Rod Bolitho
Norwich Institute for
Language Education, UK

The Nature of Teaching as a
Profession
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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 progressio n
 a need for CPD

The Ingredients of CPD
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 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

Differences between Training and
Development
Training is….
 budget-dependent
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 often time-bound imposed often driven by systemic change
‘transitive’ as a notion dependent on a trainer
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 possible only in groups based on an external agenda often problem-centred or deficit-based accountable to authorities
Development is….
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 continuous an internal process
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 optional a key factor in personal change
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 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

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 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

Classroom Behaviour
Experience
Relationships
Theory
Values Attitudes
Beliefs

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 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

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 reading analysing your teaching researching your classroom taking feedback from your learners writing materials
 developing the habit of reflection

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 in action on action for action the value of the experiential learning cycle

previous Experience shared
Plan for
Action
Reflect
1. describe
2. analyse
Make
Sense 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)

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 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

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 time budgets rigid agendas in schools and
INSETT programmes life cycle issues & motivation
Lack of trust and real leadership

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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:
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 leadership appraisal and performance review policy and mission statement budgets incentives

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 rod@nile-elt.com

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 (2 nd edition) London: Paul Chapman
Fullan, M. (1991) The New Meaning of Educational
Change (2 nd edition) London: Cassell
Fullan, M. (1993) Change Forces Brighton: Falmer
Press
Vygotsky, L. (1986) Thought and Language (revised edition) Mass.: MIT Press