CPD (Continuing Professional Development) is a well-used phrase. But what does it really mean? What does it involve? To me, it covers a whole multitude of things:
This is arguably the most obvious element. You identify a gap in your skill set or a need for general upgrade of your skills/knowledge and search for a course to suit your needs. Courses come in all shapes and sizes, varying in length, focus, outcome, commitment requirements, cost and so on.
The DELTA (Diploma for English Language Teaching to Adults) or its Trinity counter part, the Trinity Dip. TESOL, is a popular choice for qualified ESL teachers wanting to take the next step. These are internationally recognised professional qualifications with a practical focus. The DELTA is a modular qualification and modules can be taken separately or concurrently, distance or face-to-face, part-time or full-time, intensively or non-intensively. The trick is to make the right decision regarding which of these options will work for you. Being a level 7 qualification, the DELTA gives you a number of credits towards a Masters qualification, depending on the university and the course chosen.
M.A.’s (Master of Arts) or M.Sc.’s (Master of Sciences) are generally considered to be more theoretically focused. Popular choices for teachers include Masters in English Language Teaching, Applied Linguistics and TESOL and pure Applied Linguistics. Some M.A.s manage to combine the more theoretical focus of an M.A. with practical application. One such is the Leeds Met M.A. in ELT, which focuses on what you can do with the theory rather than on just learning and writing about it: in the second semester, for example, you design materials, undertake research, develop multimedia tools and write a journal article. First semester content depends on whether or not you choose to do the integrated DELTA option.
I think these tend to have a narrower focus and there are lots of options out there. International House, for example, has a range of courses, of various lengths, some blended and some purely online. (I shall be doing the Young Learner training, starting tomorrow!) I won’t go into depth on all the courses available out there, or it will treble the length of this post! 😉
This, most obviously, would include workshops (both attending and delivering), formal observation, peer observation and the opportunity to participate in short training courses. And, I have discovered, if you work somewhere that truly values CPD (actively, not just paying lip service), then these things become amazing opportunities.
I had my first formal observation earlier this week. Scary scary. BUT the DoS had emphasised that this was developmental rather than a test and an opportunity to experiment. So I experimented for the first time with some techniques I’d read about shortly prior to the observed lesson. It was so valuable to then be able to discuss the techniques, difficulties in applying them and ideas for continuing to apply them, during the feedback with my DoS. I now have a lot of detailed feedback notes to read and reflect on before I next teach. However, I have also already had two classes, directly following the feedback, and tried to put into practice the ideas discussed during the feedback, with some good results. So exciting!
There have been two workshops since I started here, too, both very thought-provoking and useful. It’s always good to be back in the learning seat. In due course, I hope also to deliver one, as I think this would be a very valuable experience. In addition to this, last weekend I did some Cambridge speaker examiner training for KET and PET exams, which was an interesting process.
This is everything you do to learn that doesn’t come under a formal label! In this diverse category comes things like:
- attending (and/or presenting at) conferences (face-to-face or online)
- attending (or giving!) seminars (or webinars)
- reading journals/professional magazines
- reading relevant books
- reading relevant blogs
- using Twitter (e.g. participating in #Eltchat discussions, following up links)/Facebook (e.g. the British Council TeachingEnglish Facebook page.)
- writing blog posts
- writing journal/professional magazine articles/contributions
- making learning materials
- carrying out classroom-based research projects
- reflecting on your teaching/development and making plans for what to try out next.
- being a language learner again (!) (Being a learner in a language classroom again has shone a whole new light on learning, to consider as a teacher!)
I found my Delta and M.A. immensely challenging and rewarding. But I think what comes next is equally important. The CPD doesn’t stop when you finish the course and get your certificate. The course provides you with new knowledge, techniques, methodologies etc. but true CPD is what you do with all of that afterwards. Do you put your certificate in a file and then continue as before? Or do you experiment with everything you’ve learnt and look for new things to try out and connect to your previous learning?
At the moment, I have a couple of projects on the go that are very much the result of having done the Multimedia and Independent Learning module of my M.A., that will culminate with my first webinar (in February next year) and recently I’ve also been exercising my materials development learning in making materials for the Global Issues month as well just for my own use with learners. And I’m finding all of this really satisfying, interesting and exciting. I think, too, that having a supportive DoS is key to effective CPD – there’s nothing like being actively encouraged to develop and helped to do so.
To me, CPD is the spaces between the words. It’s what and how you learn but also, all-importantly, what you do with what you learn, it’s being aware of opportunities and taking them when they arise. It’s what herbs and spices are to cooking – not strictly speaking necessary but it turns a bland dish (one day of experience repeated for twenty years) into something delicious and taste-bud tantalising!
I’m sure I’ve missed plenty of CPD options out of this post, so please comment with any additional CPD ideas you have! Inspire me!! 🙂 What does CPD mean to you?
I love this post – CPD is so important and for ESL teachers its hugely motivating. I once asked on a business English online forum what CPD we can pursue once we’ve acheived MA/DELTA/extended teacher training… that’s where I am now. I think I couldn’t manage a PhD after doing a distance MA, but I am looking into professional qualifications which will enhance my areas of expertise. The Institute of Leadership and Mangement do a diploma which will help me in my current management position in EFL, as well as giving me an insight into the type of activities which my management level learners participate. I’m hoping to start in January, and looking forward to a new challenge and a further stage in my own CDP.
Thanks for writing about a really interesting topic!
Hi Gabrielle, glad you enjoyed the post. I think a distance PhD would be really difficult – such a long time to maintain the motivation for! How did you find the distance M.A.? Your leadership diploma sounds interesting. Challenge is the key, I think. Got to keep finding new ways to challenge ourselves! 🙂 Good luck with it! Lizzie.
I think that observing other people is one of the best things we can do because it gives us new ideas and can make us reflect on the things we do well which is always nice! Peer observation (Teaching squares or similar) can be particularly beneficial as it isn’t judgemental.
I agree that Twitter is great too but we sometimes underestimate the everyday chats we have about teaching which can really contribute to our development. Often informal CPD is more effective than directed training but we (or other people) often value certificates more. Having said that I am doing my MA at the moment and am really looking forward to the post-Delta modules after Christmas!