1.
What does good CPD look like in 2020 2021?
www.britishcouncil.org
Graham Stanley graham.stanley@britishcouncil.org
I beg your
pardon, but
what do you
mean by CPD?

2.
www.britishcouncil.org 2
JOIN ME HERE:
www.menti.com/7h7s5b94aj
or use code: 9559 9011

3.
What is your context? Do you work…
A. …as a teacher in public (i.e. state) education?
B. …as a teacher in the private sector, at a language
academy, etc?
C. … as a teacher trainer in public or private sector
Education?
D. …somewhere else doing something else?
Where do you live and work?
Which country? Answer the
question on Mentimeter
www.britishcouncil.org 3
I’m an interpreter.
I’m not supposed
to know a power
socket from a
computer terminal.
www.menti.com/7h7s5b94aj

4.
‘Continuing Professional Development (CPD) is a planned, continuous and lifelong
process. Through it, teachers develop their personal and profesional qualities,
and improve their knowledge, skills and practice. This improves their profesional
autonomy, their performance in the classroom and the development of their
organisation and learners.’
Adapted from Padwad, Amo; Dixit, Krishna (2011) Continuing Professional
Development: An Annotated Bibliography. British Council
www.britishcouncil.org 4
https://tinyurl.com/p3drctxa

5.
CPD 0.5 English Language Teacher
CPD 1.0 Senior Teacher / Teacher
Association Coordinator
CPD 2.0 Project Manager
CPD 3.0 EES Lead
www.britishcouncil.org 5
Remember that
I am fluent in
over six million
forms of com—

6.
CPD 0.5 English Language Teacher
CPD 1.0 Senior Teacher / Teacher Association
Coordinator
CPD 2.0 Project Manager
CPD 3.0 EES Lead
www.britishcouncil.org 6

7.
What about you?
CPD is usually…
A. …decided by my institution
B. …decided by me and the other teachers I work with
C. …something I do unsupported by my institution
D. …not something I do much (or any) of
Your turn…
Answer the question on Mentimeter
www.britishcouncil.org 7
If I told you half the
things I’ve heard
…you’d probably short
circuit..
www.menti.com/7h7s5b94aj

8.
The KASA framework
Donald Freeman in 1989
Knowledge - what we know
about the subject matter, the
learners’ background, language
level and also context.
Awareness – how we can
perceive the impact and
effectiveness of our actions,
and the response of the
learners.
Skills - teaching kills such as
classroom management, etc.
Attitude - the way we think
about the profession, our
learners and the learning
process, etc.
www.britishcouncil.org 8
www.whatiselt.com/single-post/2017/10/26/What-is-the-KASA-Framework

9.
www.britishcouncil.org 9
www.britishcouncil.org/education/schools/teaching-for-success

10.
"It is increasingly challenging to write a book which
can be useful for both researchers and teachers, as
those domains are, arguably, now too disparate."
Evidence-based second language pedagogy,
Masatoshi Sato, Shawn Loewen (Eds.), Routledge,
Oxford (2019)
www.britishcouncil.org 10

11.
www.britishcouncil.org 11
Smith, R. and Rebolledo, P. A Handbook for Exploratory Action Research, British Council (2018)

12.
www.britishcouncil.org 12
www.teachingenglish.org.uk/article/a-handbook-exploratory-action-research
ww.teachingenglish.org.uk/article/champion-teachers-
mexico-stories-exploratory-action-research

13.
What about you? When you do CPD do you…
A. …use a framework / tool to hep you decide how to
develop?
B. …just do CPD suggested by the institution I work for?
C. …follow my nose / do what I feel like at the moment?
D. …have a different approach?
Your turn…
Answer the question on Mentimeter
www.britishcouncil.org 13
It’s against my
programming to
impersonate a teacher.
www.menti.com/7h7s5b94aj

14.
CPD 0.5 English Language Teacher
CPD 1.0 Senior Teacher / Teacher Association
Coordinator
CPD 2.0 Project Manager
CPD 3.0 EES Lead
www.britishcouncil.org 14

