Four ways to improve teacher CPD and make it impactful

Emma Wilks, Interim Co-Principal of Nishkam High School offers some simple CPD strategies that reflect exactly what’s happening in the classroom and avoiding information overload.


Schools often invest considerable time and money in Continuous Professional Development (CPD) for teachers, yet ensuring its relevance to current and future student cohorts remains a challenge. Instead of generic “one-size-fits-all” training sessions, smaller, tailored sessions reflecting individual teachers’ needs prove more effective. 


The risk of overwhelming teachers with information overload is real, as inundating them with excessive data can hinder lesson quality. It’s advocated to present information in digestible segments, following recommendations from the Education Endowment Foundation (EEF).


Innovations in CPD include granting teachers more autonomy in their training and freedom in choosing their developmental focus ensure training directly addresses current student needs. Additionally, the adoption of ONVU Learning’s 360-degree camera technology allows educators to self-assess their teaching, pinpointing areas for improvement. 


Though some teachers may have reservations about recorded lessons, systems grant teachers complete control, alleviating concerns. In short, relevant and timely CPD enables educators to make consistent improvements, driving positive educational outcomes.


How Video Tech has turned our Lesson Observation on its head

Even the most seasoned educators experience nervousness when it comes to lesson observations.


Although lesson observations certainly offer helpful suggestions for enhancing practice, the tense, formal once-per-term snapshot is a poor, unreliable indicator of teacher performance. We need a rethink.


David Chapman, Head of School at Aston Engineering University Academy describes the problems of traditional lesson observation and how they have been overcome with the use of ONVU Learning.


Using the technology, AUEA has reduced ‘teacher fear’ and focussed on student learning rather than teaching practice delivering a positive effect on pupil engagement and teacher development.