Its All about Continuing Professional Development

1. Continuing Professional
development
By:
Mohammad Moosa
M. Phil Scholar

2. Continuing Professional development
The continuation of a teacher’s professional development
beyond their initial training, qualification, and induction.
This may take many forms, including attendance on short
course for updating skills or knowledge;
Longer programs of study such as diplomas and post
graduates degree in education;
 staff development events held within the teacher’s own
institution;
Conferences, mentoring, and peer assessment.
CPD is now a requirement of teachers in schools who wish
to apply for promotion.

3. History
• The Oxford English Dictionary notes the use of
the phrase "professional development" from
1857 onwards.
• In the training of school staff in the United
States, "the need for professional development ...
came to the forefront in the 1960's"

4. Participants
• A wide variety of people, such as teachers,
military officers and non-commissioned officers,
health care professionals, lawyers, accountants
and engineers engage in professional
development.
• Individuals may participate in professional
development because of an interest in lifelong
learning, a sense of moral obligation, to
maintain and improve professional competence,
to enhance career progression, to keep abreast of
new technology and practices, or to comply with
professional regulatory organizations.

5. Professional development
Credits/Units in America
• Professional development credits are named differently from state
to state. For example,
• Arkansas(America) teachers must complete 60 hours of
documented professional development activities annually.
• teachers: in Indiana(America) are required to earn 90 Continuing
Renewal Units (CRUs) per year;
• in Massachusetts,(America) teachers need 150 Professional
Development Points (PDPs);
• and in Georgia,(America) must earn 10 Professional Learning Units
(PLUs).
• American and Canadian nurses, as well as those in the United
Kingdom, have to participate in formal and informal professional
development (earning Continuing education units, or CEUs) in
order to maintain professional registration.
• Other groups such as engineering and geo-science regulatory bodies
also have mandatory professional development requirements.

6. Approaches
• In a broad sense, professional development may
include formal types of vocational education, typically post-
secondary or poly-technical training leading to qualification or
credential required to obtain or retain employment. Professional
development may also come in the form of pre-service or in-service
professional development programs. These programs may be
formal, or informal, group or individualized. Individuals may
pursue professional development independently, or programs may
be offered by human resource departments. Professional
development on the job may develop or enhance process skills,
sometimes referred to as leadership skills, as well as task skills.
Some examples for process skills are 'effectiveness skills', 'team
functioning skills', and 'systems thinking skills'.
• Professional development opportunities can range from a single
workshop to a semester-long academic course, to services offered by
a medley of different professional development providers and
varying widely with respect to the philosophy, content, and format
of the learning experiences. Some examples of approaches to
professional development include:

7. Approaches
• Case Study Method - The case method is a teaching approach that consists in
presenting the students with a case, putting them in the role of a decision maker
facing a problem (Hammond 1976) - see also Case method.
• Consultation - to assist an individual or group of individuals to clarify and address
immediate concerns by following a systematic problem-solving process.
• Coaching - to enhance a person’s competencies in a specific skill area by providing a
process of observation, reflection, and action.
• Communities of Practice - to improve professional practice by engaging in shared
inquiry and learning with people who have a common goal
• Lesson Study - to solve practical dilemmas related to intervention or instruction
through participation with other professionals in systematically examining practice
• Mentoring - to promote an individual’s awareness and refinement of his or her own
professional development by providing and recommending structured opportunities
for reflection and observation
• Reflective Supervision - to support, develop, and ultimately evaluate the
performance of employees through a process of inquiry that encourages their
understanding and articulation of the rationale for their own practices
• Technical Assistance - to assist individuals and their organization to improve by
offering resources and information, supporting networking and change efforts

8. Case
Study

9. Teachers Training Institutions
Teacher education refers to the policies and procedures
designed to equip prospective teachers with the knowledge,
attitudes, behaviors and skills they require to perform their
tasks effectively in the classroom, school and wider
community. Although ideally it should be conceived of, and
organized as, a seamless continuum, teacher education is
often divided into these
stages:
Initial teacher training / education (a pre-service course
before entering the classroom as a fully responsible teacher);
Induction (the process of providing training and support
during the first few years of teaching or the first year in a
particular school); and Teacher development or continuing
professional development (CPD) (an in-service process for
practicing teachers).

10. Distribution of Enrolment of Teacher
Training Institutions by Sector
99%
1%
The total enrolment at
teachers training
institutions stage is
0.692 million of which
0.687 million (99%) are
in public sector,
whereas, 0.004 million
(1%) are in private
sector.
Public
Private

11. Distribution of Teacher Training
Institutions by Sector
20%
80%
There are 189
teachers
training institutions,
of which 152 (80%)
are in the public
Sector, whereas
37 (20%) are in the
private sector.
Public Private

12. Distribution of Teacher Training
Institutions Enrolment by Gender
34%
66%
Male Female
The total male enrolment
in the teachers training
institutions is
0.460 million (66%),
whereas, the female
enrolment is 0.232
million (34%).

13. Distribution of Teacher Training
Institutions’ Teachers by Sector
8%
92%
Public Private
The total teachers in
the teachers training
institutions are 3,651
out of which 3,372
(92%) are in public and
279 (8%) are in
private sector.

14. Saying of the day
The Education
which takes me away far from
my
Tradition, Culture, and religion
is not needed.
Mohammad Moosa