How to Improve Support for Educators

“Train-the-trainers” (TTT) is one of the most common methods used to scale up improvement & change capability across organisations, yet we often fail to set it up for success. A recent article, drawing on teacher professional development & transfer-of-training research, argues TTT should always be based on an “offer-and-use” model: OFFER: what the programme provides—facilitator expertise, session design, practice opportunities, feedback, follow-up support & evaluation. USE: what participants do with those opportunities—what they notice, how they make sense of it, how much they engage, what they learn, & whether they apply it in real work. How to design TTT that works & sticks: 1. Design for real-world use: Clarify the practical outcome - what trainers should do differently in their next sessions & what that should improve for the organisation. Plan beyond the classroom with post-course support so people can apply learning. Space learning over time rather than delivering it in one intensive block, because spacing & follow-ups support sustained use. 2. Use strong facilitators: Select facilitators who know the topic & how adults learn, how groups work & how to give useful feedback. Ensure they teach “how to make this stick at work” (apply & sustain practices), not only “how to deliver a session.” 3. Make practice central: Build the programme around realistic rehearsal: deliver, get feedback, & practise again until skills become automatic. Use participants’ real scenarios (especially change situations) to strengthen transfer. Include safe practice for difficult moments (challenge, unexpected questions) & treat mistakes as learning. Build peer learning so participants learn with & from each other, not just the facilitator. 4. Prepare participants to succeed: Assess what participants already know & can do, then tailor the learning. Build confidence to use skills at work (confidence predicts application). Help each person create a simple, specific plan for when & how they will use the approaches in their next training sessions. 5. Ensure workplace transfer support: Enable quick application (opportunities to deliver training soon after the course), plus time & resources to do it well. Provide ongoing support (feedback, coaching, & encouragement) from leaders, peers &/or the wider organisation. 6. Evaluate what matters: Go beyond satisfaction scores - assess whether trainers changed their practice & whether this improved outcomes for learners & the organisation. Use findings to improve the next iteration as a continuous improvement cycle, not a one-off event. https://lnkd.in/eJ-Xrxwm. By Prof. Dr. Susanne Wisshak & colleagues, sourced via John Whitfield MBA

Ever wondered why higher education reform often feels incomplete? Here's a crucial piece of the puzzle: Teachers are missing from the conversation. A recent article highlights a glaring issue - higher education reforms are frequently designed without involving the very people who bring these changes to life: our educators. Think about it. Teachers are on the front lines, directly engaging with students, understanding their needs, and adapting to new educational trends. Yet, their voices are often left out when policies are crafted. Why is this a problem? 🎓 Disconnect from Reality: When policymakers overlook teachers, they miss out on valuable insights about what works in real classrooms. 🧑🏫 Lack of Buy-In: Reforms imposed without teacher input may face resistance, leading to ineffective implementation. 🚫 Missed Opportunities: Teachers have innovative ideas and firsthand knowledge that can drive meaningful change, but only if they are included. So, what can we do to fix this? 📢 Involve Educators: Actively include teachers in policy discussions. Their experiences and perspectives are crucial. 🛠️ Professional Development: Invest in continuous training and development programs for teachers, ensuring they are equipped to adapt to new reforms. 🤝 Collaboration: Foster a culture of collaboration between policymakers, administrators, and teachers. Regular dialogue can lead to more practical and impactful reforms. 🌐 Support Networks: Build strong support networks for teachers, providing them with the resources and community they need to thrive and innovate. 📊 Data-Driven Decisions: Use data from the classroom to inform policy decisions. Teachers’ feedback can help tailor reforms to meet actual needs. Let's remember, real change in education begins with those who teach. Empowering our educators means better outcomes for our students and a brighter future for all. PS: Our teachers shape the future. It's time we shape policies that truly support them. 🌟 What are your thoughts on involving teachers more in higher education reform? How can we ensure their voices are heard? #EducationReform #Teachers #HigherEducation #PolicyChange #EmpowerEducators

