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Speaker 1: You report out from the Education Review Office CERRO. They've

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Speaker 1: been looking into professional development for our teachers. Perhaps not surprisingly,

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Speaker 1: it's one of the biggest drivers of student success, but

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Speaker 1: half of teachers find current settings unclear and ineffective. Ruth

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Speaker 1: Denoda is the ero's deputy Chief executive and is with us.

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Speaker 1: Ruth morning, Good morning, unclear and ineffective? What does that mean?

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Speaker 1: What are they telling you?

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Speaker 2: So what we found is there are three things that

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Speaker 2: really make professional development work, which is evidence based teaching techniques,

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Speaker 2: practical tools, building on and existing knowledge. And when that works,

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Speaker 2: it can be really effective. And we saw some really

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Speaker 2: effective stuff, but unfortunately not everything's effective. So, as you said,

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Speaker 2: half of teachers said that the most recent professional development

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Speaker 2: they did they weren't sure how to use it in

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Speaker 2: the classroom. And that's what we're recommending we change.

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Speaker 1: Would you yeah, well, so you agree with them? Are

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Speaker 1: they right in there or are they just misinterpreting what's

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Speaker 1: trying to be done.

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Speaker 2: Now, what we've found is that if it's the doing

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Speaker 2: the things that we know work, those really stepped out

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Speaker 2: teaching techniques, they're four times more likely to use it

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Speaker 2: and change their practice and become as a stronger teachers,

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Speaker 2: So that's really important. But at the moment there's no

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Speaker 2: quality standard out there, so you can have really high

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Speaker 2: quality development, but you can also have development that doesn't work.

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Speaker 2: And a third of teachers said what they did most

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Speaker 2: recently did have little impact on their practice.

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Speaker 1: Right, do they have to do this development or can

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Speaker 1: they opt in.

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Speaker 2: Or ountd All teachers do development like any other profession,

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Speaker 2: and teachers invest a lot of time in this and

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Speaker 2: schools invest a lot of money. So the most important

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Speaker 2: thing is to make sure it's delivering for them, and

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Speaker 2: this report shows what really does work, So we just

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Speaker 2: need to do more of that.

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Speaker 1: Stanford's a Minister of action? Is she on top of this?

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Speaker 1: Do you expect movement out of this?

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Speaker 2: So one of the encouraging things is that recent English

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Speaker 2: and development that's been going out this year in primary

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Speaker 2: schools is doing the things the evidence shows work and

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Speaker 2: it's having a great impact. So three quarters of teachers

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Speaker 2: say for that English development that they're using what they

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Speaker 2: learn every day in their classrooms. It's really encouraging.

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Speaker 1: Good stuff. Nice to talk to your Ruth. Ruth Shinoda,

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Speaker 1: Deputy Chief Executive of the ER.

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Speaker 2: For more from the mic Asking Breakfast.

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