Rethinking how we approach CPD for teachers when we are time-poor but need to advance whole-school learning outcomes.
Main, P (2021, November 11). CPD for teachers. Retrieved from https://www.structural-learning.com/post/cpd-for-teachers-time-for-a-rethink
Looking for ways to stay relevant as an educator? Wish you could find quality professional learning opportunities without spending a fortune? Finding quality professional learning isn't an easy task, but if it's done correctly, it can be extremely beneficial.
In this guide, we will explore what quality cpd looks like. In no time at all, you'll have a roadmap of great professional learning opportunities that will help you advance teachers careers and stay current with the latest trends in education.
Continuing Professional Development (CPD) is a continuous, planned, and lifelong process through which educators develop their professional and personal qualities, and expand their practice, knowledge and skills, resulting in their empowerment, and growth of their organisation and their learners. CPD is a term used to describe learning activities that help keep educators current with the latest developments in their field. It's especially important for teachers because it helps us stay abreast of the latest educational practices and technologies.
School leaders have a responsibility to ensure that all of their staff members are participating in CPD activities. This can include planning professional development sessions, and offering staff the opportunity to attend events relevant to their field. CPD is also effective when it is tracked and evaluated so that school leaders can understand what changes have been made and how they are impacting the educational environment.
Teachers who participate in CPD programs tend to be better prepared to teach students, and therefore, they're able to improve student achievement.
CPD is also beneficial for school leaders because it allows them to identify emerging issues and develop strategies to address those issues. There are many ways to participate in CPD. Some examples include attending conferences, reading journals, taking online courses, participating in webinars, and joining discussion groups.
CPD is a process of documenting and reflecting on learning and development; the action of tracking and recording the techniques, knowledge and experience that educators achieve both informally and formally as they teach, other than any initial training. It's an account of what they apply, learn and experience.
As stated in the standards for teachers professional development, educators CPD must be:
Also, research shows that CPD must provide educators with the basic knowledge and theory behind the new teaching methods they’re learning, alongside providing the opportunities and demonstrations to practice these high-quality teaching methods in their classrooms.
The CPD process provides a wide range of experience and professional development for teachers on an ongoing basis. It's not a simple assessment for learning that records the details of their training activities. It should be more comprehensive than a 'tick box' exercise.
CPD for teachers is even more important for trainee teachers, as it allows them to gain the knowledge and skills needed to be successful in their new role. CPD also helps trainee teachers learn about the latest educational techniques, teaching methods, and technologies, which are essential for all teachers. With a comprehensive CPD program, trainee teachers become better prepared to enrich and inspire their students.
CPD can also help teachers to specialize and gain expertise in certain subject areas. For example, a teacher might attend workshops or lectures on how to teach physics more effectively, or how to integrate new technologies into the classroom. With increasingly competitive job markets, subject specialism is an important area that CPD can help teachers to develop their skills in.
A blended learning approach involves incorporating CPD activities into the classroom. This could involve working with colleagues to use video conferencing or e-learning modules in the teaching of a subject. It also encourages teachers to be creative and explore different ways of delivering their lessons, which can help them stay ahead of the ever-changing demands of an educational environment.
CPD helps teachers by:
Ensuring that the teacher's approach to teaching should keep pace with the contemporary standards and approach to education.
CPD is also very effective for:
The effectiveness of a CPD programme has almost nothing to do with the expertise of the trainer, but the level of improvement in the learners' practice and outcomes.
The systematic reflection on and evaluation of the effectiveness of the teaching approaches must be everyone’s topmost priority - teachers, school leaders and CPD providers. When teachers feel responsible for their professional learning and when they get the opportunity to contribute to the learning culture, and they find trust and openness, these have a substantial impact on their CPD outcomes.
According to the DfE Guidance and Standards for Teachers’ Professional Development Programme, these last more than 2 terms and involve ‘building a pace of ongoing support and follow-up professional learning activities’. This shows that a traditional way of one-off activities for teachers would not help.
It also shows the effectiveness of the programmes on basis of the tried and tested techniques, strong evidence and impact of what’s sustainable and effective in classroom learning. There are so many CPD providers, so teachers must engage in professional development activities that are verified by the research to enhance their career-long professional learning and outcomes. In terms of effectiveness, there is a huge impact of training under a challenging CPD provider.
