Tuopu Joins PROFESSIONAL DEVELOPMENT Lunch in Shanghai
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Last Wednesday, we visited a school in Shanghai to support staff in their engagement with CPD. The session was organized by the Headteacher of the school and the Executive Principal, as part of their staff development programme.
The school organizes regular Professional Development Lunch, an initiative which brings teachers together to discuss any aspect of their practice and teaching experience.
This session was focused on three questions:
1. What are staff’s experiences of PD?
Professional development programmes are different, everywhere you go. It takes different shapes and forms, depending on the context: the country, the school and the individual teacher’s experiences and aspirations. We agreed that professional development programmes and their perceptions are culturally determined: the individuals’ background, the school culture and the culture of the country.
2. What are the challenges teachers face in their PD plans?
There are many challenges or barriers teachers’ face when planning their PD. Most agree that workload and time are key issues. Some believe that not knowing what is available is a problem. Others were of the view that teachers need to know practical benefit of a programme, its tangible return, when engaging in a PD programme.
3. What is the essential element in a PD engagement?
It was put to the group that ‘Reflection on the Teaching Practice and its Impact’ was the essential element of any PD programme. Participants agreed, and were very perceptive and very critical in stating that this reflection, and its form, varied according the teacher’s stage and experience. There was unanimous agreement that the reflection needed both interaction (mentoring / coaching / facilitation) and a set of supporting tools or frameworks.
Our sincere appreciation for the school’s invitation, and for the school leaders’ effort to create PD opportunities for their staff
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TUOPU CPD PROVISIONS
DIPLOMA IN EDUCATION & TRAINING QUALIFICATION
Tuopu’s Diploma integrates reflection and mentoring as core elements of the teacher’s development. The Diploma has clear and immediate value in progressing to Qualified Teacher Status (UK Teaching License). This allows the person UK government recognition of professional status, enabling the person to develop a fulfilling and long-term career in education, anywhere in the world.
NATIONAL PROFESSIONAL QUALIFICATIONS
The National Professional Qualifications integrates the best evidence-informed leadership development processes: it provides the resources and tools; it requires reflection; it focuses on the 3 ‘I’s: intent, implementation and impact; it uses coaching; it supports participants with direct facilitation; it brings networking into play; the value of the programme is clear: a certificate from the Department of Education (UK government) with global recognition. Above all, it is a qualification that makes a difference: to the school, to the teacher, and most immediately, to the students’ experiences of learning.
THE NATIONAL COLLEGE
The National College provides a school and all staff with a comprehensive platform from which the school leaders select ready-made certified courses which specifically meets the needs of the staff. The National College platform is unmatched, in its expertise, design and functionalities.