TEACHER DEVELOPMENT – ALL IT CAN BE

WHAT IS DEVELOPMENT?

WHAT IS PROFESSIONAL, OR TEACHER, DEVELOPMENT?

HOW DOES TEACHER DEVELOPMENT DIFFER FROM

TEACHER TRAINING AND TEACHER EDUCATION?

WHO IS RESPONSIBLE FOR TEACHER DEVELOPMENT?

WHAT “COUNTS” AS TEACHER DEVELOPMENT?

WHAT SHOULD BE THE MAIN FOCUS OF TEACHER DEVELOPMENT?

I can say:

“I’m going to develop my ability to…”

But can I say:

“I’m going to develop your ability to…” ????

or…“I’m going to develop you.” ?????

People cannot be developed; they can only develop themselves. In other words, development is primarily one’s own responsibility.

Training: Acquisition of practical skills

Education: Acquisition of knowledge

Development: Acquisition of understanding

Allwright, D. (1999). Three major processes of teacher development and the appropriate design criteria for developing and using them. ‘Research and Practice: Voices from the Field’ Conference. Center for Advanced Research on Language Acquisition University o f Minnesota, Minneapolis, USA.

action

change

Training: Learning how to use digital tools

Education: Learning how digital tools can enhance learning

Development:Selecting the appropriate digital tool to achieve a specific learning outcome and reflecting on its effectiveness.

Training and education can be presented or managed by others;

Development

is something

that can be

done only by

and for

oneself.

The growth mindset is based on belief that your basic qualities are things you cancultivate through your effort.s

A matter of mindset

Language teacher development …

is a bottom–up process;

values the insider view rather than the outsider view;

is independent of the organization but often functioning more successfully with its support and recognition;

is a continuing process of becoming;

is a process of articulating an inner world of conscious choices made in response to the outer world of the teaching context;

is wider than professional development and includes personal, moral and value dimensions;

can be encouraged and integrated in both training and education programs.

Mann (2005). The language teacher’s development. Language Teaching 38, 103–118.

are necessary parts of teacher development

(Bailey 1992; Willis & Willis 1996, as cited in Mann, 2005)

Innovation

and change

“CPD is a planned, continuous and lifelong process whereby teachers try to develop their personal and professional qualities, and to improve their knowledge, skills and practice…”

“…leading to their empowerment, the improvement of their agency and the development of their organizations and their pupils.”

Padwad and Dixit (2011) . Continuing Professional Development: An Annotated Bibliography. British Council

Professional development is a personal journey; you may read travel guides, watch fellow-travelers and consult tour operators, but you will have to undertake the travel yourself to reach anywhere.

But it is also true that this personal journey becomes easier if we have travel guides, fellow-travelers, tour operators and road maps, i.e. various kinds of support.

Teacher development is independent of, though much better with, support from the organization, school or system. Underhill, A. (1999). Continuous teacher development. IATEFL Issues 149, 14–18.

Traditional professional

development

Top-down decision-making

A fix-it, prescriptive approach

Lack of ownership

One-size-fits-all techniques

Fixed an untimely delivery methods

Visionary professional

development

Collaborative decision-making

A growth-driven approach

Collective construction

Tailor-made techniques

Varied and timely delivery methods

Diaz-Maggioli, G (2004) Teacher-centered professional development. Alexandria, Va.: Association for Supervision and Curriculum Development.

Perhaps our professional development is like a tree that is born from a seed and which needs to be watered to grow.

Each branch is like a new skill or professional feat we achieve. We know we cannot predict the directions each branch is going to take, but we know that they can only grow if that tree is watered and nurtured.Vinicius Lemos – Knock, Knock http://supervisionopenchannel.edublogs.org/2014/09/15/knock-knock/

Effective professional development is:

ongoing

collective

job-embedded

results-oriented

most effective in schools that function as professional learning communities.DuFour (2014). Harnessing the power of PLCs. Educational Leadership Vol. 71 no. 8.

WHAT COUNTS?

courses conferences workshops articles blogs books webinars MOOCs instructional videos collaborative projects foreign language courses action research reflective teaching ELT Chat Twitter Facebook groups teacher websites changing personal habits to improve teaching developing materials improving your English teaching a new age or level psychotherapyteaching an online course peer mentoring Exploratory practice sharing lesson plans widening knowledge about the world peer observation organizing a conference

Development: Acquisition of understanding

ELT pics @Raquel_EFL

Energy for teaching derives from our own professional growth propelling the growth of our students.

(2014) Tomlinson, C. A. Classroom-based professional learning. Educational Leadership Vol. 71 no 8.

If your goal is to reach a particular destination,

decisions about the route must come after identifying that destination.

Guskey (2014). Planning professional learning. Educational Leadership Vol. 71, no 8.

Creative tension

Commitment to create the desired results“Here is the choice I make.”

Based on Robert Fritz’s model, in Senge (2012) Schools that learn. New York: Crown Business

“You may never realize the exact details of your vision, but you will realize something powerful that makes you hold it.”

There are many stories of people who achieve extraordinary results with extraordinary visions – where the results happen to be different from their original intent.”(Senge 2012: location 1810)