The positive impact of CPD that provides teachers with a lot of practice and is tailored to every teacher, is also evident. Hence, an effective CPD programme can be easily integrated into each teacher's classroom context and addresses the particular areas of a teacher's day-to-day practice they are trying to improve, for example, learning about a wide range of behaviour management strategies etc.
Also, according to the DfE guidance an effective teaching staff development programme promotes collaboration between teachers, peer group exchanges, focussed discussions about practice, involves amazing resources and leaves a lasting impact on teachers classroom practice.
Since there is an undeniable place for external expertise in teachers professional development courses, educators also get a chance to learn from each other and modify their autonomous journey to teaching into a professional one, especially within classroom contexts or while dealing with any common challenge of teaching.
Keeping up to speed with evidence-informed education is a challenging task. Twitter is saturated with the latest reports and whilst the education endowment foundation are good at signposting us to 'what works', teachers need time to implement these ideas in their classrooms. Engaging in research projects are a great form of career-long professional learning. Access to courses can sometimes be a problem as management teams have to take teachers out of class. Many of these professional development courses aren't accessible to those who need them the most.
CPD is a great opportunity for educators to improve their skills and knowledge base. But CPD can be expensive, especially when you're paying out of pocket.
That's where professional learning networks on social media can come in. Schools often offer free or cheap CPD courses to help teachers learn new techniques and develop better teaching practices. With a good framework for facilitating your own professional learning, schools with low budgets can run affective improvement exercises independently.
Schools should encourage teachers to participate in these programs because they benefit students too. Students who attend classes taught by well-trained teachers perform better than those taught by poorly trained teachers. Teachers who take advantage of this opportunity not only become better teachers, but they also become role models for students. This helps them build positive relationships with students and encourages them to continue learning throughout their careers.
At Structural Learning, we have developed a learning process that enables educators to carefully unpick the classroom challenges they are facing. We then present research evidence that could remedy the situation. We find that, at the very least, considering a new perspective can shed light on the problem in a new way. As we take a blended learning approach, the support can be delivered in twilight sessions when staff have more 'headspace'. Through a collaborative webinar, we are able to sift through robust evidence that might pave the way for an innovative project.
Over the last three years, we have seen teachers from both primary and secondary schools engage in a variety of interesting projects.
1. Dual coding
What's is the impact of using visuals alongside traditional text base materials?
2. Mind mapping
How do you concept maps help children to build conceptual understanding?
How can teachers use formative assessment techniques to build on students prior knowledge?
If we build inmore reflection time into lessons, what impact would this have on long-term retention of curriculum based materials?
What impact have we seen from adopting school-wide evidence informed teaching methods?
How have knowledge organisers help students manage and retrieve knowledge?
How do you thinking strategies improve independence in our students?
8. Interleaving
How has interleaving help students better prepare for exam revision?
Using generative learning techniques, how have students taking more ownership of their learning?
10. SOLO Taxonomy
What impact has adopting higher order thinking skills had on key stage three results?
There are many local and government bodies providing both physical and online courses in CPD for teachers. These include:
In 2013, a report on 'School Partnerships and Cooperation' was published by the House of Commons Education Committee, describing the expected goals of some of these contributors. Also, in 2015 the DfE published 'Effective School Partnerships and Collaboration for School Improvement' explaining the partnerships and collaboration between schools and their role in school improvement.
Every teaching staff has a professional obligation to take part in the CPD. According to the Teachers’ Standards, an educator needs to accomplish wider professional duties and take responsibility to improve teaching strategies by participating in career professional development training courses, and by responding to suggestions, feedback and collaboration with peers.
Legally, there is no minimum requirement for the time duration (within and outside of working hours) primary schools or secondary schools beginner teachers may spend on CPD.
STPCD (The School Teachers Pay and Document) has documented a list of specific professional duties for the teachers to undertake, including contributing in professional development.
STPCD also states that teachers must improve their knowledge and understanding of their given subject matter, so it's important for teachers to participate in lessons outside the classroom. This includes staying up-to-date with continued professional development (CPD) programs, online seminars and educational seminars. CPD can provide a broad range of knowledge that can be applied to teaching and help develop teacher’s confidence.
STPCD also states that teachers must be aware of the legal framework for CPD, and should consider how different aspects of teaching are included. This includes educational theories, current learning standards, the use of technology in teaching, and modern teaching strategies. It is important for teachers to explore a wide range of topics within their field in order to stay ahead and up-to-date with the educational standards.
