1. PD should be contextual and make use of local expertise
In Pakuranga College, staff meet weekly in small groups of no more than 12, with each group facilitated (not led) by an experienced member of staff. In Michael's last school - which was failing at the time - he refused to bring in 'experts' and got the teachers to work together and find out how to fix the problems themselves (which they did).
This is particularly important when a school is in stress; I know from personal experience that having someone who doesn't understand the context coming in and telling you what to do is wildly frustrating.
2. PD should be based around a cycle of inquiry
3. PD should involve accountability to peers
Staff should be expected to do something differently as part of their CPD, "not do something harder or do more of it". And the best way to ensure they are doing this is peer accountability.
4. PD groups should be cross-curricular
5. PD should avoid the blame game
One way to avoid this but still help these staff develop is to focus on the learning needs of the students rather than the teachers, and ask teachers across the school - which students are disengaged, or falling behind with their work?
Senior staff can then go into those students' lessons, and work with their teachers on how to engage/support them. This way the teachers' classroom practice becomes a potential solution to the problem of student disengagement, rather than being seen as the problem in itself.