Continuous Professional

Development for Primary and

Secondary Teachers, Leaders and
Supervisors in Ethiopia

The Practical Toolkit

October 2009
Ministry of Education
Federal Democratic Republic of Ethiopia

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Table of Contents
Acronyms...............................................................................................................3
Introduction............................................................................................................4
Who is this toolkit for?...................................................................................4
What is the purpose of this toolkit?................................................................4
How do you use this toolkit?..........................................................................5
What do the symbols mean?.........................................................................6
T.K. Fictional School......................................................................................8
Phase 1 Analysing CPD Needs...........................................................................10
Whose needs are they?...............................................................................10
How do you decide your school CPD needs?.............................................12
How do you decide your school CPD priorities?..........................................15
How do you decide your personal CPD needs and priorities?....................17
Phase 2 Planning CPD Needs............................................................................ 21
How do you complete your Annual CPD Plan?...........................................21
How do you find time for CPD?...................................................................28
How do you plan a CPD School Module?...................................................36
Phase 3 Doing CPD............................................................................................ 60
Phase 4............................................................................................................... 62
How do you evaluate CPD?........................................................................62
What next?.................................................................................................. 67
Personal CPD Experiences.................................................................................69
References.......................................................................................................... 72

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Acronyms
ABE Alternative Basic Education
APDE Analyse, Plan, Do, Evaluate
CPD Continuous Professional Development
CRC Cluster Resource Centre
CTE College of Teacher Education
ETP Education and Training Policy
HIV Human Immunodeficiency Virus
MoE Ministry of Education
NGO Non Governmental Organisation
REB Regional Educational Bureau
SIP School Improvement Programme
TDP Teacher Development Programme
TEI Teacher Education Institution
WEO Woreda Education Office
ZEO Zone Education Office

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Introduction
Ethiopia has adopted a new Framework for Continuous
Professional Development. (CPD) called ‘Continuous
Professional Development for Primary and Secondary
Teachers, Leaders and Supervisors in Ethiopia, The
Framework’.
This new Framework means that CPD is based more on
schools and teachers – it is more locally based.

This Toolkit helps you to use the New Framework

This means that school must:

 identify their CPD needs,
 produce an annual CPD plan
 design and deliver CPD School Modules themselves

Who is this toolkit for?

Are you a director?

Are you a CPD coordinator?
Are you a teacher in a school?
Are you a supervisor or trainer of in-service teachers?
Are you an ABE or Adult Education Facilitator?

Then you can use this toolkit.

What is the purpose of this toolkit?

If you want to build a house you use the right tool for each job, for example, a
spade for digging the foundations, a saw for cutting wood for the walls, etc. This
toolkit gives you the tools in the form of activities that will enable you to plan and
implement CPD.

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What changes do you want to see?

An improvement in the quality of education through:

improved student achievement

improved classroom practice
teachers becoming better teachers by improving their professional competencies

This is the purpose of Continuous Professional Development (CPD).

All international research shows that CPD is most effective when:

 it is school based and linked to School Improvement

 colleagues work closely together to improve their own practice, the

effectiveness of their own school and, in the end, the achievement of their
own students.

How do you use this toolkit?

THE CPD CYCLE

The diagram shows the four main phases of the CPD Cycle. The toolkit will help
you understand and use each of these phases. It is important for teachers to

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continuously review progress during each phase of the Cycle if CPD is to be
effective.

‘Review’ means reflecting on what you are doing and deciding whether it is
working well or not. If it is working well you can continue with your plan. If it is
not, you need to decide what changes to make to achieve your objectives.

This is why ‘review’ appears at the heart of the diagram. It is something you do
all the time.

You are recommended to work with at least one other colleague at all times
through this process.

Each phase contains an explanation of:

 the tools you could use for each phase
 how to use them
 some completed examples based on a fictional school

Then you use the tools for your own school.

At the end of each phase you are asked to reflect on your learning. The ability to
be a reflective practitioner is crucial to the implementation of this toolkit.

What do the symbols mean?

The Toolkit gives you advice on how to organise the most effective CPD.

 When you see this sign it means there is a task to do.

You must do these tasks to complete the CPD Cycle

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A fictional school called T.K. School is used in this toolkit to help show
examples of how the phases of the CPD Cycle might be completed.

When the fictional school is referred to ‘this style of writing is used’

This picture represents T.K. School.

This picture represents an individual teacher from T.K.

School

You can find a description of T.K. School on the following page.

When you see this character it means you have to do some serious
thinking!

When you see this picture of a mirror it means that you have to
reflect on what you have leant. Do you feel confident to try CPD
in your school or do you need more practice?

This folder symbol is used to show where you can find the
Appendices.

Use the blank forms in the Appendices when completing the tasks
for your own school.

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T.K. Fictional School
T.K. School is a fictional school that has been created to allow you to see
examples of how the tools within this toolkit are used before you apply them to
your school.

Here are some details about the school which the teachers have written. They
did this so that they could understand the school’s successes and needs.

You will need similar detailed information about your own school in order to carry
out the CPD Cycle.

T.K. School is a primary school 40 kilometres outside a large city. It has 2100
students covering grades 1 to 8. Because it is in a rural area, some students have a
round trip journey of 20 kilometres a day. It operates a 2 shift
system. Many of the teachers work in both shifts. There are 54
teachers in the school. This year there are 11 Newly Deployed
Teachers. 18 of the teachers still have Certificates rather than
Diplomas.
There are more students in first cycle than in second cycle. The
average class size in the school is increasing: in first cycle it is
76, and it is 63 in second cycle. In the last 3 years the number of
visually impaired students has increased, so that there are now 25 visually impaired
students in the school.

As well as 11 new teachers starting at the school, there is a new Director. His name
is Abraham; he is 31 years old and used to be a Mathematics Teacher in another
school in the same woreda. The woreda supervisor for the school is Hassan and he is
also new to the job. He has just been on a course run by the REB looking at the new
curriculum. He has seen the new textbooks and assessments for Physics and English
for Cycle 2.

In the latest statistics for the woreda and REB it shows that
the school did well in its retention rates from grades 1 to 5
and grades 1 to 8. Over 68% of students reached grade 5 and
just over 50% to grade 8. Both these figures are higher than
the averages for the REB and the country. However, last year there was a 21% drop

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out rate from grade 1 and most of these were girls. There was also a high repetition
rate for grade 3.
In the grade 4 tests there were good results in most subjects but the Mathematics
average dropped by 15%. There was a 100% pass rate in the grade 8 exams with all
subjects doing well. In English the scores for the girls were 25% below the scores
for the boys. However, only 65 students out of 162 in grade 8 are continuing into
grade 9.
The school has just had a room built to be a library, through
donations from the local community and an NGO. The room is
furnished and has some books, mainly from the Sciences and
Maths. There is electricity in the library and the NGO has also
provided 4 second hand computers. There is no internet
connection.

A number of the teachers have been complaining to the new Director that the
students are misbehaving, particularly in first cycle. They say that the students do
not listen to them, and many of them, especially the boys, are not completing
homework. There is also the problem of a number of students turning up late each
day and it is therefore difficult to start lessons properly.

Abraham has done well to observe all his teachers teaching in his
first few weeks. He has seen a number of good lessons, but he
thinks that many of them are the same pattern. The teacher
writes on the board, and the students then copy. The students
do examples from a textbook. The teacher walks around the
room checking the students’ work. Abraham saw some group work
in some lessons but in several lessons students were just talking to each other
about the football game they watched the night before.
There is a successful student council started by the previous Director, and when
Abraham has talked to them, some of them complain that lessons are not
interesting and there is nothing exciting to do in school.

One of the teachers has been to see Abraham about their future.
Gezan Jiru wants to learn about computers and he is asking the
Director if he could have time off every Friday morning.
The school does have a CPD facilitator and a committee. All the
teachers have portfolios. CPD sessions have been held on
Thursday evenings, after school finishes, using the Ministry of
Education manuals. There are only 4 of the manuals in school.
Many of the teachers complain that they find it difficult to
understand the English in the manuals.
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Phase 1
Analysing CPD Needs

Stage 1
Whose needs are they?

