Guidelines for school leaders: Mobile learning and cloud services - teacher induction and continuing professional development


The new publication of the Future Classroom Lab Regional Network summarizes five key guidelines for school leaders regarding teacher induction and continuing professional development as well as innovative integration of ICT in the classroom.

During the second year of the FCL Regio project, it has been considered of outmost importance that in-service teacher training and newly qualified teacher induction programs would be key elements, not only to reflect about, but also to be addressed immediately by school leaders and policy makers. Besides this, other elements, such as finding more innovative ways of integrating ICT in the classroom, using cloud services or implementing innovative techniques and methodologies that can help teachers to more efficiently use digital technologies in the classroom, should be considered. To this end and based on the recommendations for policy makers who are attempting to develop and implement ICT strategies for schools, the project has developed a list of suggestions that school leaders can use as guidelines in their own context.

The guidelines in a nutshell:

1. Prioritise pedagogy when integrating ICT in the classroom. School leaders should emphasize the importance of pedagogy when considering integrating ICT in the classroom. It is important to define the rationale behind the new methodologies with a holistic approach that consider the whole curriculum. They should enhance collaboration between teachers, and promote job shadowing and self-reflection for an increasing level of teachers' self-efficacy.

2. Provide professional development opportunities for the whole school staff. School leaders should make sure that all school staff, and not only teachers, follows a coherent pathway of professional development to ensure the capacity building of the school as an organization.

3. Bring newly appointed teachers up to speed and support in-service teachers continuous professional development. School leaders should provide mentoring programmes for newly appointed teachers to encourage and support them at the beginning of their professional career. Peerto-peer learning and online communities are instead precious ways to engage all teachers in the school continuous innovation process.

4. Leverage e-learning for school staff professional development. School leaders should encourage online professional development opportunities such as MOOCs, online and blended training courses. It is important also to recognize the effort teachers put into these courses and possible officially accredit them. 

5. Choose the right digital educational resources and training courses. School leaders should make sure that the digital content teachers are using in their classrooms is properly validated by the relevant institution, linked to the curriculum and adds an extra pedagogical value to the learning and teaching process.

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