BRITISH ONLINE CONFERENCE (DAY 1)

CONTINUING PROFESSIONAL DEVELOPMENT (CPD) 

Alison Barrett

The main objective of CPD in the global learning crisis is to solve the learning crisis. All children must have teachers who are trained, motivated and enjoy teaching, who can identify and support weak learners, and who are backed by well-managed system.

English language plays a central role both as subject of study and a medium for teaching, learning and assessment. Quality education through English medium greatly depends on teachers’ and learners’ proficiency in the language.

What is Continuing Professional development? 

CPD is a planned, continuous and lifelong process whereby teachers try to develop their personal and professional qualities, and to improve their knowledge, skills and practice, leading to their empowerment, the improvement of their agency and the development of their organization and their pupils.

Why CPD is so important?

·         Teacher quality the most effective route to improving learning outcomes.

·         Demand for teacher is growing – need quick and cost-effective solutions at scale.

·         Effective CPD can create a sustainable self-improving system, driven by confident and empowered teachers.

·         Link between a supportive school culture, teacher retention and teacher efficacy.

·         Continuous support, mentoring and coaching more likely to have a positive outcome.

Effective teacher professional development is a partnership between:

a.       Head teachers and other members of the leadership team;

b.      Teachers; and

c.       Providers of professional development expertise, training or consultancy.

In order for this partnership to be successful:

1.      Professional development should have a focus on improving and evaluating pupil outcomes.

2.      Professional development should be underpinned by robust evidence and expertise.

3.      Professional development should include collaboration and expert challenge.

4.      Professional development programs should be sustained overtime.

5.      Professional development must be prioritized by school leadership.

Teachers need time to learn, practice, reflect, and apply. Sustainable change to professional practice occurs slowly over a substantial amount time. Training in a cost-effective and pedagogically sound way involves trainees teaching at the same time, which is, remaining in post and integrating new learning with their classroom practice.

Importance of Knowledge, Skills, and Experience

Teachers’ lack of training may be one major reason for low quality of teaching and poor student outcomes. However, as well as the lack of special pedagogical training, another reason advanced for poor teacher performance is the lack of adequate education in subject knowledge. Knowledge and skill are like a double helix, progressing in tandem from surface learning to deep learning skill progression depends upon knowledge acquisition.

Teacher Framework

1.      Planning lesson and courses

2.      Understanding learners

3.      Managing the lesson

4.      Knowing the subject

5.      Managing resources

6.      Assessing learning

7.      Integrating ICT

8.      Taking responsibility for professional development

9.      Using inclusive practices

1

Teachers are need different

1.      Assessing Learners

2.      Taking responsibility for her development

3.      Using inclusive practices

4.      Integrating ICT

5.      Developing 21^st century skills

TEACHER EDUCATORS HAVE NEEDS TOO

1.      The teacher educator’s role is multi-faceted

2.      Teacher of students, teacher of teachers, negotiator, assessor, motivator, mediator, mentor, monitor

3.      Generally no formal career/ learning pathway and no teacher education pedagogy

4.      This should include that a knowledge of teaching about teaching and a knowledge of learning about teaching and how the two influence each other.

ALIGNMENT BETWEEN POLICY AND PRACTICE

The key starting points for change initiatives in education remain largely the same as ever – the curriculum, methodology, assessment, and materials.

How can I be a CPD champion?

Teachers who set high goals, who persist, who try another strategy when one approach is found wanting – in other words, teachers who have a high sense of efficacy and act on it are more likely to have students who learn.

What’s the starting point for change?

a.       Don’t wait, advocate for change and take responsibility yourself.

b.      Use the frameworks to guide, not prescribe.

c.       Create multiple pathways with clear goals.

d.      Track an evaluate progress, not just your own progress, but the progress, not just your own progress, but the progress of your teachers/ learners.