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New Ways of Teaching, New Ways of CPD
The document discusses the concept of Continuing Professional Development (CPD) for teachers, emphasizing its importance for personal and professional growth, improved practices, and learner outcomes. It outlines the British Council's approach to CPD, which focuses on evidence-based, collaborative, and contextualized teacher development. Additionally, it highlights the challenges in traditional CPD methods and advocates for innovative, teacher-driven strategies that ensure lasting changes in classroom practices.
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New Ways of Teaching, New Ways of CPD
- 1. Continuing Professional Development &Technology www.britishcouncil.org Graham Stanley graham.stanley@britishcouncil.org https://www.slideshare.net/bcgstanley
- 2. www.britishcouncil.org 2 JOIN MEHERE: www.menti.com/2pn95kxj5o or use code: 1164 3579
- 3. What is yourcontext? Do you work… A. …as a teacher in public (i.e. state) education? B. …as a teacher in the private sector, at a language academy, etc? C. … as a teacher trainer in public or private sector Education? D. …somewhere else doing something else? Where do you live and work? Which country? Answer the question on Mentimeter www.britishcouncil.org 3 www.menti.com/2pn95kxj5o
- 4. ‘Continuing Professional Development(CPD) is a planned, continuous and lifelong process. Through it, teachers develop their personal and profesional qualities, and improve their knowledge, skills and practice. This improves their profesional autonomy, their performance in the classroom and the development of their organisation and learners.’ Adapted from Padwad, Amo; Dixit, Krishna (2011) Continuing Professional Development: An Annotated Bibliography. British Council www.britishcouncil.org 4 https://tinyurl.com/p3drctxa
- 5. CPD 0.5 EnglishLanguage Teacher CPD 1.0 Senior Teacher / Teacher Association Coordinator CPD 2.0 Project Manager CPD 3.0 EES Lead www.britishcouncil.org 5
- 6. What about you? CPDis usually… A. …decided by my institution B. …decided by me and the other teachers I work with C. …something I do unsupported by my institution D. …not something I do much (or any) of Your turn… Answer the question on Mentimeter www.britishcouncil.org 6 www.menti.com/2pn95kxj5o
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- 8. "It is increasinglychallenging to write a book which can be useful for both researchers and teachers, as those domains are, arguably, now too disparate." Evidence-based second language pedagogy, Masatoshi Sato, Shawn Loewen (Eds.), Routledge, Oxford (2019) www.britishcouncil.org 8
- 9. www.britishcouncil.org 9 Smith, R.and Rebolledo, P. A Handbook for Exploratory Action Research, British Council (2018)
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- 11. What about you?When you do CPD do you… A. …use a framework / tool to hep you decide how to develop? B. …just do CPD suggested by the institution I work for? C. …follow my nose / do what I feel like at the moment? D. …have a different approach? Your turn… Answer the question on Mentimeter www.britishcouncil.org 11 www.menti.com/2pn95kxj5o
- 12. CPD 0.5 EnglishLanguage Teacher CPD 1.0 Senior Teacher / Teacher Association Coordinator CPD 2.0 Project Manager CPD 3.0 EES Lead www.britishcouncil.org 12
- 13. www.britishcouncil.org 13 www.teachingenglish.org.uk/article/professional- development-through-teacher-activity-groups The BritishCouncil’s approach to CPD is called Teaching for Success, provides frameworks, resources and support for needs-based and contextualised teacher development. One aim of Teaching for Success is to raise awareness among educational authorities that conventional top-down, short-term, large-scale cascade models of in-service teacher education are not delivering visible and sustained changes in teaching and learning. In recent years the British Council has promoted additional forms of CPD which, in line with international insights into effective teacher learning (Desimone, 2011; Earley & Porritt, 2009; Zepeda, 2019), have sought to provide teachers with opportunities to learn collaboratively, over time, and in a manner which is more teacher-driven and linked to what happens in classrooms.
