1.
Continuing Professional Development
& Technology
www.britishcouncil.org
Graham Stanley graham.stanley@britishcouncil.org
https://www.slideshare.net/bcgstanley

2.
www.britishcouncil.org 2
JOIN ME HERE:
www.menti.com/2pn95kxj5o
or use code: 1164 3579

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
www.menti.com/2pn95kxj5o

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

6.
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 6
www.menti.com/2pn95kxj5o

7.
www.britishcouncil.org 7
www.britishcouncil.org/education/schools/teaching-for-success

8.
"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 8

9.
www.britishcouncil.org 9
Smith, R. and Rebolledo, P. A Handbook for Exploratory Action Research, British Council (2018)

10.
www.britishcouncil.org 10
www.teachingenglish.org.uk/article/a-handbook-exploratory-action-research
ww.teachingenglish.org.uk/article/champion-teachers-
mexico-stories-exploratory-action-research

11.
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 11
www.menti.com/2pn95kxj5o

12.
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 12

13.
www.britishcouncil.org 13
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.

14.
“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 14

15.
www.britishcouncil.org 15
“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

16.
www.britishcouncil.org 16
https://ltsig.iatefl.org

17.
- Have you ever been on a good course?
- Has your practice changed based on anything you have
learned these last couple of days? 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 17
www.menti.com/2pn95kxj5o

18.
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 18

19.
www.britishcouncil.org 19
https://www.teachingenglish.org.uk/article/innovations-education-remote-teaching

20.
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 20
ACTIVITY: CAPACITY BUILDING AND CPD
Teacher Education CPD framework
Teacher CPD framework

21.
www.britishcouncil.org 21
https://ltsig.iatefl.org/new-research-book/

22.
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 22
Fullan, M (Pearson, 2013) Stratosphere

23.
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 23
www.menti.com/2pn95kxj5o

24.
www.britishcouncil.org 24
https://www.futurelearn.com/partners/british-council

25.
• Clear interface
• Short videos
• Interaction
• Progress record
• infographics
• Summaries
• Links to research &
further information
www.britishcouncil.org 25
https://www.futurelearn.com/partners/british-council

26.
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 26

27.
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 27
http://www.oecd.org/education/talis

28.
28
http://www.oecd.org/education/talis

29.
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 29
www.menti.com/2pn95kxj5o

30.
www.britishcouncil.org 30
https://www.teachingenglish.org.uk/article/new-ways-teaching-skills-cpd-teachers

31.
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 31
https://americas.britishcouncil.org

32.
Thank you!
www.britishcouncil.org 32
@grahamstanley
graham.stanley@britishcouncil.org
https://www.slideshare.net/bcgstanley