Rebuilding Teaching – From Strain to Profession of Choice Australia’s teacher shortage which we have been talking about for decades, isn’t a future threat, it’s here, every school, every week. Great teachers are walking away. Future teachers are looking the other way. And too often, the system shrugs. At the heart of the issue, a profession burdened by overwork, poor support, and a fading reputation. And classroom behaviour that, in too many schools, goes unchecked. Ask a high-performing graduate why they won’t choose teaching, and they’ll tell you plainly - “Why would I sign up for that?” Meanwhile, Finland, a global benchmark in education, shows us a different path. We send experts there to learn, but we rarely listen. ✅ Only the top 10% are admitted into teacher education ✅ All teachers hold a Master’s degree ✅ No standardised testing in basic education ✅ Teachers enjoy trust, autonomy, and public respect ✅ Collaboration, not compliance, drives improvement What can we learn? We won’t fix the shortage with scholarships alone. We need systemic backbone. Here’s where to start - 🔹 Back teachers with consistent behaviour support 🔹 Strip away low-impact admin and busywork 🔹 Mandate proper mentoring and time to collaborate 🔹 Reposition teaching as a career of leadership, not burnout Australia can build a world-class profession. But first, we must stop treating teachers as the last line of defence in a broken system. If you’re a school leader, policymaker, parent, or someone who simply cares, now is the time to speak boldly, not cautiously. Let’s make teaching a profession worth choosing. And one worth staying in. #EducationReform #TeacherShortage #SchoolLeadership #TeacherWellbeing #EducationMatters #PolicyChange #FutureOfEducation #SystemicChange #RebuildingTeaching #LeadershipInEducation

Inclusive instruction in secondary classrooms often falls short—not because teachers don’t care, but because systems aren’t designed for collaboration. In many secondary schools, special education teachers are grossly underutilized in inclusive classrooms. Too often, they are scheduled from bell to bell with little time to plan with their general education partners. During class, they are frequently used as behavior managers or “extra adults in the room” rather than instructional specialists. In some classrooms, special education teachers are even perceived as the person who handles paperwork rather than someone who teaches. But special education teachers bring deep expertise in differentiation, scaffolding, and targeted instruction. When that expertise is not used intentionally, students miss out. 💡If we want inclusion to work, we have to rethink how we use our special education staff.💡 Some possibilities include: ➕ Building protected collaborative planning time between general and special educators ➕Allowing special education teachers to pull small instructional groups during lessons ➕ Avoiding schedules that place special education teachers in classes from bell to bell with no planning time ➕Reorganizing lesson progression so inclusion support aligns with the schedule ➕Utilizing paraprofessionals for routine in-class support, allowing special educators to focus on instruction and planning. In many cases, the tasks currently assigned to special education teachers could be handled by a paraprofessional. What cannot be replaced is the instructional expertise that special education teachers bring when they are fully included in planning and instructional design. If we want inclusive classrooms to succeed in secondary schools, we must stop treating special education teachers like assistants and start using them like the instructional partners they are. 💡Inclusion works best when both teachers are empowered to teach.💡 #SpecialEducation #InclusiveEducation #TeacherCollaboration #CoTeaching #InstructionalLeadership #EducationLeadership #DifferentiatedInstruction #TeacherSupport

