Teacher Continuing

Professional Development

2

‘Nothing has promised so much

and has been so frustratingly wasteful

as the thousands of workshops and

conferences

that led to no significant change in practice

when teachers returned to their classrooms.’

Fullan, M. ‘The new meaning of educational change’. 1991

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Teacher learning should be embedded in the daily

life of the school and provide opportunities to

inquire systematically about teaching practices,

their impact on students and about other issues

of teachers’ work.

K-H Hansen, The Curriculum Workshop, EERJ 7 N° 4 2008

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CPD changes

Teachers’ practice: willingness and ability to

change their practice

deeper knowledge and

understanding of subject

wider repertoire of

strategies and ability to

choose when to use them

CPD works!

CPD has an

affective impact: increased motivation

increased confidence

changed attitudes

towards teaching and

learning

GTC England, ‘Teachers’ Professional Learning’ 2005

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includes practice, coaching, and follow-up

is collaborative

is spread over time

works with groups of teachers

uses active learning

promotes reflective practice

encourages experimentation

responds to teachers’ needs

Effective CPD:

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EU policy on CPD

• Systems should be: adequately resourced, quality assured, coordinated, coherent, continuous

• CPD a lifelong task …

• …requires opportunities and incentives

• …need to increase take-up, improve supply

• …needs to be:

– quality assured

– firmly rooted in practice, evidence-based

– relevant, tailored to individual needs

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Teacher

• is reflective practitioner

• is mobile

• is autonomous learner

• is engaged in pedagogical research

• takes part in school development

• collaborates with colleagues

EU policy on …

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• Member States to review policies on retention…• … promote teaching as attractive career

• improve ITE• introduce induction• career-long mentoring

• School Leadership

• Quality of Teacher Educators

EU policy on …

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Member States to:

• promote a reflective approach

• provide for regular reviews of teachers’ individual professional development needs …

• encourage all teachers continuously to review their work, both individually and collectively

• make available sufficient high quality provision opportunities for CPD to meet needs

• ensure teachers receive regular feedback on their performance to help identify their professional development needs

EU policy on CPD

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CPD: questions

1 What good practice from your country can you share?

2 In your national context, what can be done, at no additional cost, to bring about these changes?

3 What more can ENTEP do to help bring about these changes?

Helping all teachers take responsibility for developing their professional competences

Helping systems and schools respond more effectively to teachers’ development needs

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Snow-Renner, Lauer, ‘Professional Development Analysis’, McREL, 2005 at:

http://www.mcrel.org/PDF/ProfessionalDevelopment/5051IR_Prof_dvlpmt_an

alysis.pdf

Eastron P, Carbone, RE, ‘Asking those who know: a collaborative approach

to CPD’, Teacher Development Vol 12 N° 3, Aug 2008, 261 – 270.

General Teaching Council for England, ‘Teachers' professional learning’,

Dec. 2005 at: http://www.gtce.org.uk/pdf/teachers/rft/prof_learn1205

Garet, Porter, Desmoine, Birman, & Kwang, (2001). What makes

professional development effective? American Educational

Research Journal, 38(4).

References