The document discusses continuing professional development (CPD) for teachers. It defines CPD as reflective activities designed to improve skills, knowledge, and understanding. Effective CPD includes both individual activities like writing or research, as well as shared activities with other teachers like conferences or observation. Facilitating CPD requires an institutional commitment through policies, funding, and leadership that encourages open communication and recognizes good practices. Barriers to effective CPD include top-down management, lack of communication, and cultures that are competitive rather than collaborative. The document concludes that CPD must be integrated into regular work and coordinated to improve teachers and the institution.

1. The Dimensions of
Continuing Professional
Development
Rod Bolitho
Norwich Institute for Language Education, UK

2. Overview
•Defining terms
•Policies
•Categories of CPD activity
•Individual and institutional perspectives
•Facilitating CPD and Tools for CPD
•A closer look at frameworks
•Blocks to CPD
•The Eaquals position: reminders
•Conclusions
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3. How CPD is described & defined (1)
The Chartered Institute of Personnel & Development (UK)
CPD is a combination of approaches, ideas and techniques that will help you manage your own learning and growth. The focus of CPD is firmly on results – the benefits that professional development can bring you in the real world. Perhaps the most important message is that one size doesn’t fit all. Wherever you are in your career now, and whatever you want to achieve, your CPD should be exactly that: yours.
(http://www.cipd.co.uk/cpd/aboutcpd/whatiscpd.htm )
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4. How CPD is described & defined (2)
The UK Training & Development Agency for Teachers:
Professional development consists of reflective activity designed to improve an individual’s attributes, knowledge, understanding and skills. It supports individual needs and improves professional practice.
(http://www.tda.gov.uk/training- provider/serving-teachers/cpd.aspx )
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5. Policies
CPD as a right or an obligation?
Trans-national (e.g. in Europe)
National
Regional
Professional bodies/associations
Institutional
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6. Career Pathways
•Taking on in-house responsibilities e.g. for resources, academic coordination
•Becoming a trainer
•‘Mainstream’ qualifications, e.g. M.A.
•Gaining ‘add-on’ qualifications e.g. in testing, LSP, management
•Syllabus and materials development
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7. Career Pathways
Thinking question
To what extent are these pathways open or blocked in your institution? Any action needed?
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8. Shared Activities
•Conferences
•Teacher support groups
•In-house discussion groups
•In-service training courses
•Peer observation
•Learning from learners
•Taking part in a project or work group
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9. Shared Activities
Thinking question
What does an institution gain when teachers involve themselves in activities such as these?
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10. Autonomous Activities
•Writing materials
•Classroom investigation
•Reading professional literature
•Webinars, online courses
•Keeping a reflective teaching diary/journal
•Writing articles
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11. Autonomous Activities
Thinking questions
How visible are these activities in individual staff members in your institution? Does visibility matter?
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12. Individual Perspectives
•Career enhancement
•Self esteem
•Empowerment
•Support
•Escape from isolation and repetitive routines
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13. Institutional Perspectives
•Staff commitment to a shared vision
•Quality enhancement
•Investment in people  staff satisfaction; low turnover
•Institutional development
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14. Facilitating CPD in an Institutional Context: Key Factors
•Institutionalising CPD policy as part of a vision
•School as a learning organisation
•A budget!
•Leadership, not just management
•Shared responsibility
•Good lines of communication; dialogue
•Recognition of good practice
•Good review practices e.g. 360° appraisal
•Seeing challenges (e.g. validation visits) and changes (e.g. syllabus revisions) as opportunities
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15. Tools for CPD
•A policy statement
•A framework
•A CPD ‘champion’
•Documented annual review
•Portfolios
•Reflective diaries
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16. Frameworks: the pros and cons
Pros
•A road map for individual teachers
•Useful for reaching towards qualifications
•A tool for managers to assess overall strength of teaching team
Cons
•Excessive focus on qualifications
•‘Reduced’ view of CPD
•Boxes, not flow
•Dubious notion of ‘levels’
•‘Inclusiveness’??
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17. Blocks to good practice in CPD
•Top-down and micro-management practices
•Poor lines of communication and closed doors
•Teaching competences as just boxes to tick
•Excessive paperwork; hurry and worry; stress
•Absence of reciprocity in procedures, e.g. appraisal
•A culture which is private, secretive, cliquish, divisive or competitive
•Nepotism, favouritism
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18. Facilitation and blocks
Thinking questions
What are the factors that facilitate or block CPD in your institution? Which tools are in place and in active use?
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19. The Eaquals Position
1. For Inspection:
The EAQUALS inspection requires schools to demonstrate arrangements for general quality improvement in the schools and for specific professional development, with opportunities for training both inside and outside the institution.
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20. The Eaquals Position
2. From the EAQUALS Staff Charter:
In addition to initial training, all staff are given opportunities to improve their skills in continuous professional
development within and outside working hours.
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21. Thinking questions
To what extent does your school meet these requirements and standards? What provisions for CPD are in place?
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22. Conclusions: Key Messages
•CPD is about much more than just training
•CPD needs to be woven into educational activities
•CPD activity needs to be co- ordinated and documented
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23. Conclusions: Key Messages
•CPD has personal, professional, institutional and systemic dimensions
•CPD works only if top-down and bottom-up priorities meet and are mutually understood
•CPD is an attitude, a mind-set, an orientation
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24. and finally………
……… thanks for listening
rod@nile-elt.com
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