SKEIN helps schools address CPD weaknesses as identified e.g. by OfSTED.
In 2006 and again in 2010 OfSTED looked at the state of professional development in schools. They found much that was good but there were common weaknesses even in those schools that were otherwise good or outstanding. To quote the 2010 report:
“First, there were continuing weaknesses in the evaluation and assessment of the value for money of professional development. Second, teachers’ knowledge of subjects other than English and mathematics was seldom refreshed by suitable professional development, especially in primary schools. Finally, schools whose staff, particularly leaders, lacked skills in self-evaluation and in dealing with weaknesses, and needed help before they could meet their professional development needs”.
Since the mid-90s, CUREE has been collecting and analysing the international evidence about effective (and cost-effective) CPD. “Effective” in the sense that it has discernible positive impact on pupil learning. Much of this work is distilled in a series of systematic reviews which you can find here. From this we were able to identify with confidence the defining characteristics of effective CPD and of learning environments that enable it. We have been able to augment this international knowledge with our own large scale, empirical research in the English system. The most recent of those studies was a large scale evaluation of CPD provision offered to schools by a wide variety of providers. The study found much that was good (for instance collaboration and informing participants about the demands of the CPD) but also weaknesses (e.g. needs analysis and supporting teachers to consider the impact of their CPD on outcomes for their learners). We also found a very wide range of cost and value for money.