1. Teacher Continuing Professional Development

2. 2  ‘Nothing has promised so much and has been so frustratingly wasteful as the thousands of workshops and conferences that led to no significant change in practice when teachers returned to their classrooms.’ Fullan, M. ‘The new meaning of educational change’. 1991

3. 3  Teacher learning should be embedded in the daily life of the school and provide opportunities to inquire systematically about teaching practices, their impact on students and about other issues of teachers’ work. K-H Hansen, The Curriculum Workshop, EERJ 7 N° 4 2008

4. 4 CPD changes Teachers’ practice:  willingness and ability to change their practice  deeper knowledge and understanding of subject  wider repertoire of strategies and ability to choose when to use them CPD works! CPD has an affective impact:  increased motivation  increased confidence  changed attitudes towards teaching and learning GTC England, ‘Teachers’ Professional Learning’ 2005

5. 5  includes practice, coaching, and follow-up  is collaborative  is spread over time  works with groups of teachers  uses active learning  promotes reflective practice  encourages experimentation  responds to teachers’ needs Effective CPD:

6. 6 EU policy on CPD Systems should be: adequately resourced, quality assured, coordinated, coherent, continuous CPD a lifelong task … …requires opportunities and incentives …need to increase take-up, improve supply …needs to be: –quality assured –firmly rooted in practice, evidence-based –relevant, tailored to individual needs

7. 7 Teacher is reflective practitioner is mobile is autonomous learner is engaged in pedagogical research takes part in school development collaborates with colleagues EU policy on …

8. 8 Member States to review policies on retention… … promote teaching as attractive career improve ITE introduce induction career-long mentoring School Leadership Quality of Teacher Educators EU policy on …

9. 9 Member States to: promote a reflective approach provide for regular reviews of teachers’ individual professional development needs … encourage all teachers continuously to review their work, both individually and collectively make available sufficient high quality provision opportunities for CPD to meet needs ensure teachers receive regular feedback on their performance to help identify their professional development needs EU policy on CPD

10. 10 CPD: questions 1What good practice from your country can you share? 2In your national context, what can be done, at no additional cost, to bring about these changes? 3What more can ENTEP do to help bring about these changes? Helping all teachers take responsibility for developing their professional competences Helping systems and schools respond more effectively to teachers’ development needs

11. 11  Snow-Renner, Lauer, ‘Professional Development Analysis’, McREL, 2005 at: http://www.mcrel.org/PDF/ProfessionalDevelopment/5051IR_Prof_dvlpmt_analy sis.pdf http://www.mcrel.org/PDF/ProfessionalDevelopment/5051IR_Prof_dvlpmt_analy sis.pdf  Eastron P, Carbone, RE, ‘Asking those who know: a collaborative approach to CPD’, Teacher Development Vol 12 N° 3, Aug 2008, 261 – 270.  General Teaching Council for England, ‘Teachers' professional learning’, Dec. 2005 at: http://www.gtce.org.uk/pdf/teachers/rft/prof_learn1205http://www.gtce.org.uk/pdf/teachers/rft/prof_learn1205  Garet, Porter, Desmoine, Birman, & Kwang, (2001). What makes professional development effective? American Educational Research Journal, 38(4). References