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All The Gear And No Idea? – Why Schools Can’t Afford To Scrimp On CPD

Purchasing that shiny new learning equipment is one thing, says Rob Widger – knowing how to use it properly is quite another…

Rob Widger
by Rob Widger
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I’ve been in and around education for over 40 years, and the way children work today often leaves me scratching my head.

My son, who has just finished university, will sit working in the kitchen with his laptop open typing an essay with Facebook running on the iPad, What’sApp notifications will be pinging away on his phone, while the television blares away in the background. I often ask him how he can possibly concentrate with all the distractions – he just shrugs his shoulders and continues working!

The way children learn is rapidly changing, and we are all aware of the need to adapt our practices to cater for a new generation of learners. It’s therefore important for schools to prioritise training provision for staff to ensure continual development of new techniques and practices.

Continuing professional development is a significant part of this, and if schools are to be successful in driving improved teaching standards, they must support and encourage their staff in progressing professionally. We are all aware that CPD should be an integral part of every teacher’s career, not just something that’s earmarked in the diary for a couple of days a year. Schools should include CPD and training opportunities as part of their long-term development plan, and have a portion of their budget allocated for running such sessions.

Above all, it’s essential that CPD has direct impact on improving teaching and accelerating progress. Teachers can’t be specialists in all areas, but giving them opportunities to attend training delivered by experts will ensure that they’re able to maximise the effectiveness of their teaching.

The same applies to classroom resources. Teachers need to be trained to use them effectively, and understand how they will benefit the pupils.

Seeing the ‘value add’

A lot of schools regularly look to invest in innovative materials with which to deliver their curriculum via electronic whiteboards, and increasingly with iPads and other hands-on resources that have become a staple in most classrooms.

However, the technology and equipment required is often wide-ranging and complex to use; introducing these into a classroom will not, in itself, necessarily effect impact on learning, since most teachers will need preliminary or further training. Because of this, teacher training and CPD plays an important role. It will likely be developed by the company or supplier of the resources in question, and delivered by recognised certified trainers. Indeed, LEGO Education employs many certified trainers in the UK for precisely this purpose.

Yet when it comes to educational resources, many companies and suppliers don’t always provide the kind of support or training that teachers need to actually understand how to use the product effectively in the classroom. A good supplier will be transparent about the training they offer to schools, and host regular courses, training days and workshops that teachers can attend.

These training opportunities will ensure that teachers fully grasp the capabilities of relevant classroom resources, enabling them to more easily deliver engaging and inspiring lessons that will help to improve their learners’ attainment – in a way that will also allow administrators and governors to see the ‘value add’ of the purchase that they’ve approved.

Talented staff

Every member of staff will have an particular interest or talent in a specific field. Good schools recognise this, and will see to it that teachers’ individual talents are harnessed appropriately to create a stronger workforce. For example, a tech-savvy teacher may be tasked with supporting colleagues that are less confident with using digital resources in the classroom, and be called upon to deliver regular training sessions for other staff members to help develop their provision.

However, while schools know that CPD is essential for their teachers. budget constraints often compel heads to divert CPD opportunities linked to priorities at the outset of the school year. Yet it remains the case that money spent on specific resources must be linked to training opportunities, in order to ensure that teachers understand how to use those resources in a way that maximises learning and progress.

If there is one thing to take away from this, it’s the importance of factoring in teacher training dates and CPD opportunities throughout the school calendar and appropriately planning around them.

A final point to consider is the inclusion of students in CPD. I am seeing forms of this practice becoming steadily more popular across the world, especially with technology-driven products – giving student ambassadors the opportunity to support classroom teachers in their use of devices and software that students pick up quicker than many adults – including me! So why not include them as a part of your next CPD session?

Rob Widger is a former primary school teacher and master trainer at LEGO Education Academy; for more information about LEGO Education resources and its professional development courses, visit LEGOeducation.co.uk/workshops

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