Stage 2
How do you decide your school needs?

Stage 3
How do you decide your school CPD priorities?

Stage 4
How do you decide your personal CPD needs and
priorities?

At the end of this phase you should be able to:

 Identify the CPD needs of your school

 Decide which are most important
 Choose three of them to work on

The identification of CPD needs can be part of your School Improvement

planning.

Stage 1
Whose needs are they?

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There are many CPD needs in Ethiopia. They involve not only individuals and
groups but also the nation.
Examples of needs

Who receives
Level Need Example
the CPD?

Individual Personal identified Upgrade from Certificate Self

need to improve own to Diploma
education and improve Help a visually impaired
an aspect of teaching child in your class to
learn

School School, cycle, grade or Improve the learning Selected

subject identified need and standards of Cycle groups of
to improve student 1 students in teachers
performance Mathematics All teachers in
Improve problem solving the school
skills in Grade 10
students

Cluster Cluster identified need Improve the skills of Selected

to improve teaching mentors working with groups of
and learning Newly Deployed teachers
Teachers All teachers in
the cluster
Leadership
groups

Zone/ Zone/woreda/sub-city Improve the skills of Directors, vice

Woreda/ identified need to directors and directors and
Sub-City improve student supervisors in creating supervisors
performance their School
Improvement Plan

Regional Regional identified Improving skills of Directors, vice

need that impacts on directors and directors and
all schools in the supervisors in collecting supervisors
region and interpreting data

National National identified Population and Family All teachers,

need that impacts on Life Education directors and
everyone in schools, supervisors
everywhere in the

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 country.

Stage 2
How do you decide your school CPD needs?
There are a number of stages that a school has to go through:
 identify woreda, regional and national priorities for the year
 consult with all people involved with the school
 make a list of the CPD needs of the school

1. Identify woreda, regional and national priorities

Remember to contact your REB or woreda to find out which of their CPD
priorities may affect your school.

2. Consult with all people involved with the school

You need to collect views on the school to help you identify your school’s needs.

Ask the stakeholders of your school

Students
Teachers
Parents and carers
Local Community

Here is an example for T.K. School

To all Students
What does our school do well? What does our school need to
improve?

The library is a good place to do your Some of the boys are always misbehaving
homework and teachers should do something about it
The computers are very good because we We do too much copying in class
need to be computer literate

To Teaching Staff
What does our school do well? What does our school need to
improve?
The school has better retention rates than We need to improve the attendance of the
some of the other schools in the woreda students

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We do very well in our Grade 8 exams The quality of the mathematics teaching in
Primary Cycle 1

To Parents and carers

What does our school do well? What does our school need to
improve?
It is good that the new director has There are too many new teachers in the
observed some of the teachers teaching school and they don’t know the students
well enough.
The exam results of grades 5 to 8 are very The school should reduce the number of
good. students in each class.

To Members of our Community ………………….

What does our school do well? What does our school need to
improve?
The school tries hard to raise money to The school could have a vegetable garden
make the school buildings better to raise money to buy books for the library
The students look smart when they go to We hear that some students don’t behave
school in the mornings. well in class.


Collect all the information for your school from your stakeholders.
You should hold a meeting with all the teachers. At the meeting, ask everybody
to contribute.
You could hold similar meetings with non teaching staff, students and parents.
You could collect written responses.
You could hold a meeting in the community.

There are blank forms in the appendices to help you.

This collection of information can be done as part of your School Improvement

planning.

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3. Make a list of the needs of the school

Hold a meeting of all teachers and ask everyone to contribute.

Write down what the school does well.
Make a list of all the school’s needs.
Don’t be surprised if the list is very long.
Ask the staff to discuss which ones they think are the most important.

Here is an example for T.K. School

CPD needs

Improve the behaviour of students, Improve the teaching of mathematics in

particularly boys Cycle 1
Developing active learning in the Raise the number of students going on
classroom to avoid too much copying and to secondary school
lecturing
Training for mentors to improve the Upgrade teachers with certificates to
standard of teaching of newly deployed diplomas
teachers
and more …… and more ……. and more …………..


Now arrange your meeting and make the list of your CPD needs.

Don’t forget to celebrate what you do well!

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Stage 3
How do you decide your school CPD priorities?

First decide your school’s most important needs.

It can be very difficult for ALL the staff to do this work. There are often too many
of them. It is best to have a small group of people – it must include the Director –
but other people involved could include:
 the school CPD co-ordinator
 the school supervisor
 school CPD committee
 senior and experienced staff
 other teachers

Take the list of needs you have gathered from all the stakeholders. Make sure
the list is complete.

Then decide on a maximum of ten most important needs for your school.

Next, consider which of these are related to CPD.

Remember that Continuous Professional Development is anything that:

 helps you become a better teacher
 helps you improve student learning and achievement
 improves your classroom practice

You now need to choose three CPD priorities for your school.

This is not an easy task!!!!!

You have to think carefully about a number of questions when deciding each
priority.
Is it realistic?
Can we do it well?
Will it have a big impact on student behaviour or achievement?
Can we afford it?
Is it urgent at this time?

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 These are our most important needs Is this related to CPD?
yes or no
Improve mathematics teaching in Cycle 1 yes
Train mentors for newly deployed teachers yes
Improve behaviour of students yes
Develop active learning throughout the school yes
Provide water in the school no
Improve punctuality yes

Here is an example for T.K. School.

Our T.K. School CPD priorities for this year are:

1. Develop active learning throughout the school.
Reason for Choice
We think developing active learning will have a big impact on improving
student behaviour and punctuality as well as achievement. It is urgent and
we can manage it within the school budget.

2. Train mentors for newly deployed teachers.

Reason for Choice
Effective mentoring of our 11 Newly Deployed Teachers will help to improve
the quality of learning and teaching. Other schools in the cluster would also
like to have this as their priority so we can share costs.

3. Improve mathematics teaching in Cycle 1.

Reason for Choice
Our Cycle 1 results have decreased, but in other subjects they are good.
Improvements in Cycle 1 will help to improve mathematics teaching in Cycle
2. Ato Abraham is a Mathematics expert and can lead the CPD.

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
Now arrange your meeting and make the list of your most important needs.

Look at the list and decide which ones are related to CPD.

Choose the three most important ones for your school.

These will become your priorities for CPD.

Stage 4
How do you decide your personal CPD needs and
priorities?

It is not good enough just to say that you want

‘to be a better teacher’
or
‘better in the classroom’.

You must ask yourself

“ exactly what do I need to do to achieve that?”

As a teacher you must be able to reflect on your work.

First you should check your achievements in the five professional competencies
that are in “The National Framework for Professional Competencies for
Teachers”
1. Facilitating Student Learning
2. Assessing and Reporting Student Learning Outcomes
3. Engaging in Continuous Professional Development
4. Mastery of Education and Training Policy (ETP), Curriculum and other
Programme Development Initiatives
5. Forming Partnerships with the School Community You need to be specific
and practical.

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Then ask yourself these questions which will help you to identify your own needs.

Teaching and Learning

 Which classes am I good with? Why is that?
 Are there any grades I find more difficult to teach? Why is that?
 Are there particular students I work well with, or have problems with?
 Do I plan all my lessons carefully and in detail?
 Do my lessons start and finish well?
 Do my lessons have a variety of activities?
 How do I know at the end of the lesson how much my students have learned?
 Do I have enough teaching aids and resources?
 Do I share ideas about my teaching with other teachers?
 Is all my subject knowledge up to date?
 Are there some topics I do not feel confident about?
 Is my classroom an exciting learning environment?
 Are there professional competencies I need to achieve?
 Do I have any other professional CPD needs?

Leadership and Management

 Do I manage my time well?
 Do I understand the School Improvement Plan (SIP)?
 Am I good at managing a budget?
 Am I an effective communicator?
 Am I good at leading meetings?
 Do I plan well?
 Can I delegate tasks?
 Am I good at monitoring and assessing the achievements of my staff? Are there
professional competencies I need to achieve?
 Do I have any other professional CPD needs?

