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Priorities should emerge from the school development plan and from assessment practices, evaluation of teachers, and targeted coaching and mentoring. A systematic cycle is described: identify needs, improve practice, apply new approaches, and evaluate impacts on student learning to inform the next cycle. Emphasis is also placed on establishing communities of practice and using Cambridge Professional Development Qualifications to support them.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/planning-and-managing-a-whole-school-professional-development-programme-section-7-guidance-on-evaluating-and-embedding-teacher-learning/644183/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/planning-and-managing-a-whole-school-professional-development-programme-section-7-guidance-on-evaluating-and-embedding-teacher-learning/644183.png","ImageObject",300,407,{"name":92,"@type":93},"Grenda","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-23",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"Why is teacher professional development considered critical for school improvement?","Question",{"text":111,"@type":112},"Teacher professional development is positioned as a key driver of improved learner outcomes. Leadership that promotes and participates in teacher learning shows the greatest impact on student learning.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How should schools plan professional development priorities?",{"text":116,"@type":112},"Priorities should focus on improving valued learner outcomes and start from students’ learning needs. Sources include the school development plan and areas identified through assessment practices and teacher evaluation.",{"name":118,"@type":109,"acceptedAnswer":119},"What is the recommended cycle for implementing and evaluating professional development?",{"text":120,"@type":112},"Schools should identify needs, consider how practice can be improved, apply new practices, and then evaluate their impact on student learning. The evaluation then feeds into the next cycle of development.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},644183,1792725744,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":128,"read_time":143},7971474921005,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","7: Planning and managing a whole-school professional development programme  \n We will fail... to improve schooling forchildren until we acknowledge the importance of schools not only as places for teachers to work but also as places for teachers to learn  (Smylie 1995) .  \nThroughout this guide we have emphasised the importance of teacher professional development. This chapter suggests principles schools need to think about as they plan their professional development activities. The focus should be on improving learning outcomes. Therefore, important sources of information about priorities for professional development will come from the key areas covered in previous chapters: the school development plan, improving student learning through assessment practices and evaluating teachers. Schools should pay particular attention to coaching and mentoring teachers. They should also take a systematic approach to evaluating their efforts to support continuous professional learning. Finally, this chapter emphasises the need to establish and foster communities of practice in schools and how Cambridge Professional Development Qualifications can help this to happen.  \n7.1 Planning and evaluating professional development  \nWe cannot overstate how important teacher professional development is to school improvement. In a review of the impact of different school leadership practices on learner outcomes reported in the introduction (Robinson 2007), leaders promoting and participating in teacher learning and development had the greatest impact on student learning.  \nTimperley (2008) synthesised the research on teacher professional learning and development that has been shown to have a positive impact on valued student outcomes. Her advice for schools planning for teachers’ professional learning includes:  \n• The focus should be on improving valued learner outcomes. Start with students’learning needs. “Teachers need to be able to answer the question what knowledge and skills do we as teachers need to help students bridge the gap between current understandings and valued student outcomes?”  \n• There need to be repeated and sustained opportunities to embed any new learning in an environment of trust and challenge.  \n• New learning needs to take account of existing practice and prevailing ideas about teaching and learning.  \n• Leaders should create an environment that supports professional learning.  \n• Leaders should promote professional learning.  \nThe importance of linking teacher evaluation to professional development was mentioned in Chapter 6. It is very likely that patterns will emerge from teacher evaluations suggesting priorities for professional development. The school development planning process will also identify areas for teacher development which may relate to the whole school or to specific disciplines or year groups. As Figure 7 illustrates, the sequence starts with identifying needs, considering how practice can be improved, applying new practices and then evaluating their impact. Too often important parts of this process are missed out, in particular assessing the impact of changes on student learning, which will then provide input into the next cycle of development.  \nTeachers and schools are inundated with ideas about how to improve teaching and learning. Some are appropriate, some are not. Too often professional development activities in schools are superficial because too much is attempted – decisions are made  \n58 Developing your school with Cambridge learner attributes A guide for school leaders  \n7: Planning and managing a whole-school professional development programme continued  \nbased on the interest an individual has with a new practice rather than on the needs of students. Once you have decided the priorities you must fully engage with them and identify appropriate principles and practices for improving pedagogy. Embedding new practices takes time and effort, and this is another reason why persistent effort and evaluat","cbCaioBym5ZEJg19","https://ap.wps.com/l/cbCaioBym5ZEJg19","pdf",532172,11,"English","# Planning and evaluating professional development\n## Principles for planning professional development\n## Linking teacher evaluation to development\n## Cycle: identify needs, improve practice, evaluate impact\n## Forms of professional development","[{\"question\":\"Why is teacher professional development considered critical for school improvement?\",\"answer\":\"Teacher professional development is positioned as a key driver of improved learner outcomes. Leadership that promotes and participates in teacher learning shows the greatest impact on student learning.\"},{\"question\":\"How should schools plan professional development priorities?\",\"answer\":\"Priorities should focus on improving valued learner outcomes and start from students’ learning needs. Sources include the school development plan and areas identified through assessment practices and teacher evaluation.\"},{\"question\":\"What is the recommended cycle for implementing and evaluating professional development?\",\"answer\":\"Schools should identify needs, consider how practice can be improved, apply new practices, and then evaluate their impact on student learning. The evaluation then feeds into the next cycle of development.\"}]","Planning and managing a whole-school professional development programme - Section 7 - guidance on evaluating and embedding teacher learning | PDF",28]