CPD for Teachers: Part 2 – Benefits of CPD
Last week we posted an article, a first in a series regarding what CPD is, a couple of definitions and some of aims of CPD for teachers as described in the NCFTE 2009. As discussed in the article, CPD is an important component in the life of any professional. Most professions have a well-defined CPD programme, and it should be so.
We all have to just imagine going to a doctor, a lawyer, or a chartered accountant, who hasn’t kept up to date with the changes in techniques, laws, rules & regulations in the profession.
If you are a teacher, especially in India, I encourage you to consider your engagement with such a professional, with whom you trust your health, money and legal issues. Imagine an engagement with a doctor, lawyer, or a chartered accountant. If you knew that this professional that you are trusting (with some important information, assets, and decisions) is not well-informed or up-to-date with the changes happening in her profession, how comfortable would you be, dealing with this person?
I am assuming, quite uncomfortable.
Another thought-exercise would be to wear your parent-hat and imagine your children are being taught by a teacher who has not updated herself since her formal education training. What would your thoughts be?
World over, many countries have defined some form and structure of CPD for teachers, with different policy options at national, regional, local and even at individual school levels. The most common policy option is a minimum requirement of hours or days in a given period. The table below lists the requirements by 13 OECD countries:
One of the unfortunate reality of our society is, while teaching is considered a critical profession, little is being done to support it, whether by the government, schools, or the society at large. As mentioned in Part 1 of the series, we have a well-defined policy for designing and implementing CPD for teachers, however, very few, if any, CPD programmes are actually being executed. It is imperative that the society as a whole and teachers in particular take up this challenge with vigour.
One of the key elements in most of these reforms is the professional development of teachers; societies are finally acknowledging that teachers are not only one of the ‘variables’ that need to be changed in order to improve their education systems, but they are also the most significant change agents in these reforms. (Villegas-Reimers, Eleonora. Teacher Professional Development : An International Review of the Literature, 2003. )
We have earlier discussed the personal nature of CPD, the benefits of a CPD programme, therefore are also very personal. As a side-effect they are beneficial to the institution too, however the immediate benefits, positively and directly accrue to a teacher.
Benefits Accruing to the Teacher
In simplest terms, we can define the nature of personal benefits to a teacher in terms of 5Cs:
This is why a teacher needs to take charge of her own CPD and develop avenues that allow her to be a lifelong learner.
Apart from the personal benefits, there has been extensive research and evidence well-executed CPD reflects on increased student achievement and learning. In some cases, there is evidence of “improved problem-solving, listening and talking skills.”
However, the benefits of Teacher CPD are not limited to the teacher and the student. The institution also gains tangible benefits by implementing a well-planned and executed CPD programme. Some of these are:
- Improved staff recruitment and retention
- Motivated workforce, ensuring high morale and enthusiasm for teaching
- Cost-efficiency for the institution through shared resources & practices
- Enhanced professionalism by teachers; contributing to research and innovation
In all, there is a clear evidence of the impact of undergoing continuous learning for teachers. The benefits accrue, not only to the teacher, but to the students and learning institutions.
This article is the second part of a series we are publishing, related to CPD for teachers. The next few articles will discuss the planning, and tools available for teachers to engage in a structured CPD programme.
eVeltio TEN is in the process of developing an online CPD for teachers. We expect to launch this programme in August. If you have suggestions for this programme or would like to contribute to it, please do get in touch with us.
- “Measurable Business Benefits – CPD” City of Glasgow College. Link.
- “The Benefits of CPD” University of Bath. Link.
- “Benefits of CPD” Link.
- Stern, Sam. Emerging Continuing Teacher Education Policies in OECD Countries, 2012. Link – PDF.
- Office for Standards in Education (OFSTED). The Logical Chain : Continuing Professional Development in Effective Schools, 2006. Link.
- Villegas-reimers, Eleonora. Teacher Professional Development: An International Review of the Literature, n.d. Link.
- Various, Authors. Continuing Professional Development. Singapore, n.d. Link – PDF.
- HM Inspectorate of Education. Learning Together: Improving Teaching, Improving Learning, 2009. Link – PDF.