research evidence can act as a school’s ‘north star’, writes the EEF’s co-CEO, helping teachers and leaders to focus on the ‘best bets’ for making a difference to pupils