We are delighted to share the second of a two-part thinkpiece by Dee Inwood, Managing Director at The National College, and FED Core Partner. In a world of rapid technological, societal and institutional change, our education system is at a crossroads. From teacher burnout to AI disruption, the challenges are real – but so are the opportunities. These two blogs explore a powerful truth: professional learning isn’t a luxury, it’s a necessity. Discover why investing in educators is the key to unlocking student success, workforce stability and long-term reform. With fresh insights, real examples and powerful data, this is a must-read for anyone serious about the future of education. Read the full article to learn why professional development should be the beating heart of every school’s strategy.
Part 2 – Investing in People – Why Professional Learning is the Future of Education
If change is the only constant, then professional development is education’s most essential tool for keeping up. As we saw in Blog 1, teachers must not only teach but learn – adapting alongside the students and society they serve.
When educators lack opportunities to develop their knowledge and skills, the gap between them and their students can grow. Mistrust, disengagement, and ineffective teaching practices can follow. But where meaningful professional learning is embedded, the outcomes – for both educators and students – can be transformative.
Recent studies back this up. According to Ofsted (2023), 70% of teachers and 71% of senior leaders engage in professional development primarily to improve their teaching. And it’s not just about performance – autonomy and agency matter too. The NFER reports that greater choice over professional development leads to higher job satisfaction and better retention. In fact, in their 2016 study, 90% of engaged teachers were not considering leaving the profession, compared to only 26% of disengaged teachers.
But what exactly does effective professional learning look like?
It’s targeted, relevant, and personalised. At The National College, a recent survey of senior leaders showed that 88% now tailor professional development to meet individual staff needs – a notable shift. These needs are increasingly identified through coaching, appraisal conversations, and school improvement planning.
Crucially, the impact of professional learning extends beyond the classroom. A 2021 report by the Education Policy Institute found that 35 hours of high-quality CPD per year could lead to students gaining the equivalent of two-thirds of a GCSE grade, boosting their future earnings by over £6,000. That’s not just a teaching win – it’s a societal investment.
Innovative models are already emerging. Advanced Learning Partnership, for example, offers staff six hours of “genius time” – independent professional learning that has yielded demonstrable impact. Ideas like this could be part of a national register of strategies, allowing schools to share what works and build momentum for change.
Ultimately, we need an environment that challenges, supports, and trusts professionals. A culture of high expectations, collaborative planning, and professional coaching will attract and retain the educators our young people deserve.
As Leora Cruddas CBE puts it, “The highest form of accountability is the individual’s professional accountability… to the people whom the profession serves.” That means placing professional learning at the heart of school culture, not as an add-on, but as the driving force behind student success and systemic improvement.
Yes, time and workload are barriers – but they are not insurmountable. Especially as more schools shift away from performance-linked appraisal and toward growth-focused development.
If we are serious about giving every young person the best possible start in life, we must first ensure their educators are equipped, empowered, and inspired to lead the way.