Teachers Don’t Need More Training — They Need Better Conditions to Use the Training They Already Have. Let me say something that may sound strange coming from someone who designs training for hundreds of schools: Teachers are not undertrained. They are under-supported. I have worked with thousands of teachers — brilliant, committed, thoughtful educators — who attend workshops, complete certifications, learn new strategies… and still struggle to implement them. Not because they lack skill. Because they lack conditions. Here’s what I mean: 1️⃣ Teachers don’t need more theory — they need time. A teacher can’t “implement active learning” if they don’t have planning time, clear routines, or breathing space to experiment. Time is the oxygen of teacher growth. 2️⃣ Teachers don’t need another workshop — they need feedback that feels safe. Fear-based observations destroy confidence. Supportive coaching builds it. Teachers grow where feedback is a conversation, not a judgment. 3️⃣ Teachers don’t need new frameworks — they need working systems. Even the best strategies fail when: • timetables are chaotic • resources arrive late • DLPs don’t match assessments • middle leadership is inconsistent • class sizes are unmanageable A broken system will crush even the most highly trained teacher. 4️⃣ Teachers don’t need motivation sessions — they need emotional bandwidth. You cannot pour into students when you’re empty yourself. Well-being is not a luxury. It is a prerequisite for professional excellence. 5️⃣ Teachers don’t need more expectations — they need permission to try, fail, and grow. Innovation requires psychological safety. Creativity needs trust. The teacher who feels trusted will outperform the teacher who feels watched. The truth? The problem in education is not a skill deficit. It’s a systems deficit. When teachers are given: • time • clarity • resources • coaching • emotional safety • supportive middle leadership …they naturally implement everything they’ve learned — beautifully. Teachers don’t need more training. They need the right environment to thrive. And leadership is responsible for building that environment. #EducationReform #TeacherSupport #ProfessionalDevelopment #SchoolLeadership #InstructionalCoaching #PsychologicalSafety #TeacherWellbeing #CafeLearning #SystemChange #LeadershipMatters

Over the past few years I’ve collected thousands of pieces of staff voice data through conversations, not just surveys, and I’m going to let you in on a little secret. Whilst each school is different and has its own context, the problems educators are facing are mostly universal. They’re also problems schools can solve, and should not be waiting for the system to change for them, because it’s simply not going to happen. I’m going to share with you the five most common things I’m hearing that I know, if prioritised and seen as something that directly impacts staff wellbeing, will make a difference. 1. Clear and easy-to-find processes for how we do things here This is not a 50-page handbook with a contents page and hundreds of words you need to scroll through to find an answer. Instead, it should be an interactive place for all standard operating procedures that come with written instructions and video walkthroughs, showing exactly how to do something. 2. Clear expectations for how meetings should be run Especially at a team level, the time set aside for meetings must be impactful and purposeful. What’s often missing are the parameters and protocols that ensure time is used well. Without them, meetings become wasted and the cycle of asking for “more time” continues. (This means putting in place agreed norms for meeting structure, purpose, and follow-up so time becomes more productive, not just longer.) 3. Middle leader role clarity If you’re a senior leader, your role is to ensure that middle leaders have consistency and clarity around what, how, and why they are doing something. Too often, they are left to figure it out themselves, which creates inconsistency and tension. (This means clear expectations, modelling of “what good looks like,” and ongoing development that allows middle leaders to lead with confidence and purpose.) 4. Roles, responsibilities, and job clarity This is major, and it’s also a clear driver of workplace wellbeing. We simply cannot continue to do everything the way it’s always been done and add even more. (This means reviewing roles for purpose, impact, efficiency, and effectiveness, and being willing to let go of outdated tasks or processes that no longer serve the school.) 5. Student engagement and learning This is perhaps the biggest and most complex of all. It’s less about “behaviour” and more about engagement, self-regulation, and consistent expectations across classrooms. (This means ensuring consistency between educators, embedding clear learning expectations, and supporting teachers with tools that strengthen student engagement across the school.) If you’re wondering how to improve staff wellbeing and these things are missing in your school, start here. You don’t need someone to run another wellbeing session – you need someone to help ensure the conditions in your school are clear, consistent, easy to find, and embedded. If you want to prioritise this work in 2026, this is exactly where I can help.

