An investigation into a programme of enquiry-based continuing professional development for professional development leaders

Professional development leaders are practitioners whose role includes the planning and delivery of continuing professional development to teachers. There is little formalised support for professional development leaders, even though their role is critical to school improvement. This dissertation describes an action research project in which a programme of enquiry-based continuing professional development for professional development leaders was developed, delivered and evaluated. Participants video-recorded themselves delivering continuing professional development, then analysed their practice in critical friendship groups using web-based video observation technology. Data was collected from participant questionnaires and interviews before, during and after the programme. Analysis of the data, using a range of techniques including a framework based on the Clarke and Hollingsworth model of teacher growth, led to an evaluation of the programme. The programme was found to be effective in stimulating participant learning about effective CPD and about the use of video, but less effective in improving understanding of ways of supporting teacher enquiry.