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You could ask other teachers these questions about yourself.
They can help you to think about your needs.
You could also ask students for their views.

Make a list of your personal strengths and areas for improvement.

T.K. School Example

Silas Mekonnen

What are my strengths? What do I need to improve?

My colleagues say I am good at helping Teaching my students with special
other teachers needs

I enjoy teaching Aesthetics because I I like teaching mathematics but my

think of many practical activities for grade results are poor, so I don’t think
the students to do in the classroom I teach it very well.
The students say they like me because I need to upgrade my certificate to a
I listen to their problems diploma

So my 3 CPD priorities are

1. To improve my teaching of students with special needs
2. To improve my teaching of mathematics
3. To upgrade my certificate to a diploma

By working through these three priorities I can achieve some of the

National Professional Competencies for Teachers.

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
When you have reflected on your CPD needs, you should fill in the chart. A copy
of this chart can be found in the appendices.

Select three things you are good at.

Select three things you want to improve.

This will help you to think about your CPD needs.

By the way!!!
Your strengths might be very useful in helping other teachers meet their CPD
needs.

The three things you have decided you want to improve become your CPD
priorities. You are now ready to complete your own Annual CPD Plan.

Reflection

This is what you should be able to do now.

 Identify the CPD needs of your school

 Decide which are most important
 Choose three of them to work on


Reflect on your understanding and progress. Do you feel confident to do the
‘Analyse’ phase of CPD?
Do you need more practice?

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Phase 2
Planning CPD Needs

Stage 1
How do you complete your Annual CPD Plan?
Set your priorities.
Decide the responsibilities, timings and outcomes
Identify the outcomes for each priority.

Stage 2
How do you plan a CPD School Module?
A School Module is a series of planned sessions that link together to make
effective CPD.

Stage 3
How do you plan CPD sessions?
Choose the best methods and activities for each CPD session.

Planning for CPD involves planning for the whole school, planning for groups
within the school, and planning as an individual.

Stage 1
How do you complete your Annual CPD Plan?
At the end of this stage of the planning phase you should:
 know that CPD planning is essential
 understand the links between whole school, group and individual planning
 have produced Annual School and Individual CPD Plans with time
allocations

This stage is divided into two parts.

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The first part helps you to develop the whole School Annual CPD Plan.
The second part helps individuals to develop their own CPD plans for the year.

The whole School Annual CPD Plan

Take the three priorities that you have chosen from your ‘Analyse’ Phase.
Start your Annual School CPD Plan by writing your 3 priorities into the CPD
priority column. A copy of your Annual CPD form is in the appendix.

Whole school priority - CPD for all teachers

It is important that one of your three priorities for the year involves all your staff. It
should have a direct impact on the classroom.

Whole School Priorities

These might include:
 student participation in lessons
 improvements to lesson planning
 effective continuous assessment strategies
 including all students
 improving behaviour throughout the school
 punctuality and attendance

Other school priorities – CPD for some teachers

Some priorities will not be relevant to every teacher in your school, but they are
still important to the improvement of your school as a whole. For these priorities
only some teachers will be involved.

Other priorities might be:

Priority Teachers involved

Improving Mathematics in Cycle 1 Mathematics Teachers in Cycle 1

Developing a good mentoring system Teachers chosen as mentors

Developing leadership in use of Director and Supervisor

portfolios

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 T.K. School example

School Annual CPD Plan

Name of School T.K. School
CPD Priority Who will Who is the When will What changes do we
take part in person it start want to see?
the CPD? responsible? and finish?
1. Develop
active learning
throughout the
school

2.Train mentors
for newly
deployed
teachers

3. Improve
mathematics
teaching in
Cycle 1


Fill in the priorities for your school using a copy of the Annual CPD Plan in the
appendices.
Remember only fill in the first column CPD Priority.

Now you need to fill in the next three columns.

Here are some helpful suggestions.

Who will take part in the CPD?

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Does the priority involve every teacher in your school?
Does it involve a group of teachers eg a department or cycle?
Does it involve a few teachers eg three management staff members?

Who is the person responsible?

It is important that one person is responsible for each of the priorities. This does
not mean they have to organize everything!! They will work with other people to
make sure it happens.

When will it start and finish?

It is important that a timescale is given – i.e when will the CPD priority start and
when it will be completed? Some priorities can last a year, some can last a
semester, others may last a month. It is also important to decide approximately
how many hours you mean to spend on the priority.

T.K. School example

School Annual CPD Plan

Name of School T.K. School
CPD Priority Who will Who is the When will it What
take part in person start and changes do
the CPD? responsible? finish? we want to
see?
1. Develop
All teachers in CPD Co- Beginning of
active learning
Cycles 1 and 2 ordinator Semester 1 to end
throughout the
of Semester 2
school
2.Train mentors
All mentors Director Beginning of
for newly
Semester 1 to end
deployed
of Semester 2
teachers
3. Improve
mathematics All Cycle 1 Head of Beginning of
teaching in mathematics Mathematics Semester 1 to end
Cycle 1 teachers Department of Semester 1

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
Who will take part in the CPD?
Who is the person responsible?
When will it start and finish?

Fill in these columns for your school using your copy of the Annual CPD Plan
Leave the last column.

What changes do we want to see? (Outcomes)

This is a very important column.
 At the end of the CPD priority, what will have changed?
 How will you know it has changed?
This is not always easy to do. Take some time to decide what you want to
achieve. You should be able to measure these changes. You may like to use
Phase 4 ‘Evaluate’ of this document to help you identify ways to measure
changes.

T.K. School example

School Annual CPD Plan

Name of School T.K. School
CPD Who will Who is the When will it What changes do
Priority take part person start and we want to see?
in the responsible? finish?
CPD?
1. Develop All teachers CPD Co- Beginning of More participation of
active in Cycles 1 ordinator Semester 1 to students in lessons.
learning and 2 end Semester 2 Exam results in all
throughout grades have
the school improved.
Behaviour has
improved, particularly
boys.

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 CPD Who will Who is the When will it What changes do
Priority take part person start and we want to see?
in the responsible? finish?
CPD?
2.Train All mentors Director Beginning of Mentors are
mentors for Semester 1 to confident to carry
newly end Semester 2 out their role.
deployed Lesson planning,
teachers teaching and
evaluation by NDTs
has improved.
3. Improve All Cycle 1 Head of Beginning of Lesson observations
mathematics mathematics Mathematics Semester 1 to show improved
teaching in teachers end Semester 1 teaching.
Cycle 1 Test scores have
improved to at least
the average of the
other subjects.
Students enjoy
mathematics.

. 
What changes do you want to see?
Fill in this last column for your school using your copy of the Annual CPD Plan.
Remember, you should be able to measure these changes.

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Developing your individual CPD plan for the year

You have identified three CPD priorities so far.

You now need to put these in order of importance. You might ask a colleague to
help you with this. You are now ready to complete your own personal CPD Plan
for the year.

You must first include any national, regional, or school priorities that involve you.
Then, if there is time left, you add your own individual priority or priorities. (Time
for CPD is explained in the next part of this section.)

T.K. School Example

Personal Annual CPD Plan

Name Silas Mekonnen
CPD Who will take Who is the When will it What changes do
Priority part in the person start and you want to see?
CPD? responsible? finish?
1. Develop All teachers in CPD Co- Beginning of More participation of
active Cycles 1 and 2 ordinator Semester 1 to students in lessons.
learning end of Exam results in all
throughout Semester 2 grades have improved.
the school Behaviour has
improved, particularly
boys.
3. Improve All Cycle 1 Head of Beginning of Lesson observations
mathematics mathematics Mathematics Semester 1 to show improved
teaching in teachers end of teaching.
Cycle 1 Semester 1 Test scores have
improved to at least
the average of the
other subjects.
Students enjoy
mathematics.
3.Improve Me with a My colleague Beginning of Materials adapted to
my teaching colleague and me Semester 2 to meet the needs of the
of special end of students.
needs Semester 2 Students participating
in all lessons.

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. 
Complete your own CPD Plan.

Remember you must start with school, regional and national priorities first.

How do you find time for CPD?

