2. Acknowledgement that teachers learn differently to children
In many schools, CPD will be delivered in the same way as lessons for children – with presenters making the assumption that their content and ideas are new. The result is disengaged teachers and scepticism about CPD in general.
In reality, teachers come to training sessions with wildly different backgrounds – and can often contribute more than the presenter. Read more here about one teacher trainer’s journey of discovery in this area.
3. Access to evidence-based experts
While online training for students has been booming for many years, there has been far less material available for teachers. However, that is changing, and organisations such as the Girls’ Day School Trust and experts including ‘behaviour guru’ Tom Bennett now offer courses that are accessible to teachers through platforms such as the TES Institute and FutureLearn.
4. Time to process and apply learning
Research cited by the Teacher Development Trust found that ‘barely 1% of training they looked at was effectively transforming classroom practice’ – in the mainly because there was little time to implement ideas. A number of our partner schools are moving away from one-off INSET (in service training) days to set aside regular time for CPD each week or fortnight, and are seeing far greater impact on teacher development.