High-quality CPD is widely recognised as a key driver of teacher growth and better pupil outcomes. Yet, despite this, it often falls short of making a lasting impact.
So why does something so crucial, and so well-researched, so frequently miss the mark? Here are 10 common reasons - and practical ways to overcome them.
Why teacher CPD falls short
1. It’s treated as a one-off event
Many view CPD as a single workshop or training session, but meaningful growth requires ongoing learning and practice. Knowledge must be flexible and durable. It must become a habit, and habits aren’t formed in a 30-minute staff meeting; for example, on Rosenshine’s principles of instruction and cognitive overload.
To make it effective, embed CPD into daily routines, link it to habit cues throughout the day (e.g., every time you ask a question, you will do X,Y, Z) and provide consistent opportunities for follow-up.
2. Not meeting people where they are
CPD often focuses on where leaders believe teachers should be, rather than recognising their current skills, knowledge and challenges. Effective CPD begins with understanding the starting point of individuals and meeting them there.
We wouldn’t expect pupils to make a leap in knowledge just because we know it or they should know it - so why do we do the same for teachers?
3. Assuming prior knowledge
Assumptions about what teachers already know can lead us down a fruitless path.
Never assume - instead, take the time to establish a clear foundation, ensuring that everyone understands the basics and there is a common language across staff.
4. Unrealistic expectations about time and progress
CPD is often expected to deliver quick results, but meaningful learning requires time. Rushing the process leads to shallow understanding. Time in schools is golden, but rushing squanders the little time we have.
Slow down, prioritise development and provide realistic time frames for growth, breaking goals into manageable steps (the smaller, the better).
5. Lacking specificity
Broad, generic training rarely translates into actionable change. Effective CPD needs to focus on specific, practical skills and tools that address real problems.
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Focus both on what is upcoming in lessons - what teachers are actually going to teach - and thinking about which type of knowledge they are building: pedagogical (how to teach children), subject (content knowledge) or pedagogical content (the key to getting children to understand - and, most importantly, learn a subject).
6. Overloading teachers
Too much information in one session, or even across one half-term, overwhelms teachers and reduces retention.
Focus on delivering one or two key things at a time, with opportunities to practise, practise, practise building new knowledge and habits.
7. Ignoring organisational culture
CPD efforts often fail to align with the broader culture of a school. If cultural barriers exist, they must be addressed to create an environment where learning and growth can flourish.
You need to know what your teachers think of your staff meetings before you can lead them successfully.
8. Treating the symptoms instead of root causes
Many programmes and staff meetings address surface-level issues without investigating underlying problems.
Conducting a thorough analysis of the root causes of challenges ensures that CPD targets the real issues - e.g., is no learning happening because of behaviour, or is the behaviour happening because there is no learning?
9. Focusing on ‘shiny’ new trends
It is easy to be tempted by the latest trends, tools or ideas. However, what works is not always new.
Prioritise one or two approaches that align with school or trust goals, rather than chasing trends because of their novelty or sales pitch.
10. Bias in design and delivery
Bias, whether conscious or unconscious, can affect the design and delivery of CPD. This might mean favouring certain approaches or assuming that one size fits all.
To overcome this, take a reflective and inclusive approach, considering the diverse needs of your teachers and pupils.
By addressing these common pitfalls, professional development can shift from a routine task to a powerful driver of lasting improvement for teachers, pupils and schools.
Kay Shepherd is director of learning at E-ACT multi-academy trust
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