Each teacher in your school is required to spend at least sixty hours a year on
CPD.

Exception!
Beginner teachers do the induction course as their CPD. They should not be
expected to do any further CPD for their first 2 years in teaching.
They can choose to be involved in other CPD if they wish.

What counts towards our sixty hours CPD?

Any hours that are spent doing CPD that are considered to be ‘updating’ and are
not part of teachers’ usual workload can count towards the 60 individual hours
each year.

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 Examples of time that CAN be part of the 60 hours include:

 attending a CPD workshop, staff meeting or discussion group

 observing another teacher
 joint planning or evaluating with peers
 practising your mentoring skills as part of your own CPD
 visiting another school
 team teaching (working alongside another teacher or teachers in the
classroom)

Examples of time that WOULD NOT be allocated as part of

the 60 hours include:

 practising new skills in your timetabled teaching programme

 mentoring a NDT when you are already an experienced mentor
 upgrading from Certificate to Diploma
 other summer school programmes

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As stated in Phase 1, ‘Analysing CPD Needs’, needs come from different
stakeholders:
 individuals
 departments
 schools
 clusters
 woredas
 regions and zones
 the nation


Sometimes your school will have to spend time working on national needs.
Sometimes there will be regional or woreda needs to address.

These have to be part of the sixty hours each year.

Sometimes there will be no needs coming from other levels, and your school can
devote the whole sixty hours to school and individual based needs.

Each year will be different.

Your school CPD Plan and time allocation must be decided first.

Then you can complete your individual plan.

This time allocation is an estimate of how long each priority will take. It
may change as you plan the module, or as a result of review during the
‘doing’ of the module.

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Here are some examples of how CPD time can be used.

Example 1
All teachers are doing the same hours because every priority involves every
teacher. In this example every teacher’s CPD hours are committed to national,
regional and school priorities.

The school’s time allocation

School Priorities Source of Teachers involved Time - 60
Need hrs total

Developing knowledge of Population National All teachers 15

and Family Life Education including director

Improving quality of portfolios Regional All teachers 15

including director

Improving use of continuous School All teachers 30

assessment throughout the school including director

An individual teacher’s time allocation

My Priorities as a Source of Who is doing this Time - 60
Need with me? hrs total

teacher in the school

Developing knowledge of Population National All teachers 15

and Family Life Education including director

Improving quality of portfolios Regional All teachers 15

including director

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Improving use of continuous School All teachers 30
assessment throughout the school including director

Example 2
The school can focus on its own priorities because there are no national or
regional priorities. In this example, each teacher has some of the sixty hours for
their own individual CPD priorities.

The school’s time allocation

Source of Teachers involved Time –
need total time
60 hours
School Priorities

Punctuality and attendance School All teachers 20

Practical methods of teaching School Teachers of 20

Chemistry Chemistry

Improving performance in Grade 8 School Teachers of 20

English tests English

An individual 2nd Cycle Chemistry teacher’s time allocation

Source of Teachers involved Time –
need total time
My priorities as a 2nd 60 hours
Cycle Science teacher in the
school

Punctuality and attendance School All teachers 20

Practical methods in teaching School Teachers of 20

Chemistry Chemistry

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My personal priority Individual Me 20

Example 3
In this example only one priority involves all teachers in the school. This takes
40 hours. Therefore most teachers have 20 hours left. They may use these 20
hours on a personal CPD priority.

The school’s time allocation

Source of Teachers involved Time - 60
Need hrs total

School Priorities

Improving skills in analyzing data Woreda Director, vice 20

director and
cluster supervisor

Improving mentoring skills Cluster NDT mentors 20

Improving participation of students School All teachers 40

in lessons throughout the school including director

An individual Cycle 1 Aesthetics teacher’s time

allocation
Source of Teachers involved Time - 60
Need hrs total
My priorities as a Cycle
1 Aesthetics teacher in the
school

Improving participation of students School All teachers 40

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in lessons throughout the school including director

My personal priority Individual Me 20

Example 4
In this example most teachers have 50 hours already allocated. They can spend
10 hours on their own CPD priorities. They may choose to spend more.
In this example, staff with additional responsibilities are expected to spend more
than sixty hours on school priorities.

The school’s time allocation

Source of Teachers Time -
Need involved 60 hrs
School Priorities total
Improving lesson planning School All teachers 50
throughout the school including
director
Improving the use of the school School Heads of 20
library departments
Improving skills in creating a Regional Director, vice 20
School Improvement Plan director and
cluster
supervisor

An individual English teacher’s time allocation

Source of Teachers Time - 60
Need involved hrs total
My priorities as a head
of department in the school
Improving lesson planning School All teachers 50
throughout the school including
director
Improving the use of the school School Heads of 20

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library departments
My personal priority Individual Me 10

Now look at the priorities you have identified for your school or for you as an
individual. Consider how many of the sixty hours of CPD time might be allocated
to each priority. This is a complex process and there are no one right answer.
Each school will consider time allocation differently. It is the responsibility of the
director or CPD committee to make the final decisions.

. 
First complete a time allocation for your own School CPD Plan and then your
individual CPD Plan.

Remember you must consider the national and regional priorities first.

These timings can only be approximate until you have planned the School
Modules.

Reflection

This is what you should be able to do now.

 Know that CPD planning is essential

 Understand the links between whole school, group and individual planning
 Have produced Annual School and Individual CPD Plans with time
allocations

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
Reflect on your understanding and progress.

Do you feel confident to write a School and Individual Annual CPD Plan?
Do you need more practice?

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Stage 2
How do you plan a CPD School Module?

Now you have a school plan and individual plans.

These need to be developed into School or Individual Modules.

Modules turn plans into action. They answer the question ‘What are we going to
do?’

A School Module is a series of planned sessions that are linked together to make
effective CPD.

At the end of this part of the planning phase you should:

 know how to plan a CPD School Module
 understand the links between sessions within the CPD School Module
 have produced one School and one Individual CPD School Module Plan

Who is responsible for planning the School Module?

Have you been named on the School Annual CPD Plan as the person
responsible for organising a School Module for a particular CPD priority?

Then it is your job to complete the School Module Planning Form. You may
choose colleagues to help you complete it, perhaps by identifying a leader or a
team to prepare the School Module. But in the end it’s your responsibility!

This does not mean that you have to do everything, or even prepare the School
Module.

You will work with others to make sure that:

 an appropriate School Module is prepared
 the School Module takes place
 the appropriate people participate in the School Module
 the actual outcome is evaluated and compared to the desired outcome
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Who is responsible for putting the School Module together?

These questions will help to answer the question, “Who will help to prepare the
School Module?”

Ask …….. These colleagues will be responsible

for putting the School Module together

Is it a Priority from the School Members of the team which identified the
Annual CPD Plan which will school priorities.
involve all staff? Do you need the whole team?
The CPD Coordinator and committee should
YES certainly be involved.
NO

Is it a Priority from the School The CPD Coordinator and the CPD
Annual CPD plan which will committee.
involve only some of the staff? Do you want to invite the help of other
colleagues who have special expertise in the
subject or methodology involved in the
YES  School Module?
It would be a good idea to invite the School
NO Module Leader(s) to help to put the School
Module together?


Is it a Priority from the school You as an individual are responsible for

CPD plan which involves only putting your Individual Module together,
one individual? but you will probably ask for the help of
YES  others.
Who will it be? A peer? A senior colleague?
A mentor? The CPD coordinator?
Decide who would be best!

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The CPD School Module Planning Form

School/Individual ……………………………………………………………………

Person responsible for planning the School Module ........................................

1. School Module Title (CPD

Priority)
2. What changes do you want to
see?
3. Participants
4. Leader(s)
5. Duration of School Module
6. Start and finish dates
7. Locations
8. Resources needed
9. Type of Session 10.Objectives of Session 11. Duration
Session 1
Session 2

…and more ……and more ………and more …….

Here is more detail of how to complete the School Module Plan. Each section is
described separately.

1. School Module Title (CPD

Priority)

The School Module title is one of the CPD priorities in your school or individual
Annual CPD Plan.

