1. The document discusses the dimensions of continuing professional development (CPD) for teachers. It addresses the nature of teaching as a profession, the ingredients of effective CPD, and differences between training and development. 2. Good CPD involves school-based programs with practical relevance, opportunities for experience sharing, and involvement of teachers in planning. Autonomous CPD options include reading, self-reflection, researching one's classroom, and developing habits of reflection. 3. Facilitating teacher development requires addressing constraints like time and budgets, and leveraging triggers like curriculum changes. Development is best supported through a school culture of leadership, performance review, and teachers learning from each other.

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

2. The Nature of Teaching as a
Profession
 High degree of autonomy
 Isolation
 One of the ‘helping professions’
 Stress, burn-out, fluctuating motivation
 Conservative attitudes
 Limited opportunities for shared learning
 The paradox of career progression
 a need for CPD

3. The Ingredients of CPD
 knowing where you are
 knowing where you want to go
 knowing how to get there
 not standing still
 taking nothing for granted
 tuning in to messages
 thinking and rethinking
 remaining a learner
 being in control of your own CPD priorities

4. “How can I move forward if I
don’t know which way I’m
facing?”
(John Lennon)

5. Differences between Training and
Development
Training is….
 budget-dependent
 often time-bound
 imposed
 often driven by systemic
change
 ‘transitive’ as a notion
 dependent on a trainer
 possible only in groups
 based on an external agenda
 often problem-centred or
deficit-based
 accountable to authorities
Development is….
 continuous
 an internal process
 optional
 a key factor in personal
change
 essentially ‘intransitive’
 independent of a trainer
 essentially individual
 based on an internal agenda
 person-centred and based on a
growth view
 accountable mainly to self

6. Some Problems with INSETT
 single events with no follow-up
 topics predetermined; little attention to
participants’ needs
 deficit view leads to resistance and
negativity
 trainers often either lack face validity
or are simply overwhelming for practising
teachers
 no use made of teachers’ own experience
or expertise

7. The Archaeology of Change
Classroom Behaviour
Experience
Relationships
Theory
Values Attitudes
Beliefs

8. Good Practice in INSETT
 school-based programmes
 practical relevance and task focus
 opportunities for exchange of experience
 draws on teachers’ experience and what they
can do well
 involvement of teachers in planning/decision-
making
 course as a genuine development opportunity
with follow-up and accountability

9. Autonomous Options
 reading
 analysing your teaching
 researching your classroom
 taking feedback from your learners
 writing materials
 developing the habit of reflection

10. The Role of Reflection
 in action
 on action
 for action
 the value of the experiential
learning cycle

11. Experiential Learning
Experience
Reflect
Make
Sense
Plan
for
Action
previous shared
1. describe
2. analyse
input, reading etc

12. The Value of Talking about
Teaching
“Thought is not just expressed in
words; it comes into being
because of words”
Vygotsky (originally in 1934)

13. Social Options
 taking a course (with or without a
qualification)
 joining a self-help group (in-house
or beyond)
 teaming up with a critical friend
 joining an association
 getting involved in task groups

14. Constraints on Development
 time
 budgets
 rigid agendas in schools and
INSETT programmes
 life cycle issues & motivation
 Lack of trust and real leadership

15. External triggers
 Curriculum change
 New textbooks
 New examination and assessment
requirements
 Methodological change
 Inspection of a school/teachers
“Change is mandatory; growth is optional”
(Fullan 1993)

16. Facilitating CPD and linking it to
institutional development
A school as a learning organisation and a
community of practice. Key planks:
 leadership
 appraisal and performance review
 policy and mission statement
 budgets
 incentives

17. ...... and a final thought:
A society gets the teachers it deserves and
any school or other educational institution is
only as good as its teachers. CPD is about
making the best of it at all levels.
But it all starts with you! Look after
yourselves!
Thankyou for listening
rod@nile-elt.com

18. References
Bolitho, R. (1996) Some Key Issues in INSETT in
Rádai, P. (ed) INSETT Provision for Modern
Language Teachers, Workshop 7/96 Graz: European
Centre for Modern Languages
Bolitho, R. & A.Padwad (eds) (2012) Continuing
Professional Development: Lessons from India New
Delhi: British Council
Everard, B. & G. Morris (2004) Effective School
Management (2nd edition) London: Paul Chapman
Fullan, M. (1991) The New Meaning of Educational
Change (2nd edition) London: Cassell
Fullan, M. (1993) Change Forces Brighton: Falmer
Press
Vygotsky, L. (1986) Thought and Language (revised
edition) Mass.: MIT Press