Country Director, Czechia Teaching for Success: the British Council approach to teacher development Justin Spence Country Director, Czechia British Council EU

The British Council As a cultural relations organisation, our main purpose is to bring people with different views and backgrounds together to share and learn from each other.

Biggest Influences on Student Achievement Student characteristics, prior attainment and out of school influences Teacher Effectiveness Parents School Facilities School Leaders Peer Effects The largest effect we can influence is the most efficient area to concentrate on. Source: J Hattie (2013)

Your professional development journey Think about your professional development journey: What kind of activities did you take part in? Which were most effective? Which had limited impact? When talking about CPD, what does ‘most effective’ mean to you?

My professional development journey Teaching qualifications (e.g. CELTA/ DELTA) Other professional qualifications (e.g. MBA, project management) Mentoring Managing people Academic qualifications (e.g. BA/MA) Managing events Managing projects / programmes Research Journals Observations in state schools Teaching - adults/ exams / business / ESP Financial management Conferences/Symposia INSETT Quality assurance and control Peer observations Face to face /on-line / blended Informal and formal networks Conference participation Delivering workshops / plenaries

What does good CPD look like? it is seen by teachers to be relevant to their needs and those of their students collaboration and the sharing of expertise among teachers is fostered CPD is a collective enterprise supported by schools and educational systems more broadly expert internal and/or external support for teachers is available CPD is situated in schools and classrooms CPD is recognized as an integral part of teachers’ work inquiry and reflection are valued as central professional learning processes teachers are engaged in the examination and review of their beliefs student learning provides the motivation for professional learning CPD is seen as an ongoing process rather than a periodic event there is strategic leadership within schools. (S. Borg 2015)

The British Council’s continuing professional development framework for teachers “All teachers in the world have high-quality continuing professional development (CPD) opportunities that improve their own practice and their learners’ success.” 12 professional practices and their elements Four stages of development

CPD Framework

Equality Diversity and Inclusion Diversity and inclusion Assessment Framework

The British Council’s continuing professional development framework for teachers www.teachingenglish.org.uk/ teacher-development/continuing-professional-development

teachingenglish.org.uk https://teachingenglish.english.britishcouncil.org/Default.aspx

Additional resources for professional development

Monitoring and evaluation 1. Engagement 2. Learning 3. Action 4. Legacy

Monitoring and evaluation – sample tools Level 1: Evidence of participant engagement Questionnaires Self-assessment Trainer reports Level 2: Evidence of participant learning Learning assignments Language assessment CPD portfolio / reflection journal Level 3: Evidence of participant application of learning and behaviour  Classroom observations Training room observations Case studies CPD portfolio/ reflection journal

Needs analysis – sample process On-line teacher and teacher educators self-assessment questionnaires Classroom observations Published data (learning outcomes, language levels) Language assessment (where appropriate) Interviews and focus groups with key stakeholders (administrators, heads, teacher educators, teachers, learners) Recommendations

Teacher Educator Framework

What is Aptis? An English language assessment tool developed by the our team of experts Innovative + People + Ease – Time CEFR A1-C2 Proven accuracy