2. What changes do you want to

see?

You have already identified this in your school or individual Annual CPD Plan.
3. Participants

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You have identified the participants in your school or individual Annual CPD Plan

 Is it absolutely clear who is to take part?

 Is there any confusion?
 No colleague should ever have to ask: “….am I included or not?”

Almost all CPD takes place with groups of colleagues working together. This is
when the most successful CPD takes place. Individual CPD is also best
undertaken by working with one or more colleagues.

If it is necessary, write down the names of all the participants.

If it is quite clear who the members of a group are, it is fine just to write the name
of the group- for example “any colleague who teaches any lessons of
Mathematics in First Cycle” or “Any colleague who is scheduled to teach a
Plasma lesson”.

Identifying names of the participants also determines how many participants

there will be.

The number of participants has a bearing on the type of CPD and the ability to
organise it.

Large numbers require many resources and probably large spaces.

4. Leader(s)

The leader of the School Module should also have been involved in putting the
School Module together. It can be more than one person. They should have the
knowledge, skills and experience appropriate to the priority needs.
For example:
 a mathematics subject leader could lead a School Module designed
to improve mathematics in Cycle 1
 an experienced and skilled teacher could lead a School Module
designed to improve behaviour in the classroom

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These questions will help you to identify the best person or persons. Sometimes
it might be good to have two or three working together to lead a School Module.

Consider the School Module title and what changes you want to see.

Is there a colleague who has:

 a particular subject knowledge or expertise in this area?
 skill in carrying out this particular type of methodology?
 successfully led this kind of training before?
 the desire to develop his or her own professional skills by leading a CPD
School Module?
 the commitment to complete the School Module?
 the confidence and respect of the staff?
 been identified as having leadership potential?

By the way, they don’t have to meet all these qualities. You just need to choose
the right person carefully!

T.K. School Example

Name of possible leader: Solomon Destaw, Cycle 1 English and Amharic teacher

Criterion  or 

subject knowledge or expertise in this area 

skill in carrying out a particular type of methodology in this area 

successfully led this kind of training before? x

wishes to develop his or her own professional skills by leading a CPD 
School Module?
commitment to complete the School Module? 

confidence and respect of the staff? 

identified as having leadership potential and could be invited to lead? x

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If you cannot find someone in your school who is suitable to lead the School
Module, or if you think the School Module would be more effective if it were led
by someone outside the school, you may have to ask for some external support,
eg cluster supervisor, woreda expert, CTE instructor.

5. Duration of School Module

The duration of a School Module depends on the Priority that the School Module
is addressing.

The question of time allocation is a difficult one. There is no formula to help you
decide the best time allocation. Sometimes you need to ask others for help.

You may also find, as you regularly review your School Module, that you may
want to adjust this time allocation.

It might help to ask yourselves the following questions:

 Is this something that is new to the school or individual?

 Do you want the School Module to give participants regular practice at a
particular skill or process?
 Do you need to allow time for visiting other schools or completing action
research?
 Do you need to allow more time because this is a very important issue for
your school?

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 Some examples of appropriate durations from T.K. School.

School Module Title Sessions Duration

Developing Active Staff meeting 1 hour
Learning throughout School visit 5 hours
the school Review meeting 1 hour
Peer planning, observations and feedback 12 hours
Staff meeting 1 hour
Completion of professional portfolio 2 hours
Developing Mentors Cluster meeting 1 hour
for newly deployed Use the national module ‘Practical Skills in 18 hours
teachers Mentoring’ with cluster colleagues
Completion of professional portfolio 1 hour

Improving Staff meeting 1 hour

Mathematics in Cycle 1 One day training led by expert 5 hours
Demonstration lesson 2 hours
Practice during own lessons 10 hours
Reflection and evaluation with a peer 1 hour
Completion of professional portfolio 1 hour

6. Start and finish dates

You have already identified this in your school or individual Annual CPD Plan.

7. Locations

Choosing the venue for your CPD is important. Sometimes it is essential that
you are in your own school eg peer lesson observations. At other times it needs
to be in another location eg visiting another school to observe good practice.

Decide if your CPD activities will be held in your school, at another school or at
some other venue, such as a Cluster Resource Centre or a CTE if it is available.

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8. Resources needed

Resources should be appropriate to the School Module and what is possible

within the school and its budget.
Resources can be both people and materials.

Who can help you?

There are many human resources that you could use to help you deliver this
School Module.
The most important people are within your school, or frequent visitors
 Your peers

 Senior or experienced colleagues\

 Cluster, kebele or woreda supervisors

There are other people who may be able to help you too
 Teachers in other schools

 Woreda or REB experts

 CTE experts

 University experts

 Ministry of Education Experts

 Members of NGOs

 Members of the community

What else can you use?

Materials you can use include

 Support modules from the Ministry of Education

 Support modules from your REB

 Professional literature

 Internet information

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You also need to list any materials that you will need and that are not readily
available in your school, eg notebooks and pens, a national or regional support
module on the priority, or access to a photocopier.

Further advice on support for CPD can be found in Continuous Professional

Development for Primary and Secondary Teachers, School Leaders and
Educators in Ethiopia, The Framework

Now choose one of your priorities and work through these stages.

T.K. School Example

School Module Plan T.K. School

1. School Module Title (CPD Develop Active Learning throughout the school
Priority)
2. What changes do you want to More participation of students in lessons.
see? Exam results in all grades have improved.
Behaviour has improved, particularly boys.
3. Participants All teachers
4. Leader(s) /facilitator(s) Ato Hassan
5. Duration of School Module 20 hours
6. Start and finish dates Beginning of 1st semester to end 2nd semester
7. Locations Own school, one cluster school
8. Resources needed 2 packs of A4 paper
Photocopying
National Module on Active Learning
Transport to cluster school
Use of camera
Lesson observation sheets
Resources to make teaching aids

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 T.K. School Example
Individual Module Plan Silas Mekonnen
1. Individual Teacher Module Improve my teaching of students with Special
Title (CPD Priority) Needs
2. What changes do you want to Materials adapted to meet the needs of the
see? students
Students participating in all lessons
3. Participants Silas Mekkonen and Meseret Teku
4. Leader(s) Head of Special Needs
5. Duration of Individual 20 hours
Teacher Module (hours)
6. Start and finish dates Beginning of second semester to end of second
semester
7. Locations Our school
8. Resources needed Grade 7 text books transcribed into Braille
Lesson observation sheets
Resources to make teaching aids

. 
Complete these sections for your own School or individual School Module Plan.

You can find a copy of this plan in the appendices.

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Now for the rest of the School Module!

You’ve done the easy bit! Now comes the challenging bit, creating the School
Module itself.
Your preparation group needs to decide what CPD METHODS, SESSIONS AND
ACTIVITIES you are going to use.

What are Methods?

METHODS are the ways that you can carry out your CPD. They link
directly to the classroom. Different methods serve different purposes.

Here is a list of some of the methods you might choose when putting your School
Module together:

 Curriculum meetings  Action Research

 Demonstration lessons  Professional reading and
 Planning lessons together research
 Peer observation  Visiting schools and teachers to
 Observation of lessons and see examples of good practice
feedback  Sharing/showing good practice
 Observation of students in within your school
lessons  Maintaining your professional
 Talking to students
portfolio
 Assessment of students’ work
 Team teaching
before and after the activity
 Workshops
 Marking of students’ work, giving
 Visiting experts
feedback and pointers for
 Mentoring
development
 Discussion meetings
 Shadowing a teacher

What is a session?

A SESSION describes how the CPD methods will be used within a

module. It has a time allocation and objective. It is made up of a series of
activities. Each session forms the next step in the learning process.

What is an activity?

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 ACTIVITIES are small sections of a session. They give the sessions
structure. Different activities are used for different purposes.

Here some key points to think about when planning your School Module.

 The focus of all the sessions in the School Module should be linked to
classroom practice.
 Try to choose a variety of methods in your School Module.
 The number of participants may have an effect on the methods you
choose.
 If there is new information or ideas to be presented, you may need to ask
an expert from outside your school.
 Sessions should include active learning for the participants.
 Some of the sessions should involve participants working together.
 You need to allow time for regular feedback and review sessions when
planning the School Module.

