1. Country Director, Czechia
Teaching for Success: the British Council approach to teacher development
Justin Spence
Country Director, Czechia
British Council EU

2. The British Council
As a cultural relations organisation, our main purpose is to bring people with different views and backgrounds together to share and learn from each other.

3. Biggest Influences on Student Achievement
Student characteristics, prior attainment and out of school influences
Teacher Effectiveness
Parents
School Facilities
School Leaders
Peer Effects
The largest effect we can influence is the most efficient area to concentrate on.
Source: J Hattie (2013)

4. Your professional development journey
Think about your professional development journey:
What kind of activities did you take part in?
Which were most effective?
Which had limited impact?
When talking about CPD, what does ‘most effective’ mean to you?

5. My professional development journey
Teaching qualifications (e.g. CELTA/ DELTA)
Other professional qualifications (e.g. MBA, project management)
Mentoring
Managing people
Academic qualifications (e.g. BA/MA)
Managing events
Managing projects / programmes
Research
Journals
Observations in state schools
Teaching - adults/ exams / business / ESP
Financial management
Conferences/Symposia
INSETT
Quality assurance and control
Peer observations
Face to face /on-line / blended
Informal and formal networks
Conference participation
Delivering workshops / plenaries

6. What does good CPD look like?
it is seen by teachers to be relevant to their needs and those of their students
collaboration and the sharing of expertise among teachers is fostered
CPD is a collective enterprise supported by schools and educational systems more broadly
expert internal and/or external support for teachers is available
CPD is situated in schools and classrooms
CPD is recognized as an integral part of teachers’ work
inquiry and reflection are valued as central professional learning processes
teachers are engaged in the examination and review of their beliefs
student learning provides the motivation for professional learning
CPD is seen as an ongoing process rather than a periodic event
there is strategic leadership within schools.
(S. Borg 2015)

7. The British Council’s continuing professional development framework for teachers
“All teachers in the world have high-quality continuing professional development (CPD) opportunities that improve their own practice and their learners’ success.”
12 professional practices and their elements
Four stages of development

8. CPD Framework

9. Equality Diversity and Inclusion Diversity and inclusion
Assessment
Framework

10. The British Council’s continuing professional development framework for teachers
teacher-development/continuing-professional-development

14. teachingenglish.org.uk

15. Additional resources for professional development

16. Monitoring and evaluation
1. Engagement
2. Learning
3. Action
4. Legacy

17. Monitoring and evaluation – sample tools
Level 1: Evidence of participant engagement
Questionnaires
Self-assessment
Trainer reports
Level 2: Evidence of participant learning
Learning assignments
Language assessment
CPD portfolio / reflection journal
Level 3: Evidence of participant application of learning and behaviour 
Classroom observations
Training room observations
Case studies
CPD portfolio/ reflection journal

18. Needs analysis – sample process
On-line teacher and teacher educators self-assessment questionnaires
Classroom observations
Published data (learning outcomes, language levels)
Language assessment (where appropriate)
Interviews and focus groups with key stakeholders (administrators, heads, teacher educators, teachers, learners)
Recommendations

19. Teacher Educator Framework

20. What is Aptis?
An English language assessment tool developed by the our team of experts
Innovative
+ People
+ Ease
– Time
CEFR A1-C2
Proven accuracy