Understanding Professional Development

Term Definition

Action research A process in which teachers investigate teaching and learning

so as to improve their own and their students’ learning.

Blind observation A series of discussions between two teachers, focused on a

specific lesson.
A teacher meets with the observer and talks through what they
want to do in a lesson. After teaching the lesson (without the
observer being there), they meet up again and discuss how it
went and what can be learned from the experience. This
process, also referred to as ‘unobserved observation’ is useful if
the teacher is trying out new methods or ideas, or if an observer
is unavailable at the time of a lesson.

CPD Continuing professional development.

Developmental An observation focused on helping a teacher increase their

observation teaching knowledge and/or skills, or understanding of the
learners. This is something which the teacher may lead on,
deciding why to be observed and how it might help them.

Evaluative An observation focused on assessing teacher performance

observation against set criteria, usually to ensure a certain standard is being
met.
You may have to do evaluative observations to complete your
training as a teacher, for example. You may also be observed by
a senior member of your school's staff every year. Usually, the
criteria and framework are set by the observer or the
institution.

Noticing The process of seeing and recognising relevant things that

happen in your classroom and teaching.

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 Noticing is an important skill in observation as it can help you to
make the familiar and routine “unfamiliar”. By developing the
skill of “noticing”, you can begin to see what actually happens in
your classroom , rather than just what you expect to see.

Peer observation A kind of developmental observation in which a lesson is

observed by another teacher.
Being observed or being an observer can help you to notice
things you may not be aware of in your own classrooms and to
challenge assumptions. Peer observation can support
development through providing a non-threatening environment
in which teachers are willing to look thoughtfully at their own
classroom teaching.

Professional A continuous and individual process of trying to understand

development ourselves and our practice so that we become the best
teachers we can. It involves rethinking and questioning old
classroom practices. It may involve a change in attitudes and
beliefs about teaching and learning.

Professional An individual plan that documents positive changes you intend

development plan to bring into your professional practice. It may include
something you want to achieve, the knowledge and skills
required, the benefits of doing so and any necessary resources
and actions you’ll need to take.

Online community A group of people with a shared interest or purpose who use
the internet to communicate with each other.

Reflective practice The ongoing process of critically examining and learning from
your teaching practice and classroom experiences. This
learning should inform subsequent planning and teaching,
enabling continual improvement.

Teacher Groups of teachers that provide mutual support and

associations (TAs) opportunities for shared learning. TAs are often organised
around a common location or interest; English teachers within a
certain school, district or country, for example. However, there
are also international organisations like the International
Association of Teachers of English as a Foreign Language
(IATEFL).

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