- English Language Learning
- Teacher Development
- Manage a teacher development programme for your institutions
Managing teacher development for your institution
Are you looking for help with teacher development programme? Make use of Cambridge resources and services to help make a real impact.
The Cambridge Principles of Effective Teacher Development
Read through the ten key principles (in the box below) that Cambridge has identified as important to running an effective teacher development programme. Are you confident your programme follows those principles?
Resources from Cambridge
Online Methodology Courses
For busy teachers who need the convenience of being able to work on their skills whenever or wherever they get the opportunity. Our online courses keep track of their progress, so that they (and you) can see exactly how they are doing on each course.
Online Resource Library for Teacher Development
Support your teachers with an extensive library of teacher development material - videos, webinar presentations, articles and teaching tasks. These have been carefully organised for different types of teachers - Primary, Secondary and HE/Adult - and mapped to the Cambridge English Teaching Framework.
Language development for teachers
For many institutions, the critical challenge is making sure all your English teachers have a sufficiently high level of English needed to teach effectively. You can make use of a wide choice of courses and resources to help you address this. In addition to regular language improvement courses, Cambridge has developed a new programme specifically for teachers improving their English: Language for Teaching.
Books for teacher development
You can bring your teacher's library up-to-date with the latest books on teaching skills and teacher development from Cambridge.
Download our catalogue of books for teacher development.
Click on the book image to get more information.
A Course in English Language Teaching by Penny Ur.
CLIL: Content and Language Integrated Learing, by Do Coyle, Philip Hood and David Marsh.
Cambridge's Ten Key Principles for Effective Teacher Development
Developed by Cambridge English Language Assessment.
Localised and context-specific
No 'one size fits all'. Localise to specific context and avoid methodological prescriptivism.
Adopt a 'broaden and build' approach. Build on strengths rather than 'fix' problems.
Relevant, differentiated and supported
Allow for differences between individual teachers. Keep it relevant to daily needs and provide support over time.
Involve teachers in CPD decisions to improve impact and relevance.
Opportunities for reflection and critical engagement
Build time and activities for critical reflection systematically into the programme.
Collaboration and mentoring
Peer interaction and mentoring, with teachers working as a team, increase motivation and impact.
Integrate theory and practice
Theory needs to be related to, and evaluated against, actual practice, supported by individual or group research.
Focus on a range of competencies
A balanced approach is needed across competencies, from practical methodology, to advanced language skills, to knowledge about language learning.
Strategic leadership which integrates teaching, curricula and assessment
A long-term sustained approach, building up skills with support and peer collaboration, and integrated with curriculum and assessment developments.
Demonstrated, realistic and efficient outcomes
A CPD programme needs defined outcomes with observable, measurable steps of progress, to ensure effectiveness and responsiveness.
Tailored Teacher Development Programmes
We recognise clearly that teachers develop at different paces and over time, that no two teachers are the same and will have different levels of competence in different areas. For example, a teacher may be proficient at lesson planning but has a lack of expertise as far as evaluation and assessment are concerned. Another teacher may be just the opposite.
Therefore to meet the needs of individual teachers, our qualified tutors create customised plans for each teacher. The programmes can be delivered online and require teachers to reflect on their own context, try out new ideas in their classes and produce a final assignment.
Supporting and mentoring teachers
Sample pages from Advising and Supporting Teachers by Mick Randall and Barbara Thornton.
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