VIEWS & OPINION
How can we make CPD count? Comment by CHARLOTTE ROWLEY, Acting Principal, St Maria
Goretti Catholic Academy We’re all always learning
Leaders in schools have a duty to enhance, improve, drive standards and most of all, empower staff. If we as teachers and leaders do not have a passion to develop our own learning and better ourselves, then what example does this set for our children and young people? It must be manifested within the school culture and ethos.
We have all been there at some point in
our careers; sat in a conference centre, ready to take part in training that may have been recommended to us, feeling excited at the prospect of a ‘day out’, equipped with a notebook, pen, laptop, ready to absorb all new information and feeling reignited about our profession and feeding back to colleagues. Prepared to implement change … Only to find that literally nothing that is being covered in this course is relevant to your setting, or maybe your school are so far beyond this that the training seems archaic. You’re clock watching (something we never usually do in our profession!), wondering how your class are doing with supply and feeling an element of guilt that you have been covered for something not particularly worthwhile, thinking it’s much easier to be in school. We all know how precious or professional time is and prioritising is key. CPD has to enhance skills and also empower staff. As a result, the enthusiasm, passion and overall drive and productivity of colleagues is greater. I feel so passionately about this, as well as from a practical point, ensuring that any professional development is both useful and relevant, linking in with the school’s development plan and overall aspirations.
The key ingredients
Sometimes admittedly, some CPD can be a trial and error. I have been blessed to have accessed more effective CPD opportunities than ineffective, but I can definitely think of specific examples that stand out – for good and bad reasons!
For me, I believe that the points below can help to achieve an effective CPD plan and overall, positive results for staff: • Staff setting out clear and achievable targets in appraisal and line management meetings, or mentor meetings if a trainee or ECT (and this does need to be encouraged at trainee level. As the Sutton Trust also highlights: ‘(staff) professional development doesn’t stop when they qualify but is renewed through life.’) • Staff taking the lead in educational research and discovery to inform their practice. If each subject leader has responsibility for a key area within the school development plan, shares the research and disseminates how this is applicable to practice, this can have good results and encourage a collaborative approach in addition. • Appropriate evaluation and ensuring that all courses, training and CPD is always reviewed and evaluated effectively. • Ensure that appropriate time is dedicated to development so that staff are given appropriately tailored and bespoke opportunities. • I honestly believe that from experience, the best CPD I have had is leadership coaching. I found that this has developed me more than anything else in short space of time as a senior leader. If and where possible, I would also recommend something like this for leaders or aspiring leaders in school.
Overall, staff should have ownership of their goals and responsibilities. We focus a lot as leaders on children becoming resilient learners, self- regulated and independent, but colleagues too must have these skills. Ultimately, whatever our role in school, we should always be learning. The moment we stop and lose our love for learning is the moment that we re- evaluate whether we are in the right job!
Simplifying the education sector
Comment by VIKKI SYLVESTER, Founder and CEO of Acacia Training
Every sector comes with its own book of industry specific language, often official and unofficial. In the education sector alone, we can find ourselves using different terms and acronyms that appear commonplace to us, but for someone who isn’t familiar it can be confusing or even alienating to try to decode. With the learning and education sector constantly developing, the language is
continuing to evolve. Terms including SLA (Service Level Agreement), ELC (Early Learning Credits) and AEB (Adult Education Budget) are everyday words for those well versed in the sector, but those coming to learn or those wanting to educate or offer education might find it overwhelming to understand; especially if they haven’t been in education since school. For courses and learning in specific industries including healthcare and social care, the terminology can become even more complicated due to the scientific nature of the field. What should be simple to understand, can become complex and tricky to process and the language can become a barrier preventing those from accessing education.
Accessing education has become hard to decipher For those keen to learn, the process to education should be simple. Researching a course provider, selecting the right programme or course of study, accessing funding and then enrolling to study should be the route to gaining qualifications. However, it’s not always that straight forward. The changes in language and the field, particularly for those such as healthcare, can also become tricky. Even accessing finance to support learning is ever changing and it can be difficult to know where to turn, with bursaries, scholarships, funding and finance are all options to consider.
October 2022
Additionally, understanding if qualifications and experience are the right fit can be another barrier and if it’s been some time since attending school, then qualifications learners might have can seem outdated. For example, the old scoring system for GCSEs can be hard to compare to the new system and then difficult to understand.
All of these factors culminate in making it harder to attract, train and retain workers in skilled sectors including healthcare, social care, early education and even industries such as digital, beauty and hospitality. With potential talent finding it difficult to access training, it means the education sector will ultimately see less learners and uptake of courses and training. This can adversely affect sectors, which are often struggling for skilled workers and trained professionals in their field.
The barriers to education are stopping learners accessing education Breaking down disadvantages is the key to getting learners into education, and to embrace the qualifications they need to take the next step in their career.
For employers wishing to hire, understanding the terminology is still necessary. For those working in sectors such as healthcare or social care, it might be many years since they themselves studied and trained. As curriculum and career pathways have evolved, it might mean that employers are being presented with unfamiliar qualifications, studying and even experience, which can all still be relevant to subjects and learning. Education and training should be made simpler, but more importantly it should be more accessible.
The future of the education sector
Without barriers to education, accessing more qualifications and development would become infinitely easier. For those already working in much needed sectors such as health and social care, it can mean accessing additional qualifications to upskill or further specialisms which can then benefit the sectors.
As a result of opening up education, it will see more learners choosing to pursue education and for employers it can mean an upskilled and prepared workforce, who can put their learning into practice.
www.education-today.co.uk 21
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