When people see a struggling classroom, they often assume one thing: “That teacher needs to get control.” But what if that’s not the real problem? What if the teacher isn’t failing… What if the system is? This image represents what many educators feel—but rarely say out loud. They are standing in the middle of instruction, trying to teach, trying to engage, trying to manage… while everything around them continues to rise. Disruptions. Off-task behavior. Gaps in readiness. Lack of consistent systems. And the expectation? “Keep teaching.” Meanwhile, students are doing what students naturally do in the absence of structure— they disengage. Not because they don’t care. Not because the teacher doesn’t care. But because the system isn’t built to sustain momentum. Here’s the shift: This is not a teacher effectiveness issue. This is an instructional momentum issue. And instructional momentum is not built through pressure… It’s built through systems, clarity, and support. ✔ Clear expectations that students can follow ✔ Consistent structures that teachers can sustain ✔ Leadership that actively supports, not just observes Because no teacher should feel like they are “keeping their head above water” just to get through a lesson. If you’re a principal or district leader, here’s the real question: ——-> Are your teachers being evaluated… or equipped? Because when we equip them, everything changes. Students engage. Classrooms stabilize. Instruction flows. And teachers don’t just survive… They lead. #InstructionalLeadership #ClassroomManagement #SchoolLeadership #TeacherSupport #EducationalConsulting #DisruptionToInstruction #InstructionalMomentum

Cost-effective strategies to enhance teacher morale I've been considering what influences teacher morale, and it's clear that it's not just about pay raises or recognition awards. What are some cost-effective ways to profoundly impact teacher morale without spending a lot of money?  1️⃣ 𝗣𝗲𝗿𝘀𝗼𝗻𝗮𝗹𝗶𝘇𝗲𝗱 𝗚𝗿𝗼𝘄𝘁𝗵: Allow teachers to select workshops or courses that align with their interests and classroom needs. This autonomy can restore passion and encourage ongoing growth. 2️⃣ 𝗘𝗳𝗳𝗲𝗰𝘁𝗶𝘃𝗲 𝗠𝗲𝗲𝘁𝗶𝗻𝗴𝘀: Transform meetings into engaging sessions by clearly communicating objectives and outcomes. Foster ownership by encouraging active participation rather than a sit-and-get format. Additionally, consider scheduling meetings at times when teachers are less fatigued, as meetings often occur at the end of the school day when teachers are typically very tired.  3️⃣ 𝗥𝗲𝗰𝗼𝗴𝗻𝗶𝘇𝗲 𝗔𝗰𝗵𝗶𝗲𝘃𝗲𝗺𝗲𝗻𝘁𝘀: Create opportunities for teachers to acknowledge each other's efforts, fostering a sense of community and shared purpose. 4️⃣ 𝗟𝗲𝗮𝗱𝗲𝗿𝘀𝗵𝗶𝗽 𝗩𝗶𝘀𝗶𝘁𝘀: Encourage leaders to regularly visit classrooms to gain a genuine understanding of the school environment and develop a clear sense of what teachers are experiencing both professionally and personally. When expressing appreciation, leaders should be sincere and provide specific examples rather than just a generic thank you. 5️⃣ 𝗪𝗲𝗹𝗹𝗻𝗲𝘀𝘀 𝗗𝗮𝘆𝘀: Provide periodic days focused on self-care and wellness activities to help teachers recharge and reduce burnout. 6️⃣ 𝗦𝘁𝘂𝗱𝗲𝗻𝘁 𝗙𝗲𝗲𝗱𝗯𝗮𝗰𝗸: Implement systems where students can provide positive feedback to teachers, which builds morale and provides insights into the impact of teaching.  These incentives are more than just perks—they’re investments in the people who inspire and impact student learning. By taking a human-centered approach, we can create a positive educational environment where teachers feel valued and motivated. When teachers thrive, students succeed. #TeacherMorale #EducationLeadership #TeacherSupport #PositiveSchoolCulture #TeacherWellbeing #TeacherAppreciation #StudentSuccess #EducatorEmpowerment #SchoolCommunity

