Transcript The Dimensions of Professional Development

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/decisionmaking
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
previous
Experience
Plan
for
Action
shared
1. describe
Reflect
Make
Sense
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
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:
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
[email protected]
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