Learning and development process for ICSE schools: building teacher skill year after year
Teachers attend workshops, yet the school often cannot say who learnt what. A development record for each teacher, linked to appraisal and subject needs, turns scattered courses into steady improvement.
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Share your requirementsWhy learning and development process matters in ICSE schools
Most ICSE schools send teachers to workshops when a notice arrives, and the certificate goes home in a bag. When a new assessment method or a language programme is introduced, the school cannot easily see who is already trained. Fresh teachers learn by watching colleagues, and good habits spread only by chance.
A planned approach starts with what the school needs: stronger practicals, better written feedback or support for new teachers. It records each teacher's learning, matches workshops to gaps, and uses the school's own strong teachers as trainers. Learning then shows up in classrooms and the school retains a clear record.
How to set it up
1. Find the real gaps
From appraisals, notebooks and the heads of department, list where teaching needs support: practical work, long-answer marking, project guidance or use of new materials.
2. Keep a development file per teacher
Record workshops attended, subjects trained in, and the next learning goal. A single page each is enough. The head or coordinator reviews it every term.
3. Use your own teachers
Ask strong teachers to run short sessions in staff meetings on a method that works for them. It saves cost and recognises good practice. Our learning and development process page covers the approach.
4. Pick outside workshops with care
Send teachers where the topic matches a recorded gap. Ask them to share notes with the department on return, so the school gains from each fee.
5. Check use in the classroom
Return to the classroom visit after a few weeks. Ask whether the new method is in use and what help is needed. Update the file and set the next goal.
Check these first
Before changing anything, find out what is true today. These take an afternoon and use your own records.
- Look for any record of training done by your teachers in the past two years.
- Ask a head of department which skills the department lacks.
- Check whether teachers share what they learnt after outside workshops.
- Count how many sessions in the past year were led by your own staff.
GullyHR can do this with you. Read how we approach learning and development process in general, or share your requirements and we will tell you where to start.
Questions owners ask
There is no fixed number. One or two well-chosen sessions linked to a clear need beat many scattered ones. Always ask the teacher to share something useful with colleagues afterwards.
Keep it short: training attended, subjects and classes taught, strengths noted at appraisal, and the next goal. Anything longer rarely gets updated or read by the head.
Pair them with a senior colleague in the same subject, give them lesson visits in the first month and meet them each term. Early support shortens the time to confident teaching.