India is talking about “teacher burnout.” But we’re still not talking about what’s causing it. A recent survey highlighted burnout and stagnant wages among private school teachers. Let’s be honest — this isn’t news. It’s a pattern.... A system quietly normalised over years. We celebrate “passionate educators.” But we quietly build systems that punish passion. A young teacher joins with purpose. Within 2–3 years, reality hits: • 8–10 teaching hours a day • Endless paperwork for compliance • Weekend duties dressed as “commitment” • Salary increments that don’t match inflation And then we ask — “Why are teachers losing interest?” Here’s what burnout in schools actually looks like (but rarely gets acknowledged): • A teacher who stops experimenting in class • A teacher who avoids emotional connection with students • A teacher who starts counting days, not impact • A teacher who once loved teaching… now just survives it Burnout is not loud It shows up as silent disengagement. Case Study 1 (Delhi NCR Private School): A high-performing teacher handling Grades 6–8 English. She was also responsible for: • Event coordination • Parent communication reports • Documentation for inspections Result? Her classroom engagement dropped. Student feedback dipped. Not because she lacked skill — but because she lacked bandwidth. Case Study 2 (Tier 2 City CBSE School): A school introduced weekly “wellbeing sessions” for teachers. Sounds good, right? Reality: • Sessions added on Saturdays • No reduction in workload • No structural change Outcome: Teachers felt more exhausted — because “wellbeing” became another task. Let’s get this straight: Teacher wellbeing is NOT a workshop problem. It’s a system design problem. If schools truly want better outcomes, here’s what needs to change — practically, not theoretically: 1. Redesign Workload (Not Just Motivate Teachers) • Cap non-teaching responsibilities • Introduce admin support roles • Protect “no-meeting” time blocks 2. Transparent Growth Pathways Right now, growth feels random. Fix it by: • Defining clear promotion ladders • Linking performance to measurable outcomes • Creating specialist roles (not just admin roles) 3. Compensation That Reflects Reality • Annual increments must at least match inflation • Incentives for performance, retention, and skill-building • Timely salary disbursement (still an issue in many schools) 4. Real Mental Health Support (Not Tokenism) • Access to confidential counselling • Reduced workload during high-stress periods (exams, inspections) • Leadership trained to recognise burnout signals The uncomfortable truth: You cannot demand: “Be passionate. Be innovative. Be emotionally available.”from teachers Who are.. Overworked. Undervalued. And mentally exhausted. What do you think?

We talk a lot about education quality but not enough about how teachers are working extra hours daily without pay. A recent study on India’s education sector revealed that teachers are working an average of 15 hours of unpaid overtime every week. From lesson planning to grading, to endless paperwork, none of it compensated. It’s more than long hours, it’s a culture of self-sacrifice in Indian teaching. For years, dedication has meant working weekends, staying late, and paying out of pocket. But this isn’t sustainable, and it ultimately hurts both students and institutions by leading to burnout and declining teaching quality. What’s even more surprising is that we’ve accepted this as the norm. Here are 3 changes I’d recommend to start tackling this: 👉 Automate grading with Google Classroom Platforms like Google Classroom and DIKSHA can help automate grading and manage assignments, saving teachers hours each week. These tools are increasingly being adopted in Indian schools to ease administrative burden and give teachers more time to focus on students. 👉 Implement “No-Meeting” days Dedicated no-meeting days can give teachers uninterrupted time for lesson planning and reduce stress. Several progressive Indian private schools have started experimenting with focused workdays to cut down on unnecessary meetings. 👉 Hire part-time support staff Teaching assistants or administrative aides can handle non-teaching tasks, easing teacher workload. States like Delhi and Kerala have piloted programs to bring in support staff, recognizing the need to let teachers concentrate on teaching. In my opinion, it’s time we stop glorifying the grind and start focusing on what teachers really need - support, respect, and the time to teach without sacrificing their health. How can we help reduce teacher burnout? I’d love to hear your thoughts! #Teacher #Wellness #Education #Reform