Looking for ways to stay relevant as an educator? Wish you could find quality professional learning opportunities without spending a fortune? Finding quality professional learning isn't an easy task, but if it's done correctly, it can be extremely beneficial.
In this guide, we will explore what quality cpd looks like. In no time at all, you'll have a roadmap of great professional learning opportunities that will help you advance teachers careers and stay current with the latest trends in education.
Continuing Professional Development (CPD) is a continuous, planned, and lifelong process through which educators develop their professional and personal qualities, and expand their practice, knowledge and skills, resulting in their empowerment, and growth of their organisation and their learners. CPD is a term used to describe learning activities that help keep educators current with the latest developments in their field. It's especially important for teachers because it helps us stay abreast of the latest educational practices and technologies.
School leaders have a responsibility to ensure that all of their staff members are participating in CPD activities. This can include planning professional development sessions, and offering staff the opportunity to attend events relevant to their field. CPD is also effective when it is tracked and evaluated so that school leaders can understand what changes have been made and how they are impacting the educational environment.
Teachers who participate in CPD programs tend to be better prepared to teach students, and therefore, they're able to improve student achievement.
CPD is also beneficial for school leaders because it allows them to identify emerging issues and develop strategies to address those issues. There are many ways to participate in CPD. Some examples include attending conferences, reading journals, taking online courses, participating in webinars, and joining discussion groups.
CPD is a process of documenting and reflecting on learning and development; the action of tracking and recording the techniques, knowledge and experience that educators achieve both informally and formally as they teach, other than any initial training. It's an account of what they apply, learn and experience.
As stated in the standards for teachers professional development, educators CPD must be:
Also, research shows that CPD must provide educators with the basic knowledge and theory behind the new teaching methods they’re learning, alongside providing the opportunities and demonstrations to practice these high-quality teaching methods in their classrooms.
The CPD process provides a wide range of experience and professional development for teachers on an ongoing basis. It's not a simple assessment for learning that records the details of their training activities. It should be more comprehensive than a 'tick box' exercise.
CPD for teachers is even more important for trainee teachers, as it allows them to gain the knowledge and skills needed to be successful in their new role. CPD also helps trainee teachers learn about the latest educational techniques, teaching methods, and technologies, which are essential for all teachers. With a comprehensive CPD program, trainee teachers become better prepared to enrich and inspire their students.
CPD can also help teachers to specialize and gain expertise in certain subject areas. For example, a teacher might attend workshops or lectures on how to teach physics more effectively, or how to integrate new technologies into the classroom. With increasingly competitive job markets, subject specialism is an important area that CPD can help teachers to develop their skills in.
A blended learning approach involves incorporating CPD activities into the classroom. This could involve working with colleagues to use video conferencing or e-learning modules in the teaching of a subject. It also encourages teachers to be creative and explore different ways of delivering their lessons, which can help them stay ahead of the ever-changing demands of an educational environment.
CPD helps teachers by:
Ensuring that the teacher's approach to teaching should keep pace with the contemporary standards and approach to education.
CPD is also very effective for:
The effectiveness of a CPD programme has almost nothing to do with the expertise of the trainer, but the level of improvement in the learners' practice and outcomes.
The systematic reflection on and evaluation of the effectiveness of the teaching approaches must be everyone’s topmost priority - teachers, school leaders and CPD providers. When teachers feel responsible for their professional learning and when they get the opportunity to contribute to the learning culture, and they find trust and openness, these have a substantial impact on their CPD outcomes.
According to the DfE Guidance and Standards for Teachers’ Professional Development Programme, these last more than 2 terms and involve ‘building a pace of ongoing support and follow-up professional learning activities’. This shows that a traditional way of one-off activities for teachers would not help.
It also shows the effectiveness of the programmes on basis of the tried and tested techniques, strong evidence and impact of what’s sustainable and effective in classroom learning. There are so many CPD providers, so teachers must engage in professional development activities that are verified by the research to enhance their career-long professional learning and outcomes. In terms of effectiveness, there is a huge impact of training under a challenging CPD provider.
