VIEWS & OPINION Continuous development for


school CPD Comment by CAROLINE DOHERTY, Head of Education Strategy at The Key


We know that over the last 18 months, schools have rightly been focusing on supporting their pupils and communities through an unprecedented time of change. It’s therefore no surprise that in our recent survey, half (44%) of leaders told us their staff had taken part in less like-for-like CPD in the last 12 months. Despite this, 88% of leaders also stated that they felt CPD was either “extremely important” or “important” to the post pandemic recovery of their school. Indeed, nearly half (44%) said they plan to increase their CPD provision in the coming year. The impact of high quality CPD cannot be underestimated, in fact the Education Policy Institute recently suggested that by spending an extra £500 per teacher on CPD the government could prevent up to 12,000 teachers leaving the profession every year. It could also boost pupil attainment by an extra two-thirds of a GCSE grade - which in turn, translates to extra lifetime earnings of more than £6,000 per student. The CPD landscape is evolving rapidly. There has been a dramatic


increase in evidence-based practice, with organisations like the Education Endowment Foundation, The Chartered College of Teaching, and ResearchED really getting research into the hands of


practitioners. So much more CPD content now comes directly from those who are still in the classroom themselves. Many schools now use their own staff to deliver sessions to their colleagues, using research and evidence tailored to their school's needs and circumstances. With many more people delivering CPD, there has also been an


inevitable growth in teachers and leaders sharing their work on Twitter, YouTube, podcasts, blogs, webinars or LinkedIn, for the benefit of others. While this is an undeniably great thing, as a consumer of this content, it can be hard to know where to start, or where the real quality lies. The pandemic democratised access to CPD further, creating a


plethora of new CPD opportunities as schools and trusts opened up sessions nationally and internationally. Virtual delivery eliminates the stresses around inclusivity, travel time and cost to attend conferences and events. Plus, having access to sessions afterwards makes it much easier for attendees to share what they’ve watched with their colleagues. Indeed, the on-demand videos and live streamed events created for our own digital CPD platform - have been designed with team viewing in mind. Staff can watch as a group and then discuss how they might implement change in their context. Digital delivery is here to stay. Our survey showed that just 9% of


school leaders have a preference for returning to in-person CPD provision (such as conferences) post-pandemic. Two-thirds (67%) are keen to use a combination of both online and in-person - and nearly a quarter (23%) want to keep their CPD online only in the future. Time will tell, but it seems likely that the days of spending hundreds


of pounds on day-long conferences and courses are already numbered. Despite the huge challenges schools faced and continue to face as a result of the pandemic, new life has been breathed into the delivery of professional development, and vibrant virtual CPD will continue to connect practitioners across the country and the world.


How can education technology give teachers their time back?


Comment by WINSTON POYTON, Senior Product Director for Education at IRIS Software Group


Getting the best possible outcome for every pupil is at the heart of what teachers and Senior Leadership Teams do. Over the last 18 months, the education


sector has seen an accelerated use of digital tools and a firm acknowledgement that blended learning is here to stay. With a new academic year approaching, educators need to tidy up their tech and data, close the Covid learning gap and make progression a more positive experience for all.


The need for education intelligence Traditionally, school management systems or Management Information Systems (MIS) have been kept locked in school administration offices due to outdated IT. During the pandemic, teachers have spent significant amounts of time and energy looking for and extracting vital information, such as academic results, attendance and safeguarding notes. Without easy access to these insights, it’s difficult for teachers to plan effectively, step in at the point of need and fairly assess their students. Teachers need to be empowered to deliver successful blended learning


come September. From registrations, absences and detentions to financial planning, staff development and reporting, educators need software tools that provide them with real-time information so they can act quickly and step in at the point of need to create the best possible outcome for every pupil.


September 2021


Teachers can have the power Figures suggest 90% of school leaders say data and analysis is a significant issue impacting workload. With the new school year around the corner, there has never been a more critical time to provide teachers with a real- time intelligence system that gives a single source of trusted data, regardless of how big the school or Trust is, or where it is located. One where academic results, behaviour and safeguarding notes are all stored on a centralised, easy-to-access-and-use system. Trust leaders must have the intelligence to make better decisions. The


use of data to derive collective intelligence will be key as Trusts scoop up more schools and Academies. In practice, EdTech can empower SLTs to cost ‘what if’ scenarios and look at the longer-term financial projections with ease to make data-driven decisions for the good of the Trust. By receiving real-time updates, teachers are able to see trends in real-time and identify what changes need making more quickly. This empowers them to match educational impacts to financial impacts, for example, and compare this across schools to identify areas of achievement and improvement. We have a real opportunity to learn from the lessons of remote


teaching during COVID-19, but teachers must be equipped to teach in an agile, hybrid environment using the right technology to allow them to be the best version of themselves. Technology can streamline teachers’ admin, saving time and removing


the pain of keeping on top of internal messages and term-end reporting. It can empower them to work smarter and give them time back they need to concentrate on what matters most - improving the life chances of students. By having better information and intelligence, teachers can be


supported with the information and intelligence they need to make smarter decisions about pupils, schools and Trusts. EdTech, done right, can shape the culture of learning, deliver smarter outcomes for pupils and ultimately, give teachers the precious time they need to be the best version of themselves.


www.education-today.co.uk 23


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