Planning a teacher professional development journey

Abstract

As a government, regional or local authority, as an adviser or teacher, do you have an interest in educational effectiveness, efficiency, enhancement, or improvement? If so, where do you think the focus of that interest should be (on a school as a whole, on the curriculum or its assessment, on leaders, on teachers, on students directly, or on their parents)? So, how do teachers change and develop in terms of their professional practice over time? Is their professional practice discernibly different over a 10 or 20 year period? And if teachers have not changed in their professional classroom practice over time, then why is this the case?