The positive impact of CPD that provides teachers with a lot of practice and is tailored to every teacher, is also evident. Hence, an effective CPD programme can be easily integrated into each teacher's classroom context and addresses the particular areas of a teacher's day-to-day practice they are trying to improve, for example, learning about a wide range of behaviour management strategies etc.
Also, according to the DfE guidance an effective teaching staff development programme promotes collaboration between teachers, peer group exchanges, focussed discussions about practice, involves amazing resources and leaves a lasting impact on teachers classroom practice.
Since there is an undeniable place for external expertise in teachers professional development courses, educators also get a chance to learn from each other and modify their autonomous journey to teaching into a professional one, especially within classroom contexts or while dealing with any common challenge of teaching.
Keeping up to speed with evidence-informed education is a challenging task. Twitter is saturated with the latest reports and whilst the education endowment foundation are good at signposting us to 'what works', teachers need time to implement these ideas in their classrooms. Engaging in research projects are a great form of career-long professional learning. Access to courses can sometimes be a problem as management teams have to take teachers out of class. Many of these professional development courses aren't accessible to those who need them the most.
CPD is a great opportunity for educators to improve their skills and knowledge base. But CPD can be expensive, especially when you're paying out of pocket.
That's where professional learning networks on social media can come in. Schools often offer free or cheap CPD courses to help teachers learn new techniques and develop better teaching practices. With a good framework for facilitating your own professional learning, schools with low budgets can run affective improvement exercises independently.
Schools should encourage teachers to participate in these programs because they benefit students too. Students who attend classes taught by well-trained teachers perform better than those taught by poorly trained teachers. Teachers who take advantage of this opportunity not only become better teachers, but they also become role models for students. This helps them build positive relationships with students and encourages them to continue learning throughout their careers.
At Structural Learning, we have developed a learning process that enables educators to carefully unpick the classroom challenges they are facing. We then present research evidence that could remedy the situation. We find that, at the very least, considering a new perspective can shed light on the problem in a new way. As we take a blended learning approach, the support can be delivered in twilight sessions when staff have more 'headspace'. Through a collaborative webinar, we are able to sift through robust evidence that might pave the way for an innovative project.
Over the last three years, we have seen teachers from both primary and secondary schools engage in a variety of interesting projects.
1. Dual coding
What's is the impact of using visuals alongside traditional text base materials?
2. Mind mapping
How do you concept maps help children to build conceptual understanding?
How can teachers use formative assessment techniques to build on students prior knowledge?
If we build inmore reflection time into lessons, what impact would this have on long-term retention of curriculum based materials?
What impact have we seen from adopting school-wide evidence informed teaching methods?
How have knowledge organisers help students manage and retrieve knowledge?
How do you thinking strategies improve independence in our students?
8. Interleaving
How has interleaving help students better prepare for exam revision?
Using generative learning techniques, how have students taking more ownership of their learning?
10. SOLO Taxonomy
What impact has adopting higher order thinking skills had on key stage three results?
There are many local and government bodies providing both physical and online courses in CPD for teachers. These include:
In 2013, a report on 'School Partnerships and Cooperation' was published by the House of Commons Education Committee, describing the expected goals of some of these contributors. Also, in 2015 the DfE published 'Effective School Partnerships and Collaboration for School Improvement' explaining the partnerships and collaboration between schools and their role in school improvement.
Every teaching staff has a professional obligation to take part in the CPD. According to the Teachers’ Standards, an educator needs to accomplish wider professional duties and take responsibility to improve teaching strategies by participating in career professional development training courses, and by responding to suggestions, feedback and collaboration with peers.
Legally, there is no minimum requirement for the time duration (within and outside of working hours) primary schools or secondary schools beginner teachers may spend on CPD.
STPCD (The School Teachers Pay and Document) has documented a list of specific professional duties for the teachers to undertake, including contributing in professional development.
STPCD also states that teachers must improve their knowledge and understanding of their given subject matter, so it's important for teachers to participate in lessons outside the classroom. This includes staying up-to-date with continued professional development (CPD) programs, online seminars and educational seminars. CPD can provide a broad range of knowledge that can be applied to teaching and help develop teacher’s confidence.
STPCD also states that teachers must be aware of the legal framework for CPD, and should consider how different aspects of teaching are included. This includes educational theories, current learning standards, the use of technology in teaching, and modern teaching strategies. It is important for teachers to explore a wide range of topics within their field in order to stay ahead and up-to-date with the educational standards.