- 14. “Nothing has promisedso much and has been so frustratingly wasteful as thousands of workshops and conferences that led to no significant change in practice when teachers returned to the classrooms.” Michael Fullan, 2000 Joyce and Showers (1996) suggest that classroom practice is more likely to change when coaching and mentoring are used to embed ideas learned outside school. www.britishcouncil.org 14
- 15. www.britishcouncil.org 15 “When teachersreturn to their classrooms after attending external conferences or workshops they put less than 10% of what they recall into practice.” Bruce Joyce and Beverley Showers, 2002, Designing Training and Peer Coaching: Our needs for learning, VA, USA, ASCD Ebbinghaus Forgetting Curve
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- 17. - Have youever been on a good course? - Has your practice changed based on anything you have learned these last couple of days? If so, what? If not, why are you here? - Has your practice significantly and lastingly improved because of a course, presentation or workshop? What was it and how your practice changed. - What about your experience of coaching / mentoring? Your turn… Answer the question on Mentimeter www.britishcouncil.org 17 www.menti.com/2pn95kxj5o
- 18. CPD 0.5 EnglishLanguage Teacher CPD 1.0 Senior Teacher / Teacher Association Coordinator CPD 2.0 Project Manager CPD 3.0 EES Lead www.britishcouncil.org 18
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- 20. TEACHING FOR SUCCESS Ourvision is that all teachers and teacher educators in the world have high-quality continuing professional development (CPD) opportunities that improve their own practice and their learners’ success. • Teaching for Success is the British Council evidence-based approach to teacher education and CPD • The CPD frameworks provide the organisational principle around which we plan and structure all our work in teacher education across the four EES thematic components in both state aid and non-state aid activity • These frameworks provide the pathways to achieve improvement in teaching and learning across the whole school, involving all the key practitioners • Teacher for Success CPD models and activity are designed to ensure that investment in teacher development has a positive and measurable impact on teacher’s classroom practice and learning outcomes • We aim to strengthen existing teacher development systems and build sustainably on them through the development of teacher educators, effective use of technology and integration of inclusive practices • Our professional development materials for teachers are modular, available as face-to-face workshops, and online self-study and moderated, and are mapped to our CPD frameworks. All online content is accessible from mobile, tablet and laptop devices, and we incorporate social media, video and other platforms into online design. • We build enduring partnerships with ministries, and other education partners www.britishcouncil.org 20 ACTIVITY: CAPACITY BUILDING AND CPD Teacher Education CPD framework Teacher CPD framework
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- 22. Making digital devicesavailable and becoming sophisticated in their use is not necessarily learning The scariest part of the new technologies is that it gives people (and those that observe them) a false sense that they are learning something just by using an elegant machine. The solution lies in the concentration of the three forces of pedagogy, technology, and change knowledge www.britishcouncil.org 22 Fullan, M (Pearson, 2013) Stratosphere
- 23. What about youand online CPD? A. …I don’t do any CPD online B. …I do some online CPD C. …I frequently engage with online CPD What about before the pandemic? Your turn… Answer the question on Mentimeter www.britishcouncil.org 23 www.menti.com/2pn95kxj5o
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- 25. • Clear interface •Short videos • Interaction • Progress record • infographics • Summaries • Links to research & further information www.britishcouncil.org 25 https://www.futurelearn.com/partners/british-council
- 26. CPD 0.5 EnglishLanguage Teacher CPD 1.0 Senior Teacher / Teacher Association Coordinator CPD 2.0 Project Manager CPD 3.0 EES Lead www.britishcouncil.org 26
- 27. Countries participating instudy included Chile, China, Colombia, Japan, Mexico, Spain, & UK Teachers report that professional development based on collaboration and collaborative approaches to teaching is among the most impactful for them www.britishcouncil.org 27 http://www.oecd.org/education/talis
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- 29. Have you changedyour approach to CPD in the last year? What has been the focus of your CPD in the last year? Your turn… Answer the question on Mentimeter www.britishcouncil.org 29 www.menti.com/2pn95kxj5o
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- 31. RASCRA Initiatives that promotedcollaboration spaces and the construction of professional learning communities were fundamental for the support and training of teachers. 51% of the teachers interviewed considered that the most important allies in training were their own colleagues. 27% said the school authorities, 7% the government and other. NWOT Teachers’ associations and unions have been a major resource for teacher education and professional support during the Covid pandemic www.britishcouncil.org 31 https://americas.britishcouncil.org
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