Continuous Professional Development for Primary and Secondary Teachers,

School Leaders and Educators in Ethiopia, The Framework has a section on
methods.

This is the general advice which is given:

There is no one best way to address a need. The chosen School Module
and methods used will be one which is appropriate to the need, the
context, the circumstances and available resources.

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 Here are some examples of CPD School Modules from T.K. School.

School Module Example

Sessions
A series of short To address the issue of behaviour throughout the school, the
meetings over a director of T.K. School organises regular monthly meetings for
long period of time all staff. At each meeting staff agree actions and changes to
with follow up be taken. They then spend a month trying out these actions
activities and changes and review their success at the next meeting. (8 x
1 hour staff meeting and 8 hours of follow up activities. Total
16 hours)

One CPD day of T.K. School needs to agree how Portfolios should be used. The
about five hours CPD coordinator organises one day where all teachers can meet
with no students in and agree on a policy addressing all issues regarding portfolios.
school with follow After the day, teachers practise what they have all agreed,
up activities and and the CPD coordinator, with the help of Heads of
evaluation Department and mentors, monitors this. At the end of the
school year, all teachers meet to share experiences and review
their policy. (1 day of 5 hours, 10 hours for professional
portfolio development, 1 hour for end of year review meeting.
Total 16 hours)

One day workshop. The development of group work is a priority for teachers of
with follow up Cycle 2. One teacher of Science in the school has attended a
activities and summer course on group work, and is particularly good at using
evaluation group work in her class. She runs a 1 day workshop on teaching
techniques for group work. Teachers then spend time planning
and practising in their classes, paired with a colleague for
sharing ideas. At the end of the semester they all meet
together to share experiences. (1 day of 5 hours, paired work
with colleague 8 hours, experience sharing meeting 2 hours.
Total 15 hours)

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School Module Example
Sessions

Three workshop Cycle 1 teachers need help with developing the self contained
days with practice classroom. The Cluster Supervisor organises some expert help.
activities in The teachers attend a workshop for 1 day and then practise
between what they have learnt with their classes and carry out set
tasks. After 1 month, they attend a second day, where they
share experiences and learn more. Again, after the workshop
they practise with their classes. This is repeated a third time,
giving plenty of time to practise new learning. (3 days of 5
hours, 4 hours of workshop tasks, 1 hour to complete
professional portfolio. Total 20 hours)

A mixture of short As part of its School Improvement Plan, T.K. School wants to
sessions over a develop its library. The teachers have a meeting where they
long period of time agree how to proceed. Some teachers who are involved in this
initiative use some of the time to count towards their
Individual Teacher CPD. Some visit other schools, and some try
using the existing books with their students. They meet to
share experiences and write reports on what they have learnt
about using the library to improve student achievement.
Information from this group is collated by the Vice Director.
(Flexible hours depending on each individual teacher’s
commitment)

Now, you have to put your sessions in a sensible order to create your plan using
the rest of the CPD Module Plan.

9. Type of Session 10.Objectives of Session 11. Duration

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 Here is an example from T.K. School

School Module for Developing Active Learning throughout the school

9. Type of Session 10. Objectives of session 11. Duration
Staff meeting To introduce the module and agree how 1 hour
active learning can improve student
achievement in all grades
School visit To observe good practice 5 hours

Review meeting To share experiences and agree some 1 hour

specific ideas and strategies to try in the
classroom
Peer planning, To practise the strategies and ideas in the 12 hours
observations and classroom that were discussed during the
feedback review meeting. Help each other to
improve. Record observations and notes
from the feedback ready for professional
portfolios
Staff meeting To share experiences and celebrate 1 hour
successes
Completion of To reflect on personal experience, record 2 hours
professional portfolio impact on student learning so far and plan
future actions

. 
Now complete a School Module plan for your school.

You can find a copy of this plan in the appendices.

Remember, designing the School Module is like building a house. The house
needs to be built in the right order, foundations, walls roof etc. In the same way,
each CPD activity is a building stage towards achieving your final goal.

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 T.K. School Individual Teacher’s Module Plan Example

Silas Mekkonen - Improving Teaching of Students with Special Needs

9. Type of Session 10. Objectives of session 11. Duration
Meeting with Meseret To decide what activities will help us, 1 hour
and Head of Special and how to make the best use of
Needs available time
Visit the REB Special To access specialist knowledge and 4 hours
Needs expert advice about resources
Make teaching To use specialist knowledge gained to 5 hours
resources make teaching resources to address
specific learning needs
Plan together with To practise using the teaching resources 8 hours
Meseret and share with identified students and evaluating
experiences after their effectiveness.
lessons
To learn from each other.
To record observations and notes from
the feedback ready for professional
portfolios
Meeting with Meseret To identify successes and agree further 2 hours
and Head of Special action
Needs To complete Professional Portfolios

. 
Now complete an Individual Module plan for yourself.

You can find a copy of this plan in the appendices.

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Reflection

This is what you should be able to do now.

 Know how to plan a CPD School Module

 Understand the links between sessions within the CPD School Module
 Have produced one School and one Individual CPD School Module Plan


Reflect on your understanding and progress.

Do you feel confident to write a School and Individual Annual CPD Plan?
Do you need more practice?

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Stage 3
How do you plan CPD sessions?

At the end of this part of Phase 2 you should:

 know how to plan a CPD session

 know a variety of active CPD learning activities
 have produced one School CPD Session Plan

Do you REMEMBER?
What is a session?

A SESSION describes how the CPD methods will be used within a

module. It has a time allocation and objective. It is made up of a series of
activities. Each session forms the next step in the learning process.

So each session should build on what was learnt before.

It is difficult to plan the detail of each session until after the previous one has
taken place.
This part of the planning process happens as you DO your CPD.

Planning for sessions involving many participants

eg a staff meeting or a workshop

A good CPD session is like a good lesson.

Your session should be carefully planned based on what happened in the
previous session.
You should know what learning you want to achieve.
You should use a variety of active methods and activities

Do you REMEMBER?
What is an activity?

ACTIVITIES are small sections of a session. They give the sessions

structure. Different activities are used for different purposes.

There are many activities which you can use for workshop and other CPD
sessions. Here are a few of the most popular ones.
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Activities for the beginning of your session
Name What When and why
Energizers These wake us up and At the beginning of a workshop to
help us be more alert. help people get to know each other.
In the middle of a long session to
help refocus concentration. At the
beginning of the afternoon to help
focus people on work again after
lunch.

Power point A series of slides shown A good starting point, when

presentation through a multimedia resources are available, to give
projector. information using visual images.
Helps visual learners.

Brainstorming Open ended discussion At the beginning of a session to get

(larger group or whole everyone thinking about the subject.
meeting) to generate lots They can bring out what they
of ideas to solve problems already know and what they want to
find out.

Buzz A quick discussion of 1 or At the beginning of a session to get

2 minutes in small groups, everyone thinking about the subject,
often twos or threes what they already know and what
they want to find out. The smaller
group can give some people more
confidence to say what they think.

Discussion activities for the main part of the session

Name What When and why
Brainstorming Open ended discussion Any time during a session when a
(larger group or whole new topic is being introduced, or a
meeting) to generate lots problem arises. Good to use at any
of ideas or solve problems time to share everyone’s ideas.

Buzz A quick discussion of 1 or Any time during a session when a

2 minutes in small groups, new topic is being introduced, or a
often twos or threes problem arises. Good to use when
people are reluctant to talk in a
larger group, but might have really
good ideas to share.

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Name What When and why
Group discussion A longer discussion for 4 to When people need to really
6 people to focus on a understand a topic. When decisions
particular topic need to be made and agreement
needs to be reached. Talking at
length helps people to understand
problems and issues in their own
context, and share their ideas and
experiences with others.

