Assignment topic: CPD Training Module

Submitted to: Dr.Khalid shaheen

Submitted by: Kousar Fatima

Subject: Continuing Professional

Development

Date: 24.01.2016

M.Phil Education (sec. d) NCBA&E College

(MULTAN)
C0ntinuing Professional Development

What is CPD ?
“Continuing Professional Development (CPD) is a process by which
individuals take control of their own learning and development, by engaging
in an on-going process of reflection and action. This process is empowering
and exciting and can stimulate people to achieve their aspirations and
move towards their dreams” ( David Megginson and Vivien Whitaker.)

CPD obligations are common to most professions. Many professions define

CPD as a structured approach to learning to help ensure competence to
practice, taking in knowledge, skills and practical experience. Continuing
professional development is important because it ensures you continue to
be competent in your profession.

CPD is about becoming thirsty – thirsty for new knowledge, thirsty for new
skills, thirsty for new experiences. It is an ongoing process and continues
throughout a professional’s career.

Characteristics of CPD:
 CPD ensures your capabilities keep pace with the current standards
of others in the same field.

 CPD ensures that you maintain and enhance the knowledge and
skills you need to deliver as a professional teacher to your students.

 CPD ensures that you and your knowledge stay relevant and up to
date. You are more aware of the changing trends and directions in
your profession.

 CPD helps you continue to make a meaningful contribution to your

team. You become more effective in the workplace. This assists you
 to advance in your career and move into new positions where you
can lead, manage, influence, coach and mentor others.

 Focused CPD opens you up to new possibilities, new knowledge and

new skill areas. CPD helps you to stay interested and interesting.

 CPD can deliver a deeper understanding of what it means to be a

professional, along with a greater appreciation of the implications and
impacts of your work.

 CPD help to provide you with the knowledge, skills, attitudes and
values that you need to have to perform effectively and competently
in your role and to meet the expectations of your profession.

Function and Purpose of CPD:

Briefly speaking the function of CPD may be seen to be one of three
imperatives:

 To align teachers’ practice with educational policies.

 To improve the learning outcomes of students by improving the
performance of teachers.
 To enhance the status and profile of the teaching profession.

Grundy and Robison identify three interconnected purposes of CPD:

 Extension
 Growth
 Renewal

Extension is through introducing new knowledge or skills into a

teacher’s repertoire.

Growth is by the development of greater levels of expertise.

Renewal is achieved through transformation and change of knowledge

and practice.
Models of Continuing Professional Development:

The Training Model:

The training model of CPD is universally recognizable (Little, 1994; Kelly&
MacDiarmid, 2002) and has, in recent years, arguably been the dominant
form of CPD for teachers. This model of CPD supports a skills-based,
technocratic view of teaching whereby CPD provides teachers with the
opportunity to update their skills in order to be able to demonstrate their
competence. It is generally ‘delivered’ to the teacher by an ‘expert’, with the
agenda determined by the deliverer, and the participant placed in a passive
role.

The Award-bearing Model:

An award-bearing model of CPD is one that relies on, or emphasizes the
completion of award-bearing programmes of study usually, but not
exclusively, validated by universities.

This external validation can be viewed as a mark of quality assurance, but

equally can be viewed as the exercise of control by the validating and/or
funding bodies. Usually in conjunction with a higher education institution,
this brings the worrying discourse on the irrelevance of academia to the
fore.

The Deficit Model:

Professional development can be designed specifically to address a
perceived deficit in teacher performance. Deficit model uses CPD to
attempt to remedy perceived weaknesses in individual teachers.

Rhodes & Beneicke (2003) suggest that the root causes of poor teacher
performance are related not only to individual teachers, but also to
organizational and management practices.
The Cascade Model:
The cascade model involves individual teachers attending ‘training events’
and then cascading or disseminating the information to colleagues. It is
commonly employed in situations where resources are limited. The
cascade model supports a technicist view of teaching, where skills and
knowledge are given priority over attitudes and values.

The Standards-based Model:

Standards Based – this assumes that there is a system of effective
teaching, and is not flexible in terms of teacher learning. It can be useful for
developing a common language but may be very narrow and limiting.

The Coaching/Mentoring Model:

The coaching/mentoring model covers a variety of CPD practices that are
based on a range of philosophical premises. However, the defining
characteristic of this model is the importance of the one-to-one relationship,
generally between two teachers, which is designed to support CPD.

Both coaching and mentoring share this characteristic, although most

attempts to distinguish between the two suggest that coaching is more
skills based and mentoring involves an element of ‘counseling and
professional friendship’ (Rhodes & Beneicke, 2002, p. 301). Indeed,
mentoring also often implies a relationship where one partner is novice and
the other more experienced (Clutterbuck, 1991)

The Community of Practice Model:

There is a clear relationship between communities of practice and the
mutually supportive and challenging form of the coaching/mentoring model
discussed above. A community of practice is a group of people who share a
concern or a passion for something they do, and learn how to do it better
as they interact regularly.

These may inhibit active and creative innovation of practice, although they
have the potential to work well through combining the knowledge bases of
members.

The Action Research Model:

Action research is relevant to the classroom, and enables teachers to
experiment with different practices, especially if the action research is
collaborative. Somekh (cited in Day, 1999, p. 34) defines action research
as ‘the study of a social situation, involving the participants themselves as
researchers, with a view to improving the quality of action within it’. The
‘quality of action’ can be perceived as the participants’ understanding of the
situation, as well as the practice within the situation.

The Transformative Model:

Transformative model is integration of several different types of the
previous models, with a strong awareness and control of whose agenda is
being addressed.

