Too frequently, teachers fail to see how the training they are receiving relates to their own requirements and goals. Teachers may perceive INSET-led CPD, with its one-size-fits-all approach, as a tedious checklist exercise and conclude that their time would be better spent elsewhere.

A Teacher Tapp survey brought to light the discrepancy between what teaching staff want from their CPD and what the SLT may occasionally assume they need. Only 34% of teachers believed their school’s CPD was assisting them to become better teachers, compared to 67% of headteachers who believed they were offering the right teacher developmental opportunities.

Matt Tiplin of ONVU Learning and Emma Wilks Interim Co-Principal at Nishkam High School in Birmingham offer their own practical advice on how to provide targeted, more relevant teacher CPD while helping teachers feel more valued.

David Chapman, Head of School of Aston University Engineering Academy (AUEA) suggests its time to rethink lesson observations.

When using video technology from ONVU Learning to record lessons, teachers can decide whether to watch the recording alone or with a colleague in order to see whether any changes need to be made in order to make the lessons more effective.

AUEA advises teachers to look out for ‘small tells,’ such as a student’s body language, to determine if the lesson is pitched too high or too low, or if a student nearby is an unintentional influence. This will help them figure out what is working in class and for whom.

AUEA also believed that shifting the emphasis away from teaching practice and towards student learning behaviours is more beneficial.

The outcome of this strategy is that teachers feel more appreciated and valued as a result of taking charge of their own professional growth, while also enhancing student outcomes.