Embedding change: leadership of professional development in English schools

Bevins, Stuart, Stiell, Bernadette, Perry, Emily and Coldwell, Michael ORCID: https://orcid.org/0000-0002-7385-3077 (2024) Embedding change: leadership of professional development in English schools. Project Report. Wellcome Trust.

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Abstract

In this research study, our intention was to develop greater understanding of how to make change relating to teacher Professional Development (PD) happen, through: • the implementation of professional development innovations and programmes in relation to policy, teacher entitlements and the school environment; • the leadership of processes, practices and conditions which underpin and support change. We wanted to understand the actions, behaviours, policies and practices which support the efective implementation of professional development at multiple system levels. In identifying these ‘mechanisms for change’, we hope to support stakeholders including school leaders, teachers and policy makers in making decisions which lead to sustained, embedded improvement in teachers’ professional development in England. We used a mixed methods approach combining three complementary strands of research: a systematic review of the national and international literature, interviews with leaders of ‘Hub’ models of professional development in science and mathematics (Department for Education, 2023), and, the focus of this report, primary data collection with schools in England looking at the implementation of teacher PD in the current school context. In this strand of the study, we aimed to answer questions related to how school leaders’ actions can influence the implementation of PD. We used mixed methods primary data collection, with a survey and case studies, garnering insights into professional development roles, practices, and support structures in English schools. Our fndings ofer insights into how school leaders contribute to the development and implementation of efective PD in English schools, providing insights into leadership characteristics, policies, and practices that foster professional learning outcomes. Three mechanisms emerged from the data, shedding light on leadership related aspects influencing professional development provision and support: • Investing in professional development through time, money and leadership • Building collective efcacy for and through professional development • Enabling collaboration in and through professional development Our fndings exemplify the importance of these mechanisms in the leadership of schools’ professional development, in a variety of school contexts. They show how school leaders play a crucial role in leading professional development, including building a vision for professional learning, setting its direction, and promoting and maintaining professional development within the school culture. Against the many challenges faced by school leaders within the current system, the role of professional development was valued and maintained.