The document discusses the significance and practices of Continuing Professional Development (CPD) for teachers, highlighting its role in enhancing educational quality. It outlines various methods of CPD, including self-study, peer observation, and professional learning communities, emphasizing the importance of collaborative and informal learning. Ultimately, the document argues that effective CPD leads to improved teacher quality, which positively impacts student learning outcomes.

1. PRESENTED BY : Mrs. DIVYA PD
MSc Nsg
CONTINUING PROFESSIONAL DEVELOPMENT (CPD)

2. CONTINUING PROFESSIONAL DEVELOPMENT (CPD)
All natural learning experiences and planned
activities which are intended for the benefit to the
individual, group or school and thereby contribute
to the quality of education in the classroom.
(Christopher Day, 1999)
DEFINITION

3. SIGNIFICANCE OF CPD
An education system is only as good as its
teachers’ and enhancing teacher quality at all stages
is thus a key factor in improving the quality of
learning.
(UNESCO, 2014)

4. SCOPE OF CPD
YES NO
Excellent
knowledge of
language
systems
Low confidence
in oral
proficiency
YES NO
Theoretical &
practical
knowledge
Assessment for
learning and
implementation

5. STAGES
OF
CPD
AWARENESS
UNDERSTANDING
ENGAGEMENT
INTEGRATION

6. CPD IN PRACTICE
• Self-study: teacher research, action research,
exploratory practice.
• Lesson study : collaborative lesson planning, teaching
and reflection.
• Reading groups : regular meetings to discuss
something they have read and which is relevant to their
teaching.

7. Contd…
• Reflection groups: share experiences of teaching and
to examine evidence from their lessons.
• Peer observation : where teachers work in pairs, visit
one another’s lessons and afterwards discuss these.
• Professional learning communities : meet regularly to
examine critical issues in college and classrooms.
• Curriculum study groups : collaborate to examine own
understandings of a particular area of the curriculum.

8. • Collaborative materials writing : work together to
design units of material for particular groups of
learners.
• Mentoring schemes : appropriately-skilled and
experienced teachers support the development of
those with less experience and expertise.
• Personal learning networks : professional development
is pursued through interactions via social media.
Contd…

9. PARADIGM SHIFT
Isolated
Hierarchical
Authority based
Push
Fragmented
Formal
Centralised
Didactic
Social
Peer-to-Peer
Self driven
Pull
Ongoing
Informal
Distributed
Experimental
Vs
Contemporary perspective
on CPD
Current perspective
on CPD

10. Planning
lessons &
courses
Understanding
learners
Managing the
lessons
Knowing the
subject
Managing
resources
Assessing
learning
Integrating ICT
Responsibility
for PD
Inclusive
practices
Multilingual
approaches
Promoting 21st
century skills
Educational
policies &
practices
CPD FRAME WORK

11. Materials and resources
Worksheets
Activities
OUTCOMES OF CPD
Informational outcomes
Enthusiasm
Determination
New awareness
New ideas
New values
Value congruence
Own values
Own attitudes

12. Affective outcomes
Confidence
Demoralised
Contd…
Motivation and attitude
New policies
New schemes
Knowledge and skills
Curricular
Pedagogical
Institutional outcomes
Consensus
Collaboration

13. Impact on practice
Ultimate aim of CPD
Effect on students
Contd…

14. REFERENCES
• UNESCO (2014) Teaching and learning: Achieving equality
for all. 11th EFA global monitoring report. Paris: UNESCO.
• British Council, institution for international cultural and
educational opportunities.
• 20th Annual World International Congress for
Effectiveness and Improvement on Teachers’ CPD.

15. Bottom Line…
Our ability to learn what we
need for tomorrow is more important
than what we know today…