Why it’s time for Teacher CPD to get personal
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.