Too frequently, teachers fail to see how the training they are receiving relates to their own requirements and goals. Teachers may perceive INSET-led CPD, with its one-size-fits-all approach, as a tedious checklist exercise and conclude that their time would be better spent elsewhere.

A Teacher Tapp survey brought to light the discrepancy between what teaching staff want from their CPD and what the SLT may occasionally assume they need. Only 34% of teachers believed their school’s CPD was assisting them to become better teachers, compared to 67% of headteachers who believed they were offering the right teacher developmental opportunities.

Matt Tiplin of ONVU Learning and Emma Wilks Interim Co-Principal at Nishkam High School in Birmingham offer their own practical advice on how to provide targeted, more relevant teacher CPD while helping teachers feel more valued.