BESA

Ray Barker

discusses teacher CPD when it comes to ICT

and looks at the latest research into this key area

P

ROFESSIONS BY definition require those in their “body” to undertake CPD throughout their careers. For those working in industries with constant changes, whether as a result of advances in technology or new research findings, it is a constant undertaking to keep

abreast of the latest industry knowledge so professionals can keep doing their job effectively. Given the constant policy and curriculum changes,

the education sector requires frequent training so teachers can keep up-to-date. However, there has been a significant amount of discussion relating to teacher training, and whether the current model is adequate. As an example, research from the British Educational

Suppliers Association (BESA) in 2009 found that 59 per cent of primary teachers received ICT training in 2009, compared to 67 per cent in 2008. Meanwhile, 55 per cent of secondary teachers received training in 2009, compared to 72 per cent in 2007.

A review of teacher training

This month, the House of Commons Children, Schools and Families (CSF) committee published a report on teacher training, which considered how effective the Department for Children, Schools and Families (DCSF) and its agencies have been in attracting and supporting the development of teachers. The committee is made up of over 80 education

associations, leading education institutions and professionals, such as the National Union of Teachers, the National Association of Head Teachers, Universities UK and the Training and Development Agency for Schools (TDA). The report raised a number of concerns and made

suggestions to improve CPD for today’s teachers. Routes into teaching, how to recruit the best candidates,

Training to gain

ways to equip teachers with high quality initial training and training for newly qualified teachers were explored, along with CPD for all levels of educators.

Put a ring on it

One of the key recommendations to come out of this committee is ring-fenced funding within school budgets for professional development. Participants in the committee suggested that there is not a strong culture of professional development, and that part of the problem is a lack of access to training opportunities.

A licence to teach?

The DCSF intends to roll out a licence to practise by September this year, something that is required for many other professions such as medical and social work, while many overseas countries already require teachers to be licensed. The committee raised the point that the government

has not clarified how professional development will be linked to the licence for teachers. Recently, further education teachers in England saw a similar system introduced, which requires them to undertake 20 hours of CPD every year to remain registered to teach. The committee suggests that it is crucial that any

licence system for school teachers is accompanied by a guaranteed entitlement to ongoing training.

Clear as mud

One of the key findings from the evidence supplied was the lack of clarity over teacher training pathways. Although the TDA and the DCSF have begun to put into place greater structure, the committee suggested that an overarching “Chartered Teacher Status” framework be introduced, linking professional development, qualifications, pay and the licence to practise in order to provide more clarity to teachers’ career progression. So why is there this focus on teacher training

now? New approaches to curriculum have meant that all educators need to learn new techniques. A greater focus on softer skills – those 21st century skills such as problem-solving and working in teams – has also led to an increased need for teacher support, along with the frequent introduction of new ICT resources, such as learning platforms and portfolios. While some initial teacher training to help implement

the needs of the various new curricula has been introduced, it can be difficult to source best practice advice. BESA speaks to teachers regularly and many

have indicated that they have been able to access free or affordable professional development through associations that they are members of, or have organised CPD days with other local schools and education institutions. Plenty of teachers have also started education blogs

and forums to share best practice and offer advice to peers on a whole host of topics, not just technology. If you or your colleagues are finding it difficult to use particular ICT resources, do not hesitate to contact your supplier. Many will provide schools with free training and ongoing support, or put in place online training and “webinars” to help you develop your skills and get the most from the resources. Companies know that using the equipment is more important than just having it. In this way, the supplies industry sees itself as a stakeholder in educational achievement – it is a part of the solution. It will be interesting to see how many of the

committee’s recommendations are taken on board in the future, and many associations have since commented both for and against the suggestions in the report.

SecEd

• Ray Barker is director of the British Educational Suppliers Association. Visit www.besa.org.uk (where a full copy of the CSF report can be downloaded).

SecEd • March 25 2010

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