15.
www.britishcouncil.org 15
www.teachingenglish.org.uk/article/professional-
development-through-teacher-activity-groups
The British Council’s approach to CPD is called Teaching for
Success, provides frameworks, resources and support for
needs-based and contextualised teacher development.
One aim of Teaching for Success is to raise awareness among
educational authorities that conventional top-down, short-term,
large-scale cascade models of in-service teacher education are
not delivering visible and sustained changes in teaching and
learning.
In recent years the British Council has promoted additional
forms of CPD which, in line with international insights into
effective teacher learning (Desimone, 2011; Earley & Porritt,
2009; Zepeda, 2019), have sought to provide teachers with
opportunities to learn collaboratively, over time, and in a
manner which is more teacher-driven and linked to what
happens in classrooms.

16.
“Nothing has promised so much and has been so
frustratingly wasteful as thousands of workshops and
conferences that led to no significant change in practice
when teachers returned to the classrooms.”
Michael Fullan, 2000
Joyce and Showers (1996) suggest that classroom practice
is more likely to change when coaching and mentoring are
used to embed ideas learned outside school.
www.britishcouncil.org 16

17.
www.britishcouncil.org 17
“When teachers return to their
classrooms after attending
external conferences or
workshops they put less than 10%
of what they recall into practice.”
Bruce Joyce and Beverley Showers, 2002,
Designing Training and Peer Coaching: Our
needs for learning, VA, USA, ASCD
Ebbinghaus Forgetting Curve

18.
www.britishcouncil.org 18
https://ltsig.iatefl.org

19.
- Have you ever been on a good course?
- Do you think your practice will change based on anything
you have learned at IATEFL 2021 so far? If so, what? If not,
why are you here?
- Has your practice significantly and lastingly improved
because of a course, presentation or workshop? What was it
and how your practice changed.
- What about your experience of coaching / mentoring?
Your turn…
Answer the question on Mentimeter
www.britishcouncil.org 19
You should know
better than to trust a
strange computer..
www.menti.com/7h7s5b94aj
https://cpdthreeoh.blogspot.com

20.
CPD 0.5 English Language Teacher
CPD 1.0 Senior Teacher / Teacher Association
Coordinator
CPD 2.0 Project Manager
CPD 3.0 EES Lead
www.britishcouncil.org 20

21.
www.britishcouncil.org 21
https://www.teachingenglish.org.uk/article/innovations-education-remote-teaching

22.
TEACHING FOR SUCCESS
Our vision is that all teachers and teacher educators in the world have
high-quality continuing professional development (CPD) opportunities that
improve their own practice and their learners’ success.
• Teaching for Success is the British Council evidence-based approach to
teacher education and CPD​
• The CPD frameworks provide the organisational principle around which
we plan and structure all our work​ in teacher education across the four
EES thematic components in both state aid and non-state aid activity
• These frameworks provide the pathways to achieve improvement in
teaching and learning across the whole school, involving all the key
practitioners
• Teacher for Success CPD models and activity are designed to ensure
that investment in teacher development has a positive and measurable
impact on teacher’s classroom practice and learning outcomes
• We aim to strengthen existing teacher development systems and build
sustainably on them through the development of teacher educators,
effective use of technology and integration of inclusive practices​
• Our professional development materials for teachers are modular,
available as face-to-face workshops, and online self-study and
moderated, and are mapped to our CPD frameworks. All online content
is accessible from mobile, tablet and laptop devices, and we incorporate
social media, video and other platforms into online design.
• We build enduring partnerships with ministries, and other education
partners
www.britishcouncil.org 22
ACTIVITY: CAPACITY BUILDING AND CPD
Teacher Education CPD framework
Teacher CPD framework

23.
www.britishcouncil.org 23
https://ltsig.iatefl.org/new-research-book/

24.
Making digital devices available and becoming
sophisticated in their use is not necessarily
learning
The scariest part of the new technologies is
that it gives people (and those that observe
them) a false sense that they are learning
something just by using an elegant machine.
The solution lies in the concentration of the
three forces of pedagogy, technology, and
change knowledge
www.britishcouncil.org 24
Fullan, M (Pearson, 2013) Stratosphere

