Phase 1 – Analysing CPD Needs 3.

Allocating Time
To help identify the School’s Needs it will be necessary to Everyone is required to spend at least sixty hours on CPD.
consult the stakeholders of your school – Students/ Any hours that are spent doing CPD that are considered to be
Teachers/ Parents/ Community Whose ‘updating’ and are not part of the teacher’s usual workload count
needs towards the 60 individual hours each year, for example:
What
To help identify individual needs consider – Attending a CPD workshop, or discussion group counts?
Observing another teacher
Continuous Professional is anything that:
Joint planning or evaluating with peers
> helps you become a better teacher
> helps you improve student learning and achievement Practicing your mentoring skills as part of your own CPD
> improves your classroom practice Visiting another school
Team teaching
Exception:
Phase 2 Planning CPD Needs Beginner teachers do the induction course as their CPD and are not
expected to do any further CPD for their first 2 years in teaching.
1. The School’s Annual CPD Plan 4. Plan Development of a CPD School Module Session
The school plans are developed befor e any individual plans are created. It is A School Module is a series of planned activities that link together to make
important that one of the school’s priorities for the year involves all effec tive CPD. A CPD Module Plan includes
Where
staff and should have a direct impact on the classroom, for example – to Who will lead/facilitate and participate
Student participation in lessons begin Duration, including start and end dates
Improvements to lesson planning Resources needed and location Now
Effective continuous assessment strategies Details of the sessions (purpose, method and duration) What
Improving behaviour throughout the school 5. Plan the CPD Sessions ?
Punctuality and attendance Planning for a session involves many participants, e.g. a staff meeting
Other school priorities will be relevant to a specific group of teachers in your in the school, a workshop at a CTE.
school for, example – improving mathematics in cycle 1. Choose the best methods for each activi ty, use a variety of active
methods and activities
2. Complete your School or Individual Annual CPD Plan
A good CPD session is like a good lesson.
Set priorities
A session should be carefully planned based on what happened in the
Detail responsibilities, timings and outcomes
previous session. (This part of th e planning process happens as you do
Identify outcomes for each priority
your CPD.)
o What changes do we want to see?
Phase 3 – Doing CPD
o How will you know it has changed?
Forms
‘Doing’ is repeated sequences of plan, do review
All necessary forms are available in Continuous Professional Develop ment fo r
Do your first session
Teach ers in Ethiopia – A Practical Toolkit Appendices
Review its success
Plan your next session based on what happened in the first
Continue by planning the next session etc etc.
 Every teacher is required to keep a portfolio of CPD activities. It provides an A Programme for Continuous
opportunity to: Professional Development (CPD)
Keep a record of activities undertaken
for Teachers in Ethiopia
Provide evidence of participation in professional learning
Reflect on progress and identify areas for development Portfolio
Provide a record of all development activities Continuous Professional Development is a compulsory requirement for those who
teach in Ethiopian schools. It is a civic and professional duty of all educators to
Provide evidence to secure promotion or re-licensing (schools)
engage in Continuous Professional Development
Provide evidence that contributes to annual performance review
Phase 4 Evaluation CPD
Ethiopia has just adopted a new Framework for
Where to find evidence of progress?
From any source of information that demonstrates there has been Continuous Professional Development
a change!! Here are some good examples: The aim of Continuous Professional development is to improve the performance of
Assessments/Annual Appraisal Records teachers in the classroom in order to raise student achievement and learning. It is
Attendance a career-long process of improving Knowledge, skills and attitudes, centred on the
local context and particularly classroom practice.
Lesson plans and evaluations Did it
Records of classroom observations Work?
In short:
Observed changes in behaviour
“Anything that makes me a better teacher!”
Questionnaire/interviewing teachers or students
Student’s work/ classroom display
School Improvement Plan evaluation CPD takes two forms:
‘Updating’ is a continuous process in which every professional teacher participates
Portfolios
during their career and focuses on classroom practi ce.
Didn’t we do well! ‘Upgrading’ is the process by which teachers can choose to participate in
Important personal challenges to face to complete CPD successfully additional study outside their regualr work at appropriate times in their career, eg
Be committed to your School Module convert a diploma to a degree.

Be prepared to find difficulties

Solve the problems and don’t be easily put off “The CPD Cycle is a carefully planned response to identified needs
Don’t worry if you have to change your plan – be flexible development needs”
Recognise that learning is not always easy Every individual teacher, school, woreda, zone, region will use the CPD Cycle to
Don’t feel threatened by some of the activities create a CPD Plan which outlines the CPD priorities for the year.
Don’t allow yourself to be distracted
Prioritise The CPD Cycle process involves four phases – Analyse,
For more information see: Continuous Professional Development for Primary & Plan, Do and Evaluate
Secondary Teachers, Leaders & Supervisors in Ethiopia – ‘Review’ involves regularly reflecting on what you are
The Framework doing and deciding whether it is working well or not.
The Practical Toolkit Working well- continue with the plan.
The Practical Toolkit Appendices Well – decide what changes to make to achieve your
objectives