Leading training and development

The introduction of the performance review, the threshold process for teaching staff, the evolving role of the teaching assistant, and the constantly-changing face of the curriculum have pushed schools to focus far more on their ICT training and development activities, as with other professional development activities. Schools need to be sure they have the right staff with the right skills available at the right time to help the organisation meet the challenges it faces.

The need, therefore, for a coherent whole school plan for training and development, for ICT and all other training requirements, that is linked to whole school targets and objectives has never been more vital. This approach will ensure that short- and long-term training and development needs are not overlooked, and that the activities that are undertaken are achieved in a cost-effective way.

To draw all of this together, there should, ideally, be an individual who is able to actively and energetically lead training and development within the school – the continuing professional development and training (CPDT) manager. This person will take overall responsibility for identifying training and development opportunities to meet both organisational and individual needs, and for ensuring that cost-effective and timely training activities are planned for and implemented.

Traditionally, the role of in-service training manager/coordinator in schools has been portrayed as an add-on to a person's primary role. The role has usually attracted a reward for the individual – be it monetary or developmental. However, this 'secondary duty' approach to the function may not, despite tremendous effort, realistically achieve the level of service staff need in this era of continuing professional development.

Ideally, the role requires a greater amount of time dedicated to it than that traditionally afforded by the 'secondary duty' approach. The introduction of a professional training manager will give a school the concentrated effort this function requires to be wholly effective. However, for many schools, funding a full-time post may not be possible. Where this is the case, many of the issues raised in this section can nevertheless be considered and applied in an appropriate fashion.

One way to help fund this important post is to spread the cost across several schools. In a cluster or family of schools, the service that such a training manager/coordinator provides can be enjoyed by all. With one person having an overview of the cluster of schools' development plans and training needs, far greater efficiencies – both in terms of cost and provision for all involved – could be achieved. Sharing the salary cost and management of the post between schools may also make it much more viable than if the schools each employed a person in isolation. Further income can be generated to pay for the post if your training manager or other staff members deliver training outside the school, eg a community programme of evening courses to parents, business and the wider community.