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, burn-out, fluctuating motivation Conservative attitudes Limited opportunities for shared learning The paradox of career progression a need for CPD

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

“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 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

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

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 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

Autonomous Options reading analysing your teaching researching your classroom taking feedback from your learners writing materials developing the habit of reflection

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 shared previous 1. describe 2. analyse input, reading etc

The Value of Talking about Teaching “Thought is not just expressed in words; it comes into being because of words” Vygotsky (originally in 1934)

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

Constraints on Development time budgets rigid agendas in schools and INSETT programmes life cycle issues & motivation Lack of trust and real leadership

“Change is mandatory; growth is optional” 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)

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

...... and a final thought: Thankyou for listening rod@nile-elt.com 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

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