This document summarizes a presentation about Cambridge Professional Development programs and qualifications. It discusses:
1. The benefits of effective professional development programs that support teachers' growth and are integrated into the school.
2. The Cambridge Professional Development Qualifications (PDQs) which are designed for practicing teachers and focus on areas like teaching and learning, educational leadership, and teaching with technology.
3. How schools can apply to become a Cambridge Professional Development Center to design and run PDQ programs led by a qualified Program Leader.
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The document discusses strategies for improving student success in online programs through effective faculty members. It outlines four key strategies: 1) Educating and certifying faculty in online teaching methods; 2) Providing students with support materials to set them up for success; 3) Leveraging assessments to evaluate student and faculty performance; 4) Conducting periodic evaluations of faculty to provide feedback and opportunities for improvement. Implementing these strategies can help ensure faculty members are effective in promoting student success in online learning environments.
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This document summarizes a presentation given by Dr. Tristian Stobie on Cambridge International's vision of education for the future and its role in supporting schools. The presentation covered the challenges facing education, characteristics of excellent schools, Cambridge's strategy to support schools through curriculum and assessment developments, and questions for discussion.
This document discusses transforming education through online learning. It outlines essential elements of effective online learning such as quality measures, professional development, and learning management systems. The document then summarizes Poway Unified School District's online learning program, which includes developing an online course rubric based on national standards, providing professional development training for teachers, and growing their course offerings from 21 to over 30 courses through continual expansion. While implementation challenges such as unclear teacher expectations and lack of course development support occurred, the program experienced growth through refined processes and support structures.
Silvana Richardson: Impactful professional learning for teachers – from input...eaquals
This document discusses effective approaches to continuing professional development (CPD) for teachers. It outlines that CPD requires significant investment and not all initiatives are effective, so it is important to focus on evidence-informed CPD. The key features of effective CPD according to research are that it is needs-based, differentiated for individual teachers, focused on improving student learning outcomes, and provides opportunities for teachers to apply their learning in the classroom. Effective CPD also includes sustained support from initial input through implementation, not just one-off training sessions, and allows time for teachers to learn, apply, and embed new strategies in their practice.
The document discusses strategies for improving student success in online programs through effective faculty members. It outlines four key strategies: 1) Educating and certifying faculty in online teaching methods; 2) Providing students with support materials to set them up for success; 3) Leveraging assessments to evaluate student and faculty performance; 4) Conducting periodic evaluations of faculty to provide feedback and opportunities for improvement. Implementing these strategies can help ensure faculty members are effective in promoting student success in online learning environments.
The SEDA Professional Development Framework (PDF) provides a system of awards to recognize professional development activities of higher education staff, with over 20 named awards addressing areas like leadership, teaching, research, and student support; institutions can have their professional development programs accredited under the PDF which benefits staff seeking national certification for their work.
The Path to Creating an Integrated Online Contingent Faculty Competency SystemJeremy Anderson
Steps that The American Women's College have taken in developing faculty competencies for hiring, developing, and evaluating contingent faculty. Presented at OLC Accelerate 2017.
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2) Having secure subject knowledge and knowing how to teach different content
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Learn from the Schultz Center, a non-profit organization supporting the professional development needs of 5 Northeast Florida districts including Duval County, about the challenges, successes and lessons learned when moving face to face professional learning to an online environment. Paty Savage, Director of Instructional Technology, shares how Schultz Center has managed to transition professional learning activities into an online environment while keeping them aligned with national standards and maintaining their rigor and relevance.
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This document discusses how to develop great teaching. It identifies key aspects of effective teaching such as content knowledge, quality instruction, classroom management, and teacher beliefs. It also outlines strategies for developing great teaching such as recruiting strong teachers, fostering a culture of continuous professional development, and providing supportive performance management. The document advises preparing teachers to showcase their best practices during inspections by engaging in self-assessment, understanding what inspectors look for, and emphasizing student interaction and transparent learning.
This document outlines Miami-Dade County Public Schools' Teacher LEADership Academy, which aims to develop teacher leaders. It discusses selecting teachers for leadership roles like instructional coaching and supporting new teachers. Teachers participate in professional development sessions to strengthen skills in areas like digital innovation, collaborative culture, and student achievement. The goals are to empower teachers as leaders, retain effective staff, and improve instructional quality throughout M-DCPS. Common challenges addressed include recruiting teachers for hard-to-staff schools and retaining early career educators. The Academy provides pathways for teacher leadership and supports developing teacher expertise.
