I suggest that the main reason CPD is not effective is that it does not put into practice what we know about the learning process.
First you need a body of shared knowledge, a 'textbook, if you like. The stuff most educators agree is what we want teachers to know/do. This does not exist. The profession refuses to become evidence-based. Consequently teachers get mixed and contradictory advice at CPD sessions.
Second, we know that the learning process for our students follows a series of steps and that, if these are followed, most students will learn the material we offer. However, the same is true for all learners, but CPD programs rarely provide that sequence over time.
Both steps are feasible, it's just that the current dominant ideology of education denies the evidence so that senior teams, authors, CPD providers etc can continue to peddle their own beliefs or products.
I suggest that the main reason CPD is not effective is that it does not put into practice what we know about the learning process.
First you need a body of shared knowledge, a 'textbook, if you like. The stuff most educators agree is what we want teachers to know/do. This does not exist. The profession refuses to become evidence-based. Consequently teachers get mixed and contradictory advice at CPD sessions.
Second, we know that the learning process for our students follows a series of steps and that, if these are followed, most students will learn the material we offer. However, the same is true for all learners, but CPD programs rarely provide that sequence over time.
Both steps are feasible, it's just that the current dominant ideology of education denies the evidence so that senior teams, authors, CPD providers etc can continue to peddle their own beliefs or products.
All these things are very true, Mike.