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How to avoid CPD by numbers

A personalised and flexible approach to professional development engages teachers in improving themselves and their school, argues headteacher Keziah Featherstone

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At Bridge Learning Campus, we have a veritable menagerie of teachers. They differ in age and experience, as well as in previous training. They are all individuals, with their own expertise and problem areas. We have everyone from Teach First participants in their first term to senior leaders not far off retirement.

As an added complexity, our teachers work with pupils aged 3-16, covering the early years foundation stage framework to new GCSEs. We are an all-through school in the truest sense.

So planning CPD is tough. One size is not going to fit all. But then, it doesn’t in any school. So ...

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