A leader’s guide to school staff edtech training in 2026

For most Australian school leaders, 2026 will be a year of rapid digital consolidation. While the “hardware gap” of previous years has been closed in many schools, it has been replaced by an “operational gap”; a divide between the software solutions that have been purchased and the ability of staff to use them.  

Upskilling teachers in this context is not just about learning new tools but also reclaiming the hours lost to admin requirements. By prioritising continual professional development (CPD) in this space, schools and teachers alike gain wide reaching benefits.  

Why it’s time to refresh your school’s approach to teacher upskilling 

The digital revolution of Australian school operations is here, but the training in these systems is lagging behind. Our recent State of tech in Australian education 2026 report found that on average, schools are now using between 6-7 different education technology (edtech) solutions. However, 66% of schools train fewer than half of their staff on digital tools annually.  

This challenge faced by schools isn’t created by? a lack of desire to increase the use of software solutions, but rather the capacity to do so effectively. It’s not news to anyone that teachers are time-poor, but it is a significant factor in preventing them from training in new skills.  

Indeed, when asked to rank their top concerns about increasing the use of digital tools, “training staff in a new system” was ranked number two with 78% of respondents, indicating this as a significant concern. 

As Priya and Sangeeta put it in their 2024 research paper, Impact of Teacher Professional Development on Student Learning at Secondary Level, “Teacher professional development is not just an investment in teachers; it is an investment in the future of students.”  

The impact that every teacher has on individual student outcomes cannot be understated. Therefore, it stands to reason that it is imperative for school leaders to ensure their staff are engaging in CPD.  

One of the most widely accepted ways of encouraging robust teacher professional development is by building a school-wide culture that centres its importance. Like many industries and organisations, primary and secondary schools see greater results when their leaders prioritise CPD in their staff.  

As noted in a recent Deakin University study, the intensity of the workload experienced by teachers is often compounded by administrative demands, such as excessive paperwork, data reporting and compliance requirements. When non-contact time is consumed by admin tasks, teachers grow frustrated and left wishing they could focus on impactful core teaching work such as lesson planning, marking, collaboration and differentiation. 

Time spent on upskilling in edtech software shouldn’t be thought of as “extra work”. It is the primary solution to easing the workload and admin pressures. These time savings can be put back into improving student outcomes.  

 
What are the forms of CPD for Australian teachers?  

According to the Australian Institute for Teaching and School Leadership (AITSL) the main types of formal and informal learning activities undertaken by teachers are:  

• Specific course, workshop or conference attended offsite 
• Specific course or workshop attended at workplace 
• Online learning 
• Observations and feedback 
• Professional conversation on teaching or learning 
• Network conversation 
• Coaching or mentoring activity  
• General reading or teaching or learning  
• Research reading or own project 

With technological advancement, increased digitisation and growing student diversity, CPD requirements have grown more complex.  

As AITSL succinctly puts it, “Digitalisation in education requires, in addition to ICT infrastructure and integration into curricula, ongoing workforce training for developing technology-rich learning and administrative environments.”  

Implementing a Learning Managing System (LMS) is one thing; all impacted staff getting the most out of it and using it with confidence is another. 

Using edtech to turn burdens into benefits 

Part of the ongoing digital transformation of Australian education goes beyond simply ensuring access to edtech tools, to also enabling the most effective use of them. School leaders naturally want to maximise their return-on-investment (ROI) of new software, which inherently means providing the proper training and time to embed new skills. which inherently means providing the proper training and time to embed new skills.  

Software should enhance teaching, not create a greater burden. When schools roll out digital tools that are not intuitive or poorly integrated, they are not making teachers’ lives easier. With the right staff training in schools, your selected software solutions become a seamless and welcome part of the day. 

Further, staff who feel confident in digital school operations and using tech for education have increased mental capacity to engage in other CPD such as pedagogical best practice and curriculum updates.  

Practical strategies for teaching the teacher 

Conduct follow ups and check-ins 

This is not the place for a “set and forget” approach. If new skills aren’t implemented straight away, they are rapidly forgotten. To ensure the knowledge is embedded, your software training plan should include time to practice what’s been learnt and provide feedback.  

From here you can conduct regular check-ins to see how staff are progressing and identify opportunities for further support or clarification. Reiterate that you aren’t trying to evaluate them, but to confirm that the operational problem it was bought for is actually being solved. 

Nominate a champion 

In addition to external formal training, encourage peer-to-peer learning. By nominating a champion for different software tools, you move away from the mentality of edtech being only the domain of the “IT guy”. For example, your champion could mentor small groups on specific platforms or processes such as mastering the Tes SEQTA dashboard.  

Select the right edtech providers 

Not all edtech is created equal. Look for educational technology providers who make the process of implementing new software as straight forward as possible for you and your staff with customised rollout plans and ongoing support. The Tes edtech ecosystem is a great example of a true partnership between your school and the digital future. 

Unlocking the power of edtech  

As we move through 2026, the schools that thrive will be those that view school staff training as a primary driver of teacher retention and student success. When we invest in teaching the teachers, we aren't just ticking a compliance box; we are building the foundation for a sustainable and innovative school culture. 

For more insights into how Australian schools are embracing digital transformation, download our report, Tes state of tech in Australian education 2026.  

Frequently asked questions 

What is the difference between pedagogical CPD and operational edtech training?  

Pedagogical CPD focuses on how to teach (e.g., explicit instruction or differentiation), while operational training focuses on how the school runs (e.g., using an LMS or SIS). However, they are deeply linked; as we noted above, when staff are fluent in school operations, they reclaim the mental bandwidth required to engage more deeply in high-impact teaching strategies. 
 

How do we identify the right champion for our school's digital tools?  

A champion doesn't necessarily need to be the most senior IT person. Look for staff members who are "early adopters", have high levels of empathy and are respected by their peers. Their role is to translate technical software features into practical, time-saving classroom or admin benefits. It’s also a good idea to share this role and have different “champions” for different tools or skills.  

Can professional development in school operations actually help with teacher retention?  

Absolutely. Administrative overload is often cited as a primary reason teachers consider leaving the profession. By upskilling staff to use operational software more efficiently, schools reduce the time spent on low-value tasks. This shift increases job satisfaction by allowing teachers to refocus on their core passion: teaching and student engagement.  

How do we choose between external training providers and internal peer-to-peer mentoring?  

A hybrid model is generally most effective. External providers (like the Tes team) are essential for the initial rollout and for providing a deep dive into advanced features. However, internal mentoring through a champion is better for the long-term embedding of skills. External training provides the foundation, while internal peer-learning provides the support that addresses your school's specific daily workflows. 

Handy resource 

The Australian Institute for Teaching and School Leadership (AITSL) High-Quality Professional Learning Cycle provides a framework for both teachers and school leaders to manage continuous learning.  

• Stage 1: Identify professional learning need 
• Stage 2: Select and undertake learning 
• Stage 3: Apply and refine learning 
• Stage 4: Evaluate overall impact  

AITSL has dedicated resources for Australian school leaders to implement the cycle with your teaching staff, and more.