1. The Dimensions of Continuing Professional Development
Rod Bolitho
Norwich Institute for Language Education, UK

2. 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

3. 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

4. “How can I move forward if I don’t know which way I’m facing?”
(John Lennon)

5. 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

6. 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

7. The Archaeology of Change
Classroom Behaviour
Experience
Relationships
Theory
Values Attitudes Beliefs

8. 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

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

10. The Role of Reflection in action on action for action
the value of the experiential learning cycle

11. Experiential Learning
Experience
Reflect
Make Sense
Plan for Action
shared
previous
1. describe
2. analyse
input, reading etc

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

13. 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

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

15. “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)

16. 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

17. ...... 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

18. 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