Professional Documents
Culture Documents
Continuing Professional
Development (CPD)
Framework for teachers (all subjects)
© Mat Wright
www.teachingenglish.org.uk
The British Council’s Continuing Professional Development (CPD) Framework for
teachers is for teachers of all subjects. It enables you to understand and plan your
own professional development.
© Mat Wright
For more information about the CPD framework, and resources to help your
development in the professional practices, go to www.teachingenglish.org.uk/
teacher-development/continuing-professional-development
Continuing Professional Development (CPD) Framework 3
Stages of development
1. Awareness
You have heard of this professional practice.
2. Understanding
You know what the professional practice
means and why it’s important.
3. Engagement
You demonstrate competency in this professional practice at work.
4. Integration
You demonstrate a high level of competency in this professional
practice and this consistently informs what you do at work.
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Understanding learners
Managing resources
Assessing learning
Integrating ICT
Describing my learners in relation to their learning needs. Describing how my learners’ understanding
will be checked or assessed.
Defining aims/learning outcomes that meet my
learners’ needs and the course objectives. Describing when and how feedback on my learners’
performance will be provided.
Selecting and developing the activities, resources and
materials which engage my learners and correspond Planning activities that help my learners
to the aims of the lesson. to develop learning strategies.
Making decisions about teaching and assessment Exploring theories of learning and applying
by applying an understanding of the following them to my context and learners.
learner characteristics:
• level of attainment Conducting needs analyses and applying the results.
• age
Applying an understanding of the impact
• interests of the learning environment on my learners.
• preferred ways of learning
• group dynamics Reflecting on my approach to understanding my
learners and the impact this has on their learning.
• motivation to learn, both generally and in relation
to specific subjects
• educational, social, cultural and linguistic background
• any special educational needs
• level of autonomy
• personality.
Controlling the pace and timing of activities. Monitoring learner engagement in order
to maintain motivation.
Signalling transitions between stages of the lesson.
Establishing and maintaining classroom discipline.
Adjusting the classroom layout to support learning.
Setting up classroom activities that include
Responding to unexpected classroom events. a variety of interaction patterns.
Making effective use of resources and equipment. Adjusting plans to take advantage of opportunities
for learning that emerge during lessons.
Giving instructions effectively.
Establishing and maintaining a positive
Explaining learning aims and content appropriately. learning environment.
Having a secure knowledge of the subject, including Making links between the subject and other subjects
and extending beyond the specified syllabus content. the learners study to encourage interdisciplinary
understanding.
Knowing and using effective pedagogical strategies
to enable my learners to acquire the knowledge and Having a knowledge of the range of reference materials
develop the skills required in the subject. relevant to the subject and using these to support
teaching and learning.
Understanding the common difficulties learners have
in the subject and using strategies and techniques to Continuing to update my knowledge of and expertise
help them overcome these. in my subject.
Being aware of and being able to deal with issues Reflecting on my strengths and weaknesses in relation
of literacy and numeracy relevant to the subject. to my subject knowledge and its application.
Selecting resources with an awareness of: Using materials effectively in the classroom
• a range of available sources from which with appropriate pedagogical strategies.
to select materials
Making effective use of stationery, equipment
• a range of media (e.g. digital, audiovisual, print)
and technology to support learning.
relevant to learner needs and context
• a range of tools which facilitate the collaborative Developing and maintaining a system
production of classroom materials for storing and retrieving materials.
• a range of tools which facilitate learner-
generated content Articulating the rationale for the resources
• clear criteria for the selection of materials I use to my colleagues, learners and others.
and resources based on my learners’ needs
and syllabus fit. Evaluating the effectiveness of the materials
and resources I use.
Developing and adapting materials and resources:
Reflecting on my approach to developing
• using a range of authoring tools, where available
and managing materials and resources to
• which fit with my learners’ needs and the syllabus meet learner outcomes.
• which are professional, attractive and accessible
• which conform to copyright regulations and
acknowledge sources
• which are culturally appropriate
• by sharing and collaborating with colleagues.
Applying the principles and practice of assessment Engaging my learners in self- and peer assessment
to design tasks for measuring my learners’ progress. and develop their self- and peer assessment skills.
Utilising a range of different types of assessment Preparing my learners for formal assessment.
and feedback.
Administering, grading and keeping records
Using assessment at different points in the learning of assessment.
process to monitor my learners’ understanding
and inform subsequent teaching. Sharing assessment data appropriately with
parents, guardians, learners and others.
Defining appropriate assessment criteria and/or
applying assessment criteria consistently. Reflecting on the effectiveness of my assessment
of my learners’ progress.
Analysing my learners’ errors and providing
constructive feedback.
Developing effective strategies for locating Using technology for administrative tasks
appropriate digital content. in accordance with data protection guidelines.
Taking responsibility for my own professional development involves the following elements:
Understanding my professional needs, interests Being aware of, selecting and engaging in, appropriate
and learning preferences in order to identify areas professional development opportunities and resources
for development. to inform my classroom practice, including:
• collaborating with colleagues and other professionals
Defining my short-, medium- and long-term career goals.
• reflective practice
Understanding the developmental pathways available • teacher research and other forms of
to reach my specific career goals. classroom inquiry
• attending and presenting at conferences
Using technology to facilitate my professional • participating in training
development.
• reading and publishing
Staying up to date with developments in education • joining teachers’ associations
in teaching and learning. • observing other teachers and being observed.
Recognising and valuing diversity among my Being aware of my beliefs and how they can
learners in relation to areas which include: impact on establishing and maintaining an inclusive
• language background learning environment.
• cognitive ability
Assessing individual learners in a variety of ways that
• academic ability allow them to demonstrate the progress they are making.
• physical ability
• social background Treating all my learners equitably and with respect.
• behavioural differences
Developing positive attitudes towards diversity
• disability in my learners.
• age
• gender Involving parents, learners and other relevant individuals
in creating an inclusive learning environment.
• race and ethnicity
• sexual orientation Reflecting on how inclusive my learning environment
• religion and belief. is and taking steps to improve it.
Recognising and valuing the multilingual nature Giving my learners appropriate opportunities to use
of societies, schools and classrooms. their home languages to support and demonstrate
their understanding of learning content.
Using pedagogical strategies that encourage
inclusive education within a supportive multilingual Making pedagogical choices that respect
learning environment. and capitalise on my learners’ linguistic diversity.
Being aware of beliefs about speakers of other languages Reflecting on how effective my implementation
and how they can impact on establishing and maintaining of multilingual approaches is in promoting learning.
an inclusive learning environment.
Developing an awareness of and proficiency in: Demonstrating the value and importance
• critical thinking and problem solving of 21st-century skills to and for my learners.
• collaboration and communication
Reflecting on my strengths and weaknesses in relation
• creativity and imagination to my own proficiency in 21st-century skills and my ability
• citizenship to develop my learners’ proficiency in these areas.
• digital literacy
• student leadership and personal development.