Early Career CPD - exploratory research

There is a requirement for research to gather robust evidence on development needs amongst teachers in their early careers and effective practice in supporting and meeting these needs. This is an area that is currently lacking in clear evidence and current practice appears to be inconsistent and patchy.

Findings will help inform the evidence base and highlight good practice around early career CPD. The research should attempt to identify good practice and the potential benefits it brings, as well as looking at international comparisons.

We are interested in how different approaches impact on practice, but acknowledge that this is likely to be largely qualitative evidence. The high level questions to be answered are: • What are the views of teachers and schools about the professional development opportunities and support provided during the induction year? • What support and professional development opportunities are available for teachers in the early years of their career following NQT year?

Are there any examples of good practice and are these based on evidence? • What benefit does high levels of support or professional development bring to early career teachers and their schools? • Are there any critical areas of development or knowledge for teachers in the early years of their career? • What can we learn from international comparisons? Deadline for EOIs - 5pm Wednesday 6th December 2017