This blog was written by findcourses.com
As the counterpart to students in the larger equation of education, educators—whether that is school leaders or teachers—often lack the same level of skill development opportunities offered to the pupils; however, the training landscape for educators is changing: slowly but surely.
In a sector where thoughts circulate and shape the future generation, it is crucial to recognise that institutions have to dedicate quality resources and create training programs for their educators, whose performance directly influences the pupil outcomes and institutional potentials.
The status quo of educator training: changes are needed
For pupils and educators alike, education is a dynamic process that requires constant feedback and modification. While students are given the opportunity to learn and reflect in order to become the leaders of the next generation, educators’ needs to advance their career and improve pupil outcomes must also be addressed.
From a professional perspective, adequately training educators and school leaders can bring an array of benefits for the entire institution.
Recent research has found that most of the learning initiatives used to assist teachers in implementing policies are in the form of workshops, which is not sufficient to make the educators adept with new trends and strategies. In other words, educational institutions looking to boost their quality of education and competitiveness need to dedicate more resources on the educators.
According to the 2019 US L&D Report by findcourses.com, organisations of all kinds with highly engaged employees are over twice as likely to prioritise soft skills development such as leadership and communication skills over the hard or role-specific ones. Similarly, 42 percent of UK employees rated learning and development as their most important employee perk. It is apparent that today’s professionals are voicing their demand for quality training that will prepare them for the challenges posed by the technological age that we live in.
At a time when over 300,000 pupils are studying in schools where the teachers have little to no budget for continuing professional development, comprehensive programs tailored for educators are beneficial for enhancing the overall outcome of the future generation. Recruitment and retention rates will also benefit from learning and development initiatives that fulfill the educators’ skill demands and increase workplace satisfaction.
Diversity and inclusion — for students AND educators
Moving forward from the status quo, institutions will also have to leverage learning and development programs to cultivate a professional culture of diversity and inclusion. Strong workplace initiatives are linked with diversity and innovation, and for many organisations diversity is likely to lead to a period of growth and success. (Findcourses.com: 2019)
In the context of educational institutions, any learning and development initiatives will have to be incorporated as a fundamental component of the profession in order to truly spark engagement. Teachers can take part in activities such as subject-related seminars, pedagogical courses, and peer observations, the combination of which will facilitate the deepening of mutual understanding and better synergy among the educators. (Tebogo Mogashoa: 2017)
When students are taught ideas and values that foster diversity and openness, it is important that such messages are not only conveyed but also demonstrated by the teaching professionals, whose actions must correlate with the teaching materials for the pupils.
What to take away
For the entire educational institution to succeed and meet the demands of today’s education, educators who dare to think outside of the box and set an example of leadership and diversity for the pupils are needed.
Not only will enhanced learning and development programs support the educators professionally, student outcomes and the overall institutional performance can also benefit from a more satisfied and qualified team of teachers ready to take on the challenges of the time.
 Tebogo Mogashoa (2017) ‘A Critical Review of the Kind of Training or Professional Development Typically Offered to the Teachers’ <https://www.intechopen.com/books/reimagining-new-approaches-in-teacher-professional-development/a-critical-review-of-the-kind-of-training-or-professional-development-typically-offered-to-the-teach>
 Findcourses.com (2019) ‘U.S. L&D Report: 2019: Learning Trends and Benchmarks’ <https://www.findcourses.com/prof-dev/l-d-articles/download-us-ld-report-19-15209>
 Findcourses.co.uk (2019) ‘U.K. L&D Report: 2019: Benchmark Your Workplace Learning Strategy’ <https://www.findcourses.co.uk/inspiration/hr-learning-development-articles/download-uk-ld-full-report-19-15099>
 David Weston (2018) ‘Want to stop teachers leaving? Help them develop their careers’ https://www.theguardian.com/teacher-network/2018/apr/24/if-we-want-to-stop-teachers-leaving-we-must-invest-in-development