[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-78522-en":3,"doc-seo-78522-105":31,"detail-sidebar-cat-0-en-105":93},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":21,"is_downloadable":21,"audit_status":21,"page_count":22,"language":23,"language_code":24,"site_id":25,"html_lang":24,"table_of_contents":26,"faqs":27,"seo_title":28,"seo_description":14,"update_tm":29,"read_time":30},78522,687197207639,"Asher","https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd",8,"Research & Report","CPD Framework for Teachers","A professional development guide for teachers across all subjects, designed to help educators understand and plan their Continuing Professional Development (CPD). The framework outlines four stages of growth—Awareness, Understanding, Engagement, and Integration—and defines 12 professional practices, each described through concrete elements. It supports lesson planning, learner understanding, effective lesson management, subject and language competence, resource use, assessment, inclusion, multilingual approaches, ICT integration, policy understanding, and 21st-century skills.","Teaching for Success  \nContinuing Professional Development (CPD) Framework for teachers  \n© Mat Wright  \n[www.teachingenglish.org.uk](www.teachingenglish.org.uk)  \nThe British Council’s Continuing Professional Development (CPD) Framework for teachers is for teachers of all subjects. It enables you to understand and plan your own professional development.  \n© Mat Wright  \nThis booklet shows you:  \n• the four stages of development  \n• the 12 professional practices and the elements which describe each professional practice.  \nFor more information about the CPD framework, and resources to help your development in the professional practices, [go to www.teachingenglish.org.uk/](go to www.teachingenglish.org.uk/)[ ](go to www.teachingenglish.org.uk/)[teacher-development/continuing-professional-development](teacher-development/continuing-professional-development)  \nContinuing Professional Development (CPD) Framework 3  \nStages of development  \n1. Awareness  \nYou have heard of this professional practice.  \n\n|  |  |\n| --- | --- |\n| 2. Understanding\u003Cbr>You know what the professional practice means and why it’s important. |  |\n| \u003Cbr>\u003Cbr>3. Engagement\u003Cbr>You demonstrate competency in this professional practice at work. |  |\n| \u003Cbr>4. Integration\u003Cbr>You demonstrate a high level of competency in this professional practice and this consistently informs what you do at work. |  |\n\n4 Continuing Professional Development (CPD) Framework  \nContinuing Professional Development (CPD) Framework 5  \nProfessional practices  \nPlanning lessons and courses  \nUnderstanding learners  \nManaging the lesson  \nKnowing the subject  \nManaging resources  \nAssessing learning  \nIntegrating ICT  \nTaking responsibility for professional development  \nUsing inclusive practices  \nUsing multilingual approaches  \nPromoting 21st-century skills  \nUnderstanding educational policies and practice  \n6 Continuing Professional Development (CPD) Framework  \nPlanning lessons and courses  \nPlanning lessons and courses involves the following elements:  \nDescribing my learners in relation to their learning needs.  \n\n| Defining aims/learning outcomes that meet my learners’ needs and the course objectives. |\n| --- |\n| Selecting and developing the activities, resources and materials which engage my learners and correspond to the aims of the lesson. |\n| Dividing lessons into coherent stages\u003Cbr>with realistic estimates of timing. |\n| Planning board work. |\n| Selecting and describing interaction patterns for different activities during the lesson. |\n| Planning the grouping of learners. |\n| Planning for differentiated learning\u003Cbr>(e.g. for different ability levels or early finishers). |\n| Anticipating problems that may arise during the lesson, and planning how to respond to these. |\n\nDescribing how my learners’ understanding will be checked or assessed.  \n\n| Describing when and how feedback on my learners’performance will be provided. |\n| --- |\n| Planning activities that help my learners\u003Cbr>to develop learning strategies. |\n| Describing how a lesson is linked\u003Cbr>to those before and after it. |\n| Planning a broad outline for a sequence of lessons, including the recycling of learning content. |\n| Reflecting on the approach and effectiveness of my lesson planning, incorporating learner feedback and other evidence. |\n\nContinuing Professional Development (CPD) Framework 7  \nUnderstanding learners  \nUnderstanding learners involves the following elements:  \nMaking decisions about teaching and assessment by applying an understanding of the following learner characteristics:  \n• level of attainment  \n• age  \n• interests  \n• preferred ways of learning  \n• group dynamics  \n• motivation to learn, both generally and in relation to specific subjects  \n• educational, social, cultural and linguistic background  \n• any special educational needs  \n• level of autonomy  \n• personality.  \n8 Continuing Professional Development (CPD) Framework  \nExploring theories of learning and applying them to my context and learne","cbCaipgEkLCUrpMh","https://ap.wps.com/l/cbCaipgEkLCUrpMh","pdf",316569,5,1,20,"English","en",105,"# Stages of development\n## Awareness\n## 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signaling transitions, adjusting classroom layout, responding to unexpected events, using resources well, giving instructions clearly, checking understanding, and maintaining learner engagement through discipline and a positive learning environment.\"}]","CPD Framework for Teachers | 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