How to design a CPD course
A group of three people sitting around a computer. They are all pointing at the screen. The photo is taken from above and so we can see their hands, their knees and their feet but not their faces.
How do you decide what to present at a conference? I mean, if your thing is x do you always present on that topic? Looking back at the list of all my conference presentations, mostly I’ve presented on young learners ranging from teens to pre-schoolers.
But this year, my thing has been CPD (continuous professional development). It’s become a bit of a bee in my Akubra to be honest as through my consultancy work, I’ve come across many ways of presenting and running CPD in language schools which have left me unimpressed, to say the least.
Here are the worst offenders for CPD programmes.
1. There is no programme. Nothing. Nada. Niente.
2. A teacher from another school comes in and does a one-off CPD session. Always nice to have an outside speaker. This is usually a one-off. Better than nothing? Maybe .. if the speaker has something relevant to say.
3. A 20-week CELTA like course on zoom is rolled out. Session like Reading Strategies for Upper Intermediate classes: Part 1 frankly, did not inspire me.
To me, these ways of delivering CPD are top-down, tick-box affairs with no real consideration for nor do they show any consultation with the teacher(s).
At the centre of any CPD programme should be the teacher. Always.
With this in mind, I prepared a workshop for the IATEFL conference in Brighton because at the centre of any CPD programme should be the teacher. Always. I wanted to show how you can include teachers in a fun way (not a(nother) google form asking them what they wanted) But how to include them into a programme that is what they want, they they need, that makes sense to them and that they want to attend. A tall order? Perhaps. But I have some ideas. Read on!
I divided the workshop into three parts using the metaphors in the title. Windows, frames and mirrors: how to design a CPD course that works.
Frameworks
First of all, a framework is helpful. Frameworks frame our existing knowledge. English Australia, the teaching association for Australia has a carefully written framework on their portal. It has nine categories with descriptors for four stages of teaching ranging from foundation (novice teacher) to lead - a teacher who is running workshops, a school and generally confident and competent. Allowing teachers to see where they can go is really helpful and this, and other frameworks can provide a form of guidance. We do exactly this with our students, so why aren’t we doing it with our teachers? I’m sure there are many other teaching associations with their own framework. If not check out the EA one - it’s a great starting point.
If you are going to use one of these frameworks, teachers need to become familiar with them and we did a running dictation of some of the criteria. In this way we really read the criteria, and then we had to categorise them. This was a fun way to expose teachers to the framework in a manageable (and meaningful) way. (And who doesn’t love a good ol’ running dictation!).
Windows
Windows allow us to look out and also to see things from a different perspective. Many schools observe teachers for quality assurance but what if the observations informed a CPD programme because many times if you ask teachers what they would like a session on, they actually don’t know or possibly are unsure of the answer they are supposed to give.
So, engage your teachers. Using their smart phone/phone with camera, ask them to film 20 minutes or so of a lesson. Teachers can watch for certain aspects of their teaching as they watch their video back. Hold a session with everyone sharing what they noticed. The points raised can then form the basis for a CPD programme. We often emphasise the importance of work making sense to our young learners but shouldn’t we be doing the same for our teachers and their CPD?
In the session, we did a Think-Pair-Share activity for this and came up with a long list of things that teachers can look for including teacher talking time, body language and instruction giving. So, if a teacher finds giving instructions tricky, then a session on that would be really useful. Probably more so than Reading Strategies for Upper Intermediate classes: Part 1.
Mirrors
Mirrors provide a moment for reflection and the opportunity to look at ourselves. Self-directed CPD is exactly this and many teachers, including myself, do take up the reins of development themselves. However, a self-directed framework can provide help to organise the steps that can be involved. We looked at opportunities for self-directed learning and there are really so many opportunities for teacher development and these can be in school, online, within a teaching organisation and other contexts including being a learner yourself.
Overall, a great CPD programme will have the teacher(s) at the centre.
1. Content for sessions will be chosen and inspired by teachers themselves and based on their needs.
2. Goal setting for teachers can be helpful and frameworks can help teachers see a path ahead.
3. Regular opportunities for self-reflection are imperative.
If you are creating and running a CPD programme, then I hope these pointers will help you. Remember it should be a fun learning experience for all - again, just like classes!
Are you now super keen to set up a CPD programme? I thought you would be and so I’ve got something for you! Seven Quick and Easy Ideas for CPD. Get it here.