25.
What about you and online CPD?
A. …I don’t do any CPD online
B. …I do some online CPD
C. …I frequently engage with online CPD
What about before the pandemic?
Your turn…
Answer the question on Mentimeter
www.britishcouncil.org 25
You seem to do an
incessant amount of
thinking.
www.menti.com/7h7s5b94aj

26.
www.britishcouncil.org 26
https://www.futurelearn.com/partners/british-council

27.
• Clear interface
• Short videos
• Interaction
• Progress record
• infographics
• Summaries
• Links to research &
further information
www.britishcouncil.org 27
https://www.futurelearn.com/partners/british-council

28.
CPD 0.5 English Language Teacher
CPD 1.0 Senior Teacher / Teacher Association
Coordinator
CPD 2.0 Project Manager
CPD 3.0 EES Lead
www.britishcouncil.org 28

29.
Weaknesses at Policy level – “without correcting
these…improving the overall performance of ELL in schools
Will remain a challenge.”
Lack of sufficient, well-prepared English teachers…a
bottleneck in most countries – “need to explore innovative
solutions that can yield results over easonable periods of time
at an aceptable cost.”
Collaborative Expertise – “look beyond formal Education…
consider ways of leveraging efforts at the school level with…
independent training institutions.”
Lack of data – monitoring and evaluation essential
www.britishcouncil.org 29
https://www.thedialogue.org/wp-content/uploads/2017/09/English-Language-Learning-in-Latin-America-Final-1.pdf

30.
“Given the common challenges, there is significant room for
synergies across countries in Latin America. In particular, countries
can learn from the experiences of others to improve. The
development of a regional learning community constitutes a
promising way to foster this collaboration and knowledge
sharing.”
“…countries in Latin America share many similarities in the
bottlenecks and difficulties they experience in seeking to improve...
As this report demonstrates, there is a lot of innovation and
change taking place across the region. There is thus high value
for countries throughout the region to learn from each other. Many
quality strategies, approaches and actions already exist and could
readily be applied across multiple country contexts. What is
necessary, however, is coming together to share in this learning. A
regional learning community to share challenges, experiences,
and best practices could make important contributions to
ongoing and future efforts to improve…throughout the
region…(especially with) joint initiatives, such as in the critical area
of teacher training.”
www.britishcouncil.org 30
https://www.thedialogue.org/wp-content/uploads/2017/09/English-Language-Learning-in-Latin-America-Final-1.pdf

31.
Countries participating in study
included Chile, China, Colombia, Japan,
Mexico, Spain, & UK
Teachers report that professional
development based on collaboration
and collaborative approaches to
teaching is among the most
impactful for them
www.britishcouncil.org 31
http://www.oecd.org/education/talis

32.
32
http://www.oecd.org/education/talis

33.
Have you changed your approach to CPD in
the last year?
What has been the focus of your CPD in the
last year?
Your turn…
Answer the question on Mentimeter
www.britishcouncil.org 33
Don’t blame me. I’m
an interpreter. I’m not
supposed to know
www.menti.com/7h7s5b94aj

34.
www.britishcouncil.org 34
• cpdBE a response to
this
• workshops / reports
• online community of
practice
• online discussions
https://americas.britishcouncil.org

35.
www.britishcouncil.org 35

36.
www.britishcouncil.org 36
https://www.teachingenglish.org.uk/article/new-ways-teaching-skills-cpd-teachers

37.
RASCRA
Initiatives that promoted collaboration spaces and
the construction of professional learning communities
were fundamental for the support and training of
teachers.
51% of the teachers interviewed considered that the
most important allies in training were their own
colleagues. 27% said the school authorities, 7% the
government and other.
NWOT
Teachers’ associations and unions have been a major
resource for teacher education and professional
support during the Covid pandemic
www.britishcouncil.org 37
https://americas.britishcouncil.org

38.
Thank you
www.britishcouncil.org 38
Thank you!
Any
questions?
@grahamstanley
graham.stanley@britishcouncil.org
www.menti.com/7h7s5b94aj
Results: https://cpdthreeoh.blogspot.com