CPD CPD
Keith Bartley
discusses CPD
and what
the General
Teaching Council for
England does to support
schools in this crucial area
T IS one of the paradoxes of the teaching
I
profession that it is almost impossible to
meet a really great teacher who believes their
practice is good enough, with no room for
improvement.
But it is that perfectionism, that quest to
do more for the pupils whose prospects in life
depend on them getting the best possible experience
in the classroom, which makes so many teachers so
inspirational to their pupils.
We have all come across views that professional
learning is only for the newly qualified, or INSET
days, or performance management. That is a real
shame, because a positive commitment to career-long
and schoolwide professional learning can transform
the lives of teachers, schools, and – most importantly
– their pupils, whose life-chances can depend on it.
Much of what I see and hear from the schools and
teachers I visit is simply inspirational. I want every
school to be able to share those experiences, to get the
same buzz into their daily routines.
Our research and the conversations we have with the
profession tell the same story: that lifelong professional
learning is key to inspirational schools and inspirational
teaching. And that is why the General Teaching Council
for England (GTCE) continues to make the case for
better access to better professional learning for all
teachers throughout their careers.
A decade ago there was a lot less common
ground on this idea than there is now. What a
welcome change. And teachers are hungry to take
advantage of the opportunities available. But even I
was surprised by what happened when we piloted the
Teacher Learning Academy (TLA), which supports
and recognises teachers’ own professional learning.
There are over 15,000 teachers enrolled with the
TLA – it is spreading like wildfire through word of
mouth. I cannot wait to see what happens now that it
is available nationally.
Those 15,000 are not learning in isolation: the TLA
model means participating teachers are doing so with What does the
the active interest and support of their school. This
leads me to my other point: schools which embrace
professional learning, and include every staff member
as well as the children, find themselves not only flying
academically, but also very fulfilling places in which to
learn and work – they are learning communities.
As part of my job I have the privilege of visiting
schools up and down the country. Many are absolutely
future hold?
focused on being a learning community and it is an
absolute delight to see.
The leadership team and senior teachers in these
schools take any form of development to the school
and consider the implications for professional learning.
They are very conscious about taking all the adults
SecEd
ultimate professionals, and a passion and dedication to And CPD can come from any number of
the job is essential. I strongly feel that this makes a six- avenues. In-house CPD or externally provided,
forward, reflecting on changes in practice and policy,
and empowering all staff to think about what they need editor Pete
month fast-track enticement for “talented” individuals from your unions, subject associations, from the
unnecessary. My point is that if a year’s training puts General Teaching Council for England or even from
to learn and do to develop. It is part and parcel of the someone off the idea of becoming a teacher, but six SecEd (our Diploma conferences have proved very
school.
Henshaw
months’ training does not, then I would contend that popular)!
Not every school becomes a professional learning they do not have the passion or commitment to serve A main aspect of the GTCE’s work in this area
community in the same way
For some, a crisis forces a complete rethink,
introduces this
the profession well. is its Teacher Learning Academy. I have seen this
A case in point is the fact that much talk in the scheme in action, spoken to real teachers engaged
or it may simply be a case of noticing how things
work elsewhere. These events can spark the thought:
CPD special, with a look
sector recently has been on whether ITT prepares new in its research, and read the National Foundation
teachers well enough to deal with SEN. for Educational Research’s (NFER) independent
could we be a more interesting place to work and
learn? Could we be better? The GTCE’s professional
to the future
If we are concerned about the current system not analysis of the TLA’s impact. This work is making
offering enough preparation, why on earth are we a difference, and we speak to some of these TLA
network Connect, which is specifically used by looking to half the amount of time required to attain teachers on page 23 and discuss the NFER report
CPD co-ordinators, advisors and leaders to share qualified teacher status. on page 24.
and support good practice in leading professional HE PROFESSIONAL development In this CPD special, we report (on page 25) on Ultimately, what I am driving at is that with the
learning, is a means by which teachers can get the Select Committee’s forthcoming inquiry into ITT massive variety of CPD needs in today’s schools,
a sense of what is happening elsewhere and can and CPD, and its focus on the varying routes into the we need all hands to the pump to provide these
consciously seek ideas of how to extend professional profession and the quality of each of these avenues into opportunities.
learning. fast-track the classroom. In the push to increase the number of teachers,
The research tells us that schools that are attentive to “talented” candidates through their I fear greatly that the six-month proposals will lead we may find that the profession is a real option for
teachers’ professional learning needs have more highly T
of teachers has never been a hotter
topic in the world of education.
With the recent announcements of
government proposals to
initial teacher training (ITT) in just to teachers sinking and not swimming in too many more and more people – career-changers, those who
motivated staff, and are more likely to retain them. six months, many are wondering what the future cases. They simply will not have the experience and have suffered in the current economic climate, or
I have noticed in the outstanding schools I visit that holds for a profession that has always prided itself on knowledge that is essential. I earnestly hope that the graduates who are disillusioned with the cut-throat
there is often a very stable staff, because people like quality and high standards. Select Committee agrees. We shall see. nature of some of the historically more popular
the challenge and reward that comes from reflective Many have said that six months is not long enough So, how does all this tie in with this CPD special? career paths.
practice and sharing their learning. to train a teacher properly. I tend to agree. Especially For me, it is the fact that the increasing range of These people are, of course, welcome, but we
As teachers, we are motivated by our own and when you look at the massive range of challenges that issues that teachers face, and the ever-increasing and have to ensure they can make the grade and that
our pupils’ development and achievement; lifetime teachers face in the average classroom. widening school workforce that has to be in place standards do not fall. CPD will be key to this.
professional learning underpins both. SecEd Teachers today have to have an increased awareness to deal with these issues, means that CPD is now I think that the quality of CPD provision out there
of so many disparate areas and issues: special needs, an essential element and simply has to be ongoing is excellent and extensive, and as long as you ensure
• Keith Bartley is chief executive of the General behaviour management, internal assessment, new throughout a teacher’s career. you choose the right CPD for both your immediate
Teaching Council for England curricula, new wide-ranging qualifications, increasing It is not, as Margaret Adams, our CPD expert, needs, and your long-term career development needs,
and ever-changing use of technology in schools, explains on page 26, about CPD just for young teachers then it does not matter where it comes from or how
Further information
increasing government regulation that many say until they feel they are sufficiently skilled. It is about you get it.
• www.gtce.org.uk/ (including me) stifles the ability of good teachers – the continuing development for all staff, as their roles in What matters is that all teachers, no matter
• www.gtce.org.uk/networks/ list goes on, and on. school change in line with their career aspirations and what stage of their career they may be at, value and
• www.gtce.org.uk/cpd All of this means that teachers are becoming the the new challenges they may face. embrace CPD as a key part of their working lives.
• www.teacherlearningacademy.org.uk/
22 SecEd • March 26 2009
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