The research Why are so many colleges not paying attention to staff development research on effective CPD? Joyce and Showers in 2002 highlighted that:
- Effective staff development involves experimentation by teachers followed by discussion with colleagues over time (peer coaching).
- The experimentation phase requires repeated practice and discussion, to maintain momentum and motivation of teachers.
- With training followed by peer coaching, implementation rates can reach 95%, whereas without this combination it can be as little as 5% (Joyce and Showers, 2002, “Student Achievement through Staff Development”)
This message was reinforced by Timperley et al (2007) in the research review “Teacher Professional Learning and Development”
- The aim of training should be sustainability – to improve teachers’ planning and problem- solving for the long term. It should help teachers to regulate their own learning so that they can self-monitor to diagnose issues and monitor students…
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