Building the Future of CPD
at The Grange School
- Last updated: 14th May, 2025
Change in education is never easy. It’s exciting, it’s challenging, and sometimes it’s downright nerve-wracking. But when you believe in something, when you know it has the power to transform the way teachers grow and learn, you take the leap. That’s exactly where we are in our journey with IRIS Connect.
We didn’t just want to tweak our CPD model; we wanted to reshape it entirely. The goal? To replace traditional lesson observations with a culture of collaboration, reflection, and professional growth. We wanted to move away from the one-off, high-stakes nature of observations and towards a more dynamic, supportive, and ongoing approach to teacher development.
This is the story of how we started, where we are now, and where we’re headed. It’s been an exhilarating journey, full of progress, learning, and the occasional moment of doubt. But one thing is clear: IRIS Connect is changing the game.
Step 1: Laying the Foundations
We started small, introducing IRIS Connect to a select group of teachers—our Heads of Department (HoDs). The plan was simple:
- Give them a space to record and reflect on their lessons.
- Remove the logistical barriers (we set everything up for them).
- Provide high-quality training from the IRIS Connect team.
Very quickly, something powerful happened. Teachers started seeing the value in self-reflection. The platform wasn’t just a recording tool, it was a mirror, allowing them to analyse their practice in a way that had never been possible before.
Better still, our HoDs became champions for the initiative. They shared their experiences, encouraged their teams, and helped push the project forward. IRIS Connect was no longer ‘top-down’—it was being driven from the middle.
Step 2: Overcoming Resistance & Building Confidence
Of course, not everyone was immediately on board. Change, especially when it challenges long-standing traditions, takes time. Some staff were excited; others were sceptical, hesitant, or simply overwhelmed.
This was the moment we had to pause and listen. We gathered feedback, reassured concerns, and reinforced the message that this wasn’t about surveillance or judgement, it was about growth.
And slowly, that mindset started to shift.
Step 3: Expanding the Reach, Coaching Triads & Collaboration
With confidence growing, we widened the scope. More teachers started recording and reflecting. But we wanted to take it further. Enter coaching triads, small, supportive groups where teachers could:
- Share recordings and receive constructive feedback.
- Discuss strategies without the need for formal meetings.
- Learn from colleagues they might never normally collaborate with.
IRIS Connect was the glue that made it all work. Teachers had a structured yet flexible way to engage in meaningful discussions about their practice. No paperwork. No time-consuming scheduling. Just focused, impactful conversations about teaching and learning.
Step 3.5: The AI Game-Changer
Then came the unexpected twist, IRIS Connect invited us to trial their AI-powered reflection tool. To say it was a revelation would be an understatement.
Imagine having an instant critical friend, meticulously analysing your lesson and offering precise, research-backed feedback. That’s exactly what this AI tool delivered.
- Time-stamped insights on lesson structure, questioning, and engagement.
- Bespoke feedback tailored to pedagogical frameworks like Rosenshine’s Principles.
- A completely private space for self-reflection before sharing with colleagues.
For teachers who weren’t comfortable watching themselves on video, AI became a game-changing alternative. Some preferred AI feedback over self-watching; others used both to test its accuracy. Either way, the impact was huge.
Step 4: Whole-School Adoption & A Shift in Culture
By September 2024, we were ready to go all in. Every teacher, all 76 of them, was asked to record a lesson and choose their own reflection pathway:
- Analyse it themselves
- Use AI to generate detailed feedback
No formal lesson observations. No tick-box exercises. Just authentic, self-driven reflection.
By January 2025, the results were clear:
- Target met: every teacher had recorded and reflected on a lesson.
- No formal observations, only conversations about growth and next steps.
- 21 staff enrolled in coaching triads using IRIS Connect to support and challenge each other.
The school felt different. Instead of CPD being something ‘done to’ staff, teachers were taking ownership of their development
Step 5: The Future: A Fully Integrated CPD Hub
Now that IRIS Connect is embedded, the next stage is even bigger:
- Creating a full-scale Teaching & Learning Hub within IRIS Connect.
- Every department with its own collaborative space for sharing resources, strategies, and research.
- Lesson recordings + Teaching WalkThrus + AI feedback forming the foundation of personalised CPD.
- A move towards staff-led, research-driven professional learning pathways.
By September 2025, we want to see:
- All staff engaged in coaching triads.
- IRIS Connect used for more than just lesson recordings but as a dynamic sharing platform for teaching and learning.
- A personalised CPD model, where teachers take control of their growth on their own terms.
Final Thoughts: Nervous, Excited, and Ready for What’s Next
I won’t pretend this has been easy. Any shift this big comes with challenges. There have been moments of doubt, resistance, and plenty of trial and error.
But watching staff take ownership of their development and seeing them engage in professional conversations they wouldn’t have had before has been incredible.
We’re not finished. There’s still work to do. But we’re on the right path.
And if there’s one thing I know for sure?
This is the future of CPD.
I’ll be back with an update in a few months, hopefully still just as excited, and with even more lessons learned along the way.
(Hard hat still on standby… just in case!)
Jeremy Gribben
About the Author
Jeremy Gribben is the Director of Teaching & Learning at The Grange School. With over 25 years of experience in education, Jeremy has taught and led in diverse schools across the North East, North Wales, and North West, in both state and independent sectors. Since 1998, he has held roles such as Head of Year, Head of Department, Director of an Arts College, and Senior Leader, with responsibilities including behaviour management and academic strategy. Now Director of Teaching and Learning at a leading independent school, he champions professional development, pedagogical reflection, and collaboration across departments. Passionate about empowering teachers, he advocates for using tools like IRIS Connect to build dynamic teaching cultures through reflection, coaching, and collaboration.
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