The central characteristic is the combination of practices and conditions

that support a transformative agenda. In this sense, it could be argued that
the transformative model is not a clearly definable model in itself; rather it
recognizes the range of different conditions required for transformative
practice.

Kennedy suggested that the first four models were essentially transmission
methods, which give little opportunity for teachers to take control over their
own learning. The following 3 are more transformational, giving an
increasing capacity for professional autonomy, with the action research and
transformative models being able to provide even more professional
autonomy, and giving teachers the power to determine their own learning
pathways.

What is primary education?

Education is the systematic process of instruction for the development of
character or mental powers. The primary stage of education is of prime
importance for the edifice of career. Soundness and tidiness of this stage
enable a child to raise a standard of his personality.

Primary Education is the initial stage of education and has as its basic aim
to create, establish and offer opportunities to all children, regardless of age,
gender or country of origin, to achieve a balanced cognitive, emotional and
psychomotor development.

Need of CPD in primary education:

Every child needs a good teacher, especially in the early grades a good
teacher needs to have a good level of education.

Teacher training is crucial to do a whole range of different jobs: to enable

teachers to develop the potential of their pupils; to serve as role models; to
help transform education and trough it society; to encourage self-
confidence and creativeness. In-service education is a noteworthy requisite
for the development of teachers’ skill in teaching.

All teachers are expected to broaden their educational stance and to

deepen their professional interests. But many teaching personnel believe
that since they have fulfilled their pre-service education and training, they
are in a position to teach for all time. It is an invalid viewpoint.

A primary teacher must acquire a vast variety of general educational

subject specialty and professional proficiency (Qureshi, 2008). Thus,
training is unavoidable for the teachers, especially primary school teachers,

because they are entitled with the premier duty to educate and build up the
character of humanity.
Module:
Target audience:
Primary level teachers of English languages, who would like to refresh their
teaching methods and techniques.

Training module for primary teachers of English for grade-II

Timing: 8.00am – 4.00pm

Date: 24-01-2016

Duration: one day

Sr # Time Sessions Trainer

8.00am –
8.30am Morning assembly
1
Tillawat+Naat etc
Miss Maria Anjum

Attendance + introduction of trainee

2 8.30am – teachers and trainer ---------
8.45am

In a small Pre-discussion:
8.45am –
3 Ask them about their previous
9.00am experiences and what kinds of teaching
methodology they use while teach the
English lesson to the students of grade-II.
 Get them Thinking! Encouraging your
students to think

4 9.00am – E.g. (conduct pre-reading activity to

10.00am check students prior knowledge and to
enhance their thinking skills) ----------

Teacher should ask questions relevant to

the lesson before starting the lesson.

How to Stimulate Reading skills:

 Stimulate the pupils' interest in the text

before they begin reading by the use of
illustration, pupil own knowledge and key
vocabulary.
5 10.00am –
11.00am Support if pupils need it. Where possible,
colorful and relevant pictures attract the
attention of the students and enhance
understanding of the text.

Tell them all possible ways that how they

enhance language competence of their
students.

Writing skill and having fun with

grammar games:

It starts with guided writing and leads to

creative writing. We tell them that teacher
should help and encourage the students
to write themselves by giving them the
little piece of written work based on some
interesting small topics.
6 11.00am – -------------
12.00pm Like: write about your classroom/
describe pictures
Grammar:
Nouns, Pronouns, verbs, preposition
Capitalization, singular plurals,
Parts of speech, rule of punctuation etc
All these kind of grammatical structures
Instilled in their mind through lively
activities. E.g. (puzzle, action pictures
etc)
7 12.00pm lunch break etc
-12.30pm

Learning vocabulary through project

work:

Give them some fun task like show them

some pictures of different games and ask
8 12.30pm
-1.30pm Do you know these games? Write their -------------
names under the picture.

Teacher should use these kinds of

interesting activities in the class to build
the vocabulary of students. They actively
participate and enhance their word
power.

Making Pronunciation Fun:

Teach participants different activities like:

Matching the homophones and
1.30pm – homonyms e.g. (cat ,hat ,mat ,fat, rat)and
9 2.30pm words with different sound and phonetics. --------------
e.g. (toys /z/ pencils /iz/ ducks /s/)

Teachers should give a lot of practice in

pronunciation to the students and say
them to read aloud. These practices
enhance the pronunciation ability of the
students.
 Let us talk:
Give some topics and say them that try
to discuss with one another in English
language.
It enhances communication skills in pairs
10 2.30pm – and groups. -----------
3.00pm
The teacher should help the students to
perform such kind of activities in class like
drama& role play, small dialogue b/w two
students so that their communication
skills in English improve.

Evaluation and feedback:

The course ends with an evaluation

session, where teachers are asked to
reflect upon the value of the knowledge
11 3.00pm – gained on the course. -----------
4.00pm
Through questioner or orally discussion
trainer evaluate the training effectiveness
and feedback of the trainees/teachers.

They are also encouraged in this session

to come up with a Personal Development
Action Plan, and select activities which
they would like to try out in their own
classes.
References:
 efareport.wordpress.com/2013/04/22/every-child-needs-a-teacher
 fm-kp.si/zalozba/ISBN/978-961-6573-65-8/219-240.pdf
 reviewofteachereducation.org.uk/the-importance-of-
continuing-professional-development.html
 sbbwu.edu.pk/journal/Journal%20June%202015/12.%20The
%20Impact%20of%20Continuous%20Professional
%20%20Development.pdf