The Graduate Certificate in Higher Education (GCHE) is a 4-unit graduate certificate offered part-time over 4 semesters. It provides training in the 3 primary roles of academics: teaching, research, and service. The GCHE is designed for those working in higher education to help them better understand their roles and develop skills in areas like teaching, learning assessment, research, and more. It aims to help academics achieve excellence in their work and earn an internationally recognized credential. The GCHE is organized at Monash University Sunway Campus and covers topics relevant to the higher education context in Southeast Asia through various course units and activities.
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4. BCP, Surveying volume 1
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2. “Every teacher needs to improve, not because
they are not good enough, but because they
can be even better.”
Dylan Wiliam,
Emeritus Professor of Educational Assessment, IOE, UCL
3. Presenter’s Name
Job Title
Date
Space for subtitle 20pt
The plan for this session…
Get set!
Know your teachers and know your learners?
Get ready! Developing with Cambridge
Opportunities we provide to your teachers.
Various range of Cambridge PD Program/activities to support PD in your
school.
Go!
Exchange
Whole school PD system - PDQ
6. • Having in-depth knowledge of their subject
• Presenting reasoned explanations, understanding
implications and communicating them logically and clearly
• Making good judgements, recommendations and decisions
• Thinking logically and present ordered and coherent
arguments
Cambridge teachers have done well to prepare
their students in...
Know your learners
7. Thinking logically and presenting ordered and coherent
arguments
Solid subject knowledge for further development in university
Making good judgments, recommendations and decisions
Presenting reasoned explanations, understanding implications
and communicating them logically and clearly
Compared to other qualifications, Cambridge students
stand out at…
Know your learners
8. If our teachers can prepare students more in…
• Apply their knowledge and understanding to new and familiar
situations
• Have strong essay writing skills
• Think critically
• Actively engaged in group discussion/work
Know your learners
9. School has given us
clear and strict
rules of evaluation.
I have been very
well managed, but
don’t feel well
developed.
Evaluation is good,
but I found one thing
made me not so
comfortable. If I
couldn’t do well in
the evaluation, I will
not receive a
satisfactory bonus.
Our evaluation
system is clear and
fair. But we have to
input too much
details, and
contribute too much
time in evaluation
meetings.
We had many
individual training
sessions. As a new
teacher, I hope a
system can include
this together and let
me know where I
am.
Know your teachers
A good PD system
aims to
improvement
rather than holding
teachers to
account.
Systems work much
better when they
motivate.
The process is
manageable and
supports teaching
rather than
becoming a burden
that hinders it.
Program works
better than
individual activities.
PD systems your teachers may not like like…
Cambridge says…
12. Various Form of PD Program and Events
Over 80 f2f subject training events every year in East Asia.
Enrichment Training in pedagogy.
Subject Network – Subject Café in East Asia.
Demo class, Lab Safety experience sharing, exchange opinions
Casual atmosphere and build up subject network.
Developing with Cambridge
19. Group activity
What barriers and challenges have you faced in developing a
teacher development programme in your school? Please list
two.
Use the flipchart paper to capture barriers and challenges your
table identifies.
An opportunity to discuss and share what is effective
professional development.
Get Ready!
20. is integrated into the everyday life of the school and the
teacher
builds on teachers’ prior knowledge and experience
offers opportunities for reflection and learning from experience
encourages and supports innovation, collaboration and peer
learning
helps practitioners to develop their own thinking through
critical engagement with the ideas of others
supported by quality facilitators, mentoring and engaged
leadership.
Effective professional development
21. Cambridge PDQs - essentials
What are the areas of focus?
Teaching & Learning
Educational Leadership
Teaching Bilingual Learners
Teaching with Digital Technologies
What is the qualification and assessment structure?
22. Cambridge PDQs - essentials
Who are the qualifications for?
Practising teachers and education leaders
Who designs and teaches the Cambridge PDQ programme?