Pyramid work 2 people discuss a topic, This is a good activity to use with
then share with another large groups of people when
pair. They agree 2 or 3 important decisions need to be
important points to share agreed by all. Each person has a
with another 4. Groups of chance to speak, and as the groups
eight decide together the 3 get larger a consensus on the most
most important points to important points can be reached.
come from the discussion

Case study A prepared description of a Use when you want everyone to

situation used to analyse analyse good (or bad) practice to
specific issues reinforce learning. This activity
makes people think about what they
have learned and apply it to a real
life situation. It also helps them to
privately reflect on their own
practice.

Jigsaw A chart or a series of When there is a chart or table of

questions and answers are information which needs to be
cut up and groups try to understood. By physically moving
put them back together the pieces of paper around, and having
make the best sense to read the content carefully to
complete the jigsaw, greater
understanding of the chart is
developed.

Bus stop Groups are given different Use this when you have a lot to
issues to consider. Each discuss and not enough time for
group has a set time to everyone to discuss everything. This
write their ideas down. gives everyone the opportunity to
Then groups change discuss one issue in depth and add
places, adding to other to the opinions of others too.
groups’ ideas in turn.

Individual Individuals think about A 3 minute time at the end of any

reflection what they have learnt and activity to think about how you can
how it will affect their work. improve as a result of what you

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 have learnt.

Feedback activities
Name What When and why
Gallery walk Ideas produced by groups At the end of a discussion session
displayed around room for so that everyone can read what
all to read. other groups have decided.

Presentation Findings of group At the end of a discussion when 1 or

discussion are presented more groups can be shown what
to another or other groups your group has decided. When
preparing a presentation it makes
you think very carefully about the
outcomes of your discussion. It also
makes you think about the best way
to share that information with others.

Power point A series of slides shown At the end of a session, some of the
presentation through a multimedia same slides can be used to remind
projector. everyone of what they have learnt.
Adding more slides can also help to
focus on reflection and evaluation.

Reflection and evaluation activities

Name What When and why
Peer reflection and Deciding together what At the end of a session or workshop
evaluation has been learned from the so that everyone is working on the
session and what same tasks and goals. Useful when
everyone will try to do as a following the session with paired
result. work, shared planning and teaching
so that a future feedback session is
relevant to everyone.

Personal Reflecting on the session At the end of a session or workshop

Reflection and what you might try as to decide what personal changes
a result to improve your you will make to your work. Useful in
work. addition to peer reflection and
evaluation for points that might be
additional to the key outcomes of
the session.

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Action Planning Planning the organization At the end of a session or workshop
of further tasks or sessions to plan what will happen next. Very
with dates, resources, important so that something does
activities and success happen! CPD is only effective when
criteria what is learnt from a session is
taken into the classroom or
workplace and practised.

Here is an T.K. School Example using some of these methods.

Session Staff meeting

Purpose of Session To introduce the module and agree how active learning
can improve student achievement in all grades

Activity Detail Resources Time

Energiser Get opinions on active learning by 5 mins
asking a series of questions. Teachers
respond by standing somewhere along
an imaginary line, strongly agree at one
end and strongly disagree at the other.
1. Active learning improves student
achievement
2. Students should be silent during
lessons
3. Students should be allowed to move
around the classroom during lessons
4. Teachers should always follow the
textbook
5. Copying from the blackboard helps
students learn
Context of Leader explains that evidence from Key points 10 mins
module lesson observations and student and written on
parent questionnaires show that there chalk board
is little evidence of active learning and or chart
students are bored. Therefore there paper
is a need to improve the student
participation throughout the school.
Brainstorming Brainstorm with 1 or 2 peers ‘what is 10 mins

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 active learning?’
Group In pre-arranged mixed grade groups of Paper and 20 mins
discussion 6, discuss the following questions. pens
followed by What active learning methods can we
gallery walk use to improve student achievement?
What works, what doesn’t work?
Activity Detail Resources Time
Personal What are you good at, and what do you 5 mins
reflection need to practise more?
What next? The Leader summarises the key points Key points 10 mins
arising from the group discussion and written on
introduces the focus of the school chalk board
visit. or chart
paper

Planning for other sessions.

Some CPD sessions will need different planning. However, the objectives of the
session should always be clear.

Here are three examples.

1. A visit to another school 2. A Peer observation session

You need to plan: You need to plan:

 transport  time of observation

 communication  focus for observation
 access  feedback time
 timing of visit  time to write your reflections in
 time to write your reflections in your portfolio
your portfolio

3. Assessment of students’ work before and after a lesson, or series of

lessons

You need to plan:

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 lesson/s you will use
 time for assessment of students’ achievements before the lesson
 type of assessment
 time for assessment within and after the lessons
 time to write your reflections in your portfolio

. 
Now complete a session plan for one of your School Modules.

You can find a copy of this plan in the appendices.

Remember – the purpose of the session is a very important starting point.

What do you do when you have finished a module?

Completing a module does not mean you have learnt all there is to know about
those skills studied. Nor does it mean that you can stop practising the skills.
Continuous professional development means that you continue to develop those
skills through further ‘doing’ and ‘reviewing’.

At the end of a module you should:

 reflect on what you have learnt and how your classroom practise has
changed
 identify the competencies that you have achieved
 continue to practise the skills you have learnt

Reflection

This is what you should be able to do now.

 Know how to plan a CPD session

 Know a variety of active CPD learning activities
 Produce a School CPD Session Plan

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
Reflect on your understanding and progress.

Do you feel confident to write a School and Individual Annual CPD Plan?
Do you need more practice?

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Phase 3
Doing CPD

So far you have

Analysed your needs

Identified your priorities
Written your Annual Plan
Planned a CPD School Module
Considered how to plan each session of the module

Now you are ready to do your School Module

How do you ‘do’ your CPD School Module?

Use the 3 phases of the CPD Cycle to help you.

‘Doing’ is a repeated sequence of ‘plan, do, review’.

1. Do your first session.

2. Review its success.

3. Plan your next session based on what happened in the first.

4. Do your second session.

5. Review your progress.

6. Plan your third session based on what has happened so far.

7. Celebrate successes and decide any changes that need to be made to the
School Module.

8. Continue by planning the next session etc etc.

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How do you review the progress of the Module?
Review should be continually taking place throughout the CPD module. It should
be the responsibility of the leader/s of the module with the help of other
participants.

During each session

Informally assess the effectiveness of what is being learnt as the session
progresses, and make appropriate changes if necessary

After a session
Decide whether the content of the session was effective, using responses
from the participants and your own assessments. Make changes to the
next session if necessary. For example, the participants might not have
fully understood the objectives or you might not have had enough time to
complete all you had planned.

At planned review times during the module

Look back at the progress made and adjust the module accordingly.

Here are some important personal challenges to face if you want

to complete CPD successfully

 Be committed to your School Module.

 Be prepared to find difficulties.
 Solve the problems and persevere.
 Don’t worry if you have to change your plan because something doesn’t
work.
 Learning is not always easy.
 Some teachers may feel threatened by being asked to do some of the
activities.
 Don’t allow yourself to be distracted.
 Prioritise.
 Be flexible.

Remember, the more you do, the easier it gets.

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Phase 4
How do you evaluate CPD?

How will you know if your CPD School Module

has been successful?

At the end of Phase 4 you should:

know how to evaluate a School Module
understand where to find good evidence
be ready to complete the whole CPD Cycle confidently

The better you do your initial planning, the easier it is to judge if it has been
successful.

Throughout your School Module there will have been opportunities for reflection
and evaluation of different activities and tasks.

But you must also evaluate the whole School Module at the end.

At the end of the School Module, look again at the last column of your CPD Plan
– What changes do you want to see?

You need to know if you have succeeded.

Didn’t we do well?

Room for improvement

Somewhere in between

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 You need evidence.

It is not always helpful to make judgements based on the way people reacted eg
“everyone had fun, the food was good, the director looked happy, the REB
head was laughing a lot.....”

So where do you find your evidence?

From any source of information that demonstrates that there has been a
change!!

Here are some good examples:

 results of assessments

 attendance

 teachers’ records

 lesson plans and evaluations

 records of classroom observations

 looking at students’ work

 observed changes in behaviour

 interviewing teachers or students

 results of questionnaires

 classroom display

 records of meetings

 school Improvement Plan evaluation

 portfolios
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  annual appraisal records

If you collect opinions from people, the opinions must be analysed objectively.

