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Perspectives from PDQ participants and mentors cover evidence collection, lesson observations, scheduling, mentoring support, candidate selection, and measurable benefits such as increased student engagement and confidence in learning.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Insights from across the programme  \nUlink College of Shanghai is a thriving international school with more than 200 teachers and 2000 students. With an 11 year history of delivering the Cambridge Certificate in Teaching  \nand Learning, the school offers a well-established Professional Development Qualification (PDQ) that provides staff a structured and practical route to professional growth.  \nAbout Cambridge Professional Development Qualifications  \nCambridge PDQs are designed to support schoolbased professional development. The qualifications are based on the latest research and best practice in teaching, learning and leadership and combine innovative and reflective practice with critical engagement.  \nSchools work with Cambridge to design their Cambridge PDQ programme to suit the context and needs of their candidates.  \nThe Cambridge PDQ Programme Leader  \nThe Programme Leader is key to the success of a Cambridge PDQ course. Their main roles are to oversee programme design and delivery, co-ordinate mentors and monitor progress. They are usually a senior member of staff at a school.  \nTo become accredited, a Programme Leader must successfully complete an online course, delivered by Cambridge.  \nWe spoke to:  \nAndrew Jones  \nCambridge PDQ programme leader at Ulink College  \nDavid Edwards  \nDeputy head of department of humanities and PDQ mentor at Ulink College  \nShi Chen  \nMaths teacher and PDQ candidate at Ulink College  \nCANDIDATE PERSPECTIVE: SHI CHEN  \nShi Chen, a teacher and PDQ candidate at Ulink College, previously taught in the United States. She joined the programme to deepen her understanding of British pedagogies and enhance her classroom practice.  \nWhy did you choose to take part in the Cambridge PDQ?  \nI wanted to improve my teaching and build confidence. The PDQ helped me integrate new strategies into my lesson planning, which made the course feel highly practical and part of my daily teaching. My students responded positively, showing greater engagement and curiosity in their math lessons and developing a stronger interest in the subject.  \nHow did you work with your mentor and gather evidence?  \nI met with my mentor weekly to review the session’s learning outcomes and discuss that week’s lessons. We also held meetings before and after observed lessons, which was very helpful in recognising my strengths and areas for improvement.  \nFor my portfolio, I gathered evidence through essays reflecting my understanding of the sessions, observed lessons,  \nExterior view of Ulink College of Shanghai. lesson plans, unit plans, and samples of students’ classwork.  \n[www.cambridgeinternational.org/pdq](www.cambridgeinternational.org/pdq)  \nContinued   \nCambridge Professional Development Qualifications: Insights from across the programme  \nWhat has been the biggest impact on your classroom practice?  \nThe most significant impact has been a noticeable increase in student engagement. My students have become more curious and active in exploring new concepts. They are now less intimidated by challenging questions and instead feel excited to solve problems independently. Most importantly, they have begun to truly enjoy learning math and are more willing to ask ‘why’ to understand the underlying logic.  \nWhat has been the biggest challenge you have encountered?  \nThe biggest challenge was scheduling conflicts with my mentor. I overcame this by booking observed lesson slots well in advance and planning flexible lessons that could be adjusted as needed.  \nWhat advice would you give to a teacher or school leader thinking about starting a PDQ programme?  \nI would recommend scheduling the sessions within working hours whenever possible. This helps ensure that participants can fully engage with the programme without adding to their existing workload.  \nWhat do you think you will do with your professional development next?  \nI intend to pursue a leadership program next. My ","cbCailraDM00RG3m","https://ap.wps.com/l/cbCailraDM00RG3m","pdf",221687,"English","# About Cambridge Professional Development Qualifications\n# The Cambridge PDQ Programme Leader\n## Candidate Perspective: Shi Chen\n## Programme Leader Perspective: Andrew Jones","[{\"question\":\"What is the purpose of Cambridge PDQs for schools?\",\"answer\":\"Cambridge PDQs support structured school-based professional development grounded in latest research and best practice, combining innovative and reflective practice with critical engagement.\"},{\"question\":\"What key responsibilities does the PDQ Programme Leader have?\",\"answer\":\"The Programme Leader oversees programme design and delivery, coordinates mentors, and monitors progress, typically as a senior staff member at the school.\"},{\"question\":\"How did Shi Chen gather evidence for her PDQ portfolio?\",\"answer\":\"She collected evidence through essays, observed lessons, lesson plans, unit plans, and samples of students’ classwork.\"}]","Cambridge Professional Development Qualifications - Insights from across the programme | PDF",1792723038]