Cambridge schools or training providers can apply to become
a Cambridge Professional Development Centre
We train and accredit a Programme Leader from each centre who
designs the programme using the Cambridge PDQ framework
runs the programme to meet the needs, priorities and local context of
the school, within our guidelines and quality assurance procedures
23. What are the requirements to be a programme leader?
A Programme Leader for the Cambridge PDQs must have
a nationally recognised teaching qualification (e.g. PGCE or DipEd) or a
Delta qualification (Diploma in Teaching English to Speakers of Other
Languages)
a minimum of five years’ teaching experience
a minimum of two years in a position of responsibility for teacher
development
evidence of competence in their chosen specialism
25. Next steps…
1. Needs and capacity analysis
2. Decide on your PD strategy
and adoption model
3. Include all stakeholders
4. Identify key personnel
5. Agree outcomes and
measurement model
To register your interest in becoming a
Cambridge PDQ Centre
http://www.cie.org.uk/cambridge-
professional-development/professional-
development-qualifications/centres/
26. Who to Contact?
For centres in East Asia:
Summer Song
Professional Development Manager, East Asia
Cambridge International Examinations
Song.s@cie.org.uk
For centres in the rest of the world:
Esther Chesterman
Education Manager, Cambridge Professional Development Programmes
Cambridge International Examinations
Chesterman.e@cie.org.uk
27. PDQ in our schools
Beverley Ross,
Deputy Principal of ULink Guangzhou
College, Guangzhou, China
(Beverley is to put a bio here. Summer to
introduce.)
Get ready, Get set, Go!
School is not just a place for teachers to work, but also a place for teachers to learn.
How to create a sustainable and relevant Professional development programme in your school.
290 schools in East Asia who are teaching Cambridge curriculum now. We have seen many of the 290 schools are implementing excellent whole school PD program to train and develop their teachers with support from Cambridge International Exams.
Cambridge understands the challenges schools and teachers have in implementing an international curriculum. Teachers may need not only curriculum and content support but also support in developing their teaching strategies to enable them have a positive impact on their learners outcomes.
Even better if…
Quotes from Rebekah Westphal, former Director of International Admissions – Cambridge learners should be better prepared in applying knowledge in practice, and work collaboratively with others in university.
From Developing with Cambridge
Some systems emphasise evaluation with the intention of holding teachers to account rather than improvement.
Some also link performance to salary changes. There is a danger that they can unintentionally create a climate of fear and resistance among teachers and inhibit creativity and honesty. Teachers might be less willing to be self-critical if their pay is linked too much to performance. Systems work much better when they motivate.
The process is manageable and supports teaching rather than becoming a burden that hinders it.
Hand out the evaluation model.
The following diagram illustrates a typical annual review cycle. This might be completed immediately after the final review at the end of a school year, or at the start of a new school year. The teacher needs to reflect on their evaluation report.
This will identify strengths and areas needing improvement, and a few priority objectives for the year ahead. Objectives should be focused and achievable, and need to be discussed and agreed with managers. You will also need to identify any professional development support that is
needed. Remember that having too many objectives makes it difficult to focus on achieving them.
The Cambridge PDQ sits within our enrichment section. They are at the core of our PD offer. Why?...
Use a way that your teachers like to adapt. Share EA Schools good PD practice.
E.g. in China, demo classes, subject networking, Course mapping, Book Review - 101 Answers to New Teachers and mentors at Guanghua Edu Group, Drama Class to improve bilingual awareness, etc.
We also recruit trainers worldwide.
Selection event – We will send feedback by email about what went well and areas for development, based not only on the showcases but also on their performance throughout the day.
Online induction course – if successful, sent a login for the online induction course (modules: About CIE: Theories of adult learning: Delivering training: your role with Cambridge), notify us by email once you have completed this.
Shadowing and reflection – we will arrange for you to shadow an experienced trainer and reflect (either face to face or online)
Observation – if possible the first training that you deliver you will be observed.
Accreditation cycle – trainers will be observed at least once every three years depending on how often and where they train.
CPD: CPD for trainers – online community, conferences (normally free – expectation that they participate)
Any trainers who are already in the system are being quality assured. Done for a first year, works well, welcome feedback on what we can improve, always reflecting!
Recruit trainer worldwide.
Really a chance for us to move about the room and capture their thoughts.
Pass the challenge to the next table. Encourage delegates to contribute good ideas and summarize at the end.
Further research we have drawn on in designing The Cambridge PD programme is here.