Changes in funding, the growing focus on school improvement and the rise of OFSTED and TTA and school-funded inservice education and training have meant that educational institutions must recognize the need for coherent planning for continuing professional development. Contrasting developments in Britain with those in other countries, this work seeks to help readers to develop a deeper understanding of professional development to apply to their own situations. It covers the changing educational market, the effects of national and school policy developments, and how to establish a professional development culture and assess its impact.

This work evaluates and attempts to produce a model for effective professional development. It contrasts the work in Britain with that in other countries, with case studies and exercises to illustrate points, highlighting good practice.