T.K. School Example

What changes do we want to see?

Do lesson observations show improved teaching?

Evidence – records of classroom observations of mathematics lessons and
feedback given

Have test scores improved to at least the average of the other subjects?
Evidence – Comparison of test scores for all subjects from this year and the
previous two years

Do students enjoy Mathematics lessons?

Evidence – results of completed questionnaires and student interviews

. 
You can only do a task on evaluating your School or Individual Module when you
get to the end of it!

Return to Phase 4 when Phase 1, 2 and 3 of your CPD Cycle has been
completed.

Then decide what evidence you will use to evaluate each School Module.

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At the end of the School or Individual Module a short report, based on evidence,
should be written and kept in a CPD record file. Any contributions made to the
School Module by individuals should be recorded in their own personal portfolio.
The School should allow time for this to be done properly.

T.K. School Example

Report on CPD Priority 2

CPD Priority Train Mentors for Newly Deployed Teachers
Participants in the CPD? All mentors
Person responsible Director
Start and finish dates Beginning of Semester 1 to end Semester 2
What changes do we want to see? Mentors are confident to carry out their role.
Lesson planning, teaching and evaluation by
NDTs has improved.

All but one of the mentors in the school completed the School Module. Hiwot
moved to another school after the first four weeks of the semester due to
personal reasons.
The module started and finished on time.
The changes that have been made following the module are as follows.

1. Mentors are confident to carry out their role.

Evidence was collected by
 Interviewing Newly Deployed Teachers and mentors
 Observations of meetings
Newly deployed teachers say that they are well supported and that their mentors
are approachable and helpful. They give them good ideas for teaching and are
always available to answer questions.
Meetings now take place punctually and are well planned. Paperwork is organized
and completed on time.
Mentors say that they are happy in their role and feel that they are valued and
contributing to school improvement.

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2. Lesson planning, teaching and evaluation by NDTs has improved
Evidence was collected by
 Records of lesson observations
 Lesson plans and evaluations
 Results of assessments
By the end of the second semester, lesson plans were available for all the
lessons observed. 80% of lessons achieved the objectives stated on the
plans and were appropriate for the ability range of the students. More
active participation by students was observed in the second semester and
resources were mostly used in an appropriate way. In the second semester
ten of the eleven NDTs routinely evaluated their lessons, and used the
information in future planning. Assessment results for students taught by
NDTs improved on last year. Successful continuous assessment strategies
were used by nine of the eleven NDTs.

Outcomes
The CPD priority has been mostly successful. We give ourselves ‘somewhere
in between’. Nine of the NDTs have demonstrated professional
competencies suitable to their levels of experience. Two require further
development in the areas of managing student behaviour and assessment
techniques. There is a clear link between the quality of mentoring and the
level of performance of the NDT. As a result of this, two of the mentors
need further support. The remaining mentors are confident in their role and
will be used in the future to train and support new mentors.

Next steps
To assist the two mentors to improve further the following steps will be
taken
1. Attendance at cluster training on continuous assessment
2. Regular observation of a colleague who is good at continuous
assessment.
3. Meetings with cluster supervisor to discuss lesson evaluations.
4. Shadowing a successful mentor for one week.

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What next?
There are several options depending on your evaluation of the success of
the School or Individual Module. If you been successful you may choose to move on
to another priority, but if you are not sure of success you need to decide whether to
include this priority again in your next CPD Plan.

Didn’t we do well?
If the School Module has been very
successful and everything has been
achieved or nearly achieved, it is no longer
a priority. However you should keep
monitoring the situation to make sure it
continues to succeed.

Room for improvement

If the progress is slow and there has been little
improvement, it may still be a high priority to
develop again in the next annual CPD plan.

Somewhere in between
If there have been some successful aspects to the
School Module and some progress is being made, it
may no longer be a high enough priority to be
included in the next year’s plan. If so, it can be left
for a while and returned to at a future date. But
monitoring should continue.

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Continuous Professional Development for Page 71 of 78
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 Congratulations – you have completed one
full cycle of CPD
What do you do now?

You start again!!!

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 Personal CPD Experiences

CPD Experiences from T.K. School

Name: Abraham
Role: Director of T.K. School

What was one of your CDP needs last year?

I am quite new to the post of director at T.K. School and although I
have quite a lot of experience of teaching mathematics, I have little
experience of the all the other subjects in the curriculum. I needed
to learn much more about how assessment was carried out in other
subjects.

What did you do to meet your CPD needs?

I arranged to visit my Cluster Resource Centre which has a good
reputation for teaching and learning across the curriculum. I went
every Wednesday morning for a period of two months and observed
some classes which were mainly in the 1st Cycle.

What have you changed as a result of doing your CPD module?

Observing experienced teachers at work in the classroom was very
helpful because I was able to see how they used continuous
assessment to check on the level of progress in the class. I also got a
much better idea of how to use resources effectively in subjects
other than mathematics.

Sometimes it was very difficult to spend some time away from T.K.
School because I have so many things to do there. I had to be very
strict with myself and make sure that I went to the CRC as planned.
Now that I have worked alongside some of the other teachers I am
much more confident about supporting all of the teachers in T.K.
School.

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 CPD Experiences from T.K. School

Name: Almaz
Role: An NDT 2nd Cycle Teacher in T.K. School

What was one of your CDP needs last year?

One of the things that I found difficult was to control all of the
students in the class while I was teaching. In particular, found it hard
to keep the 2nd cycle students interested in the things I had to teach.
They talked a lot during lessons and the homework that I set was
often not done well.

What did you do to meet your CPD needs?

During one of the meetings with my mentor, we discussed a lesson
that she had observed where we had agreed to focus on my classroom
management skills. Following the lesson observation my mentor
arranged for me to meet with Hassan, the Woreda Supervisor, to
discuss the strategies that I could use in the classroom. My mentor
also asked one of the Lead Teachers in T.K. School if I could observe
three of her lessons over the course of three weeks to see how she
managed the students’ behaviour.

What have you changed as a result of doing your CPD module?

Following my meetings with Hassan, I have begun to plan my lessons
more carefully so that the students in my classes are kept busy all of
the time. This reduces the possibility of poor behaviour. I also give
the students much more praise and encouragement and this means
that they are more motivated to learn. I have only been able to
observe one of our Lead Teacher’s lessons so far because she has
been busy recently. I will try to find another time to observe her
lessons because I have a lot to learn from her. From the lesson I did
observe I have now begun to set homework before the stabilisation
part of the lesson and not at the end. This gives me more time to

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 explain clearly what I want completed for homework so that the
students don’t get so confused.

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 CPD Experiences from T.K. School

Name: Hassan
Role: Woreda Supervisor for TK School

What was one of your CDP needs last year?

When I first learned that I was going to be one of the new Woreda
Supervisors I was very pleased because I had worked hard as a
Physics teacher in the local high school and I felt that this was real
promotion. However, once I was doing the job I realised that I was
not very sure of my role. I wanted to make sure that I was going my
very best for the students, teachers and the wider community in my
cluster group. I had no experience of working with school directors
and I was not sure what they expected me to do.

What did you do to meet your CPD needs?

I took part in a five day workshop called ‘The role of the Cluster
Supervisor” which was run by the REB. I also ‘shadowed’ a very
experienced supervisor in the woreda for two days.

What have you changed as a result of doing your CPD module?

The five day workshop helped me to understand the difference
between inspection and supervision. Now I feel much more confident
about what I should be looking for when I visit the schools in my
cluster and I have made a checklist to ensure that I do not forget
anything. During the course I developed my understanding of what
makes a successful lesson. I now know that there are three parts to a
lesson observation, the pre-meeting with the teacher, the actual
lesson observation and the post observation meeting.

Now that I have observed my more experienced colleagues when they

are visiting schools, I feel that I know what the directors and
teachers expect from me in my new role. I still need to identity my
more long-term CPD needs and to prepare another CPD module which
ties in with the woreda’s CPD priorities.

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