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The Dimensions of
Continuing Professional
Development
Rod Bolitho
Norwich Institute for
Language Education, UK
The Nature of Teaching as a
Profession
 High degree of autonomy
 Isolation
 One of the ‘helping professions’
 Stress, ...
The Ingredients of CPD
 knowing where you are
 knowing where you want to go
 knowing how to get there
 not standing st...
“How can I move forward if I
don’t know which way I’m
facing?”
(John Lennon)
Differences between Training and
Development
Training is….
 budget-dependent
 often time-bound
 imposed
 often driven ...
Some Problems with INSETT
 single events with no follow-up
 topics predetermined; little attention to
participants’ need...
The Archaeology of Change
Classroom Behaviour
Experience
Relationships
Theory
Values Attitudes
Beliefs
Good Practice in INSETT
 school-based programmes
 practical relevance and task focus
 opportunities for exchange of exp...
Autonomous Options
 reading
 analysing your teaching
 researching your classroom
 taking feedback from your learners
...
The Role of Reflection
 in action
 on action
 for action
 the value of the experiential
learning cycle
Experiential Learning
Experience
Reflect
Make
Sense
Plan
for
Action
previous shared
1. describe
2. analyse
input, reading ...
The Value of Talking about
Teaching
“Thought is not just expressed in
words; it comes into being
because of words”
Vygotsk...
Social Options
 taking a course (with or without a
qualification)
 joining a self-help group (in-house
or beyond)
 team...
Constraints on Development
 time
 budgets
 rigid agendas in schools and
INSETT programmes
 life cycle issues & motivat...
External triggers
 Curriculum change
 New textbooks
 New examination and assessment
requirements
 Methodological chang...
Facilitating CPD and linking it to
institutional development
A school as a learning organisation and a
community of practi...
...... and a final thought:
A society gets the teachers it deserves and
any school or other educational institution is
onl...
References
Bolitho, R. (1996) Some Key Issues in INSETT in
Rádai, P. (ed) INSETT Provision for Modern
Language Teachers, W...
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The dimensions of professional development moscow 2013

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any school or other educational institution is only as good as its teachers.

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The dimensions of professional development moscow 2013

  1. 1. The Dimensions of Continuing Professional Development Rod Bolitho Norwich Institute for Language Education, UK
  2. 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. 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. 4. “How can I move forward if I don’t know which way I’m facing?” (John Lennon)
  5. 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. 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. 7. The Archaeology of Change Classroom Behaviour Experience Relationships Theory Values Attitudes Beliefs
  8. 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. 9. Autonomous Options  reading  analysing your teaching  researching your classroom  taking feedback from your learners  writing materials  developing the habit of reflection
  10. 10. The Role of Reflection  in action  on action  for action  the value of the experiential learning cycle
  11. 11. Experiential Learning Experience Reflect Make Sense Plan for Action previous shared 1. describe 2. analyse input, reading etc
  12. 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. 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. 14. Constraints on Development  time  budgets  rigid agendas in schools and INSETT programmes  life cycle issues & motivation  Lack of trust and real leadership
  15. 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. 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. 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. 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

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