“Lifelong learner” is a well-used phrase in education. It is one that resonates with many educators - or, for that matter, human beings - as no one can claim to be the finished article. 

Part of our raison d’être as educators is to instil a lifelong love of learning in our pupils. Incrementally, our role is to offer pupils the keys to a multitude of doors.

So why, then, are there so few opportunities and so little encouragement for teachers to continue their own academic lifelong learning?

To those out there who will shout about the opportunities that teachers have for CPD, this is not what I am talking about.

CPD is designed to support the school and the education of the pupils within it. It is delivered to staff often as a fait accompli. It is an opportunity for staff to learn about the fruits of someone else’s learning or research, with an expectation of implementation. CPD is a vital tool, but it is often presented in bite-sized chunks, and is not a learning opportunity that offers staff the chance to study, research, deliberate, challenge or develop. 

Lifelong learning for teachers

It is puzzling that, in order to become a teacher, there are multiple academic hoops to jump through. But, once this level of education has been reached, there is often little incentive for teachers to take their own education any further. Is this not the complete opposite of what we are trying to impart to our students. Does it not make the whole “lifelong learner” title a little hollow?

If teachers want to complete a higher degree or piece of research, they often have to self-fund. It can be argued that this is fair enough, as the individual then holds the qualification. But, on the flip side, those new skills and knowledge can add so much to a school or establishment. Staff may feel empowered, revitalised and energised. Success will do exactly what it does for pupils: it will open doors and give them a wider perspective on life. 

Teachers, however, will often have to complete a further qualification in their own time, alongside all of the demands of the job: planning, marking, time in school. With the best will in the world, this is no easy task.

Opportunities for further study

There are many who have consistently been discouraged from further study by senior leaders who make comments such as “Waste of time” or “What will this bring to the school?” I once applied for a job with a very reputable multi-academy trust linked to research and higher education. During the interview, I mentioned an ambition to be part of developing some action research or pursuing a higher-education qualification. I was told: “No, not interested in that - just results.”

There are some forward-thinking leaders who encourage their staff to broaden horizons, read and study. Staff are given support (even if only moral support) in order to take their own education to the next level, as these leaders know that the school will benefit from a better-educated and fulfilled staff.

It seems an anathema that some educational institutions do not support the higher-educational aspirations of their staff. It is also indicative of the current state of education in this country that we do not encourage people who want to engage in higher education and further learning to do so. Education, it seems, is manufactured by the few and projected upon the many, and simply not seen as an organic force born out of one individual’s love of learning, inspiring them to facilitate it for others. 

These days, there seem to be some executives who make many educational decisions without much of their own academic achievement behind them. There is, of course, a place for this, but also a place for those who want to continue with their own education, as surely this is what we stand for as a profession? 

The Mr Chips of this world, who see teaching as a craft that is ever-evolving, and learning as a skill that must be kept sharp, are often ridiculed and debunked. However, for some there is a real love of learning and that should not be snuffed out. 

Those who want to become more skilled in a certain subject area or to research a given topic at the highest level should be celebrated and encouraged. The hard-nosed business types who are running MATs as businesses should cherish those teachers who are striving for the next level in their own learning - for surely this is one of the ways in which we can inspire our children? If we are to be role models to our pupils, then surely it is important for teachers to have access to real, substantial lifelong learning. 

Sam Shearer is a safeguarding lead and former headteacher from Birmingham. She tweets as @Educationisthe1