The following provide answers to some of the most frequently asked questions about the Global CPD programs. If you do not see your question here or you still have additional questions, please fill out the form at the bottom of this page and we will get back to you as soon as we can.
Global CPD offers professional development courses to teachers and administrators in any English-medium K-12 school and university contexts. It offers a range of relevant and effective on-site continuing professional development options for teachers, ESL specialists, educational consultants and school administrators. Unless stated otherwise, all Global CPD trainings are 5-day in-service courses for a class of maximum 16 participants.
CTS stands for “Certificate of Teaching Skills” courses that cater for teachers in English-medium K-12 and university education contexts in non-English speaking countries through a solid program of needs analysis, setting short, medium and long-term goals for better quality education and provision of training programs with follow-up support.
Global CPD participants observe experienced trainers delivering theoretical and practical courses and workshops with pre and post training evaluation of performance. We aim to develop awareness of a wide range of approaches to education. We consider issues in evaluating teaching and the effectiveness of training. Global CPD works with trainers and academic managers from a range of contexts, identifying and addressing key issues and good practice in your institutions. As a principle, we work collaboratively and we cover materials relevant to your teaching context, make observations and give feedback.
This is a teacher training technique which provides teachers an opportunity to elevate their instruction by improving the various simple tasks called teaching skills. With the proven success among the novice and seniors, microteaching helps to promote real-time teaching experiences. The core skills of microteaching such as presentation and reinforcement skills help the participants to learn the art of teaching at ease and to the maximum extent.
Global CPD training framework includes three competency stages of teacher development as INTRODUCTION, PROFICIENCY and MASTERY providing a set of skills, knowledge, abilities, attributes, experience, personality traits and motivators which has a predictive value towards a more efficient performance in education. By using the framework, participants can see where they are in the development framework and improve their individual competency in stages.
All Global CPD services are built around you – your goals, your needs, your time frame and your environment. Our Training Framework provides you with specialists, courses and materials to help you manage your own professional development at every stage of your career. Global CPD has seven training modules of teaching knowledge and skills: Teaching Young Learners, Teaching English Language TEFL TESOL, English Medium Instruction, Supporting EMI Teachers, ICT in Education and Masterclass in Education and Higher Education Qualification Courses.
Global CPD offers a solid program of needs analysis and provision of relevant, task-oriented training programs with follow-up support for goal-oriented, self-directed educators with a lifetime of existing knowledge, experience, and opinions. This initial stage of setting goals for better quality education is followed by daily practical sessions of microteaching to provide participants an opportunity to perk up their teaching and mentoring skills. Henceforth participants deliver these micro lessons to their peers in order to put learned methodology and new ideas to practical use straight away. Following each training we also offer access to Global CPD e-learning platform, use of our online self-study centre, optional language workshops and an end-of-course report and a digital certificate.
Global CPD is committed to observing and assessing specific domains of teaching. These include
- Planning and Preparation: knowledge of content and pedagogy, knowledge of each student as an individual learner, setting of teaching aims for different student profiles, demonstrating knowledge of resources available for meeting those aims, designing coherent activity cycles, formative assessment of learning.
- Classroom Management: creating a learning environment of respect and rapport, creating a culture of learning, motivating students to try hard, managing student behavior, encouraging good values through example, managing classroom procedures and organising the physical space in the classroom.
- Teaching Methods: Communicating learning aims and instructions effectively to students, using quality questioning and discussion techniques, using teacher-led and student-centered stages with ease, engaging all the students in the class, maximizing student time-on-task, allowing students to guide the learning process, monitoring and giving effective feedback to students about their learning and adjusting the lesson according to the needs of the students in real time.
- Language Use: Appropriacy, accuracy and fluency of teacher’s English in the classroom and the English used in materials or tests.
- Professional Responsibilities: Being organized, planning lessons, being proactive, showing a positive attitude, reflecting on own teaching, supporting and communicating with partner teachers, communicating with families, taking responsibility for own professional development.
- Complementary Skills: Computer literacy, digital literacy, IWB skills, reading aloud, drama, storytelling, etc. The need for complimentary skills develops out of an awareness of what extra skills each teacher needs.
While observing and assessing these components of effective teaching, our fundamental aim of maximizing student learning will always be at the forefront.
Global CPD course participants can address Knowledge, Skills, or Attitudes (KSAs) about specific, measurable, achievable, relevant, time-bound (SMART) training and information on four parts (ABCD) actor, behaviour, conditions and degree.
The key aspects of essential learning skills integral to our educational approach are crucial. These include
- Learner autonomy: Across the world, students are increasingly expected to take some responsibility for their own learning, in order to become ‘lifelong learners’. Teachers are expected to facilitate this process. Global-CPD believes that teachers with high skill levels in the above domains are better able to share responsibility for guiding the learning process in the classroom with students. Taking responsibility for their own professional development through maintaining a basic ‘teaching portfolio’ is congruent with this approach to student learning.
- Learning cycles: We aim to help teachers reach their full potential. We believe that teachers move through various stages in each domain: from ‘novice’, to ‘advanced beginner’, ‘competent’, ‘excellent’ and finally ‘’exemplary’ and that learning is cyclical. Teachers moving from one context to another need time to attain the skill levels they showed in a previous context. We will help each teacher improve, aiming for the ‘exemplary’ level in each domain.
- Exemplary teachers: We believe that the exemplary teacher can effectively reach each student at their own level of proficiency while moving the whole class forward in meeting instructional aims. Exemplary teachers are committed, hard-working, have a passion for teaching, are approachable and are inspirational role models for their students. They have high but achievable expectations. They leave no child behind. At the same time, they are also individuals with their own styles. They take risks and experiment in the quest for further improvement.
- No one right method: There is no one correct teaching method. At Global-CPD we value traditional, core teaching methods as well as newer student-centered, constructivist approaches. The best choices are always made after carefully analyzing the students and the intended learning outcomes in relation to the stakeholders’ expectations and the assessment system.
- Community values: Alongside teacher and classroom observation, the atmosphere of the school will be considered; i.e. behaviours in corridors, cafeteria etc, since these have an impact on teacher motivation and classroom management. Also, teachers are encouraged to keep parents informed about developments in the classroom in order to strengthen the home-school connection.
Finally, we look forward to working with teachers to create a vibrant community of ‘teachers-as-learners’.
Global CPD has a systematic process for follow-up and support of trainees after the training programs to give support and feedback on a regular basis using effective methods to evaluate the training programs systematically.This systematic process for “follow-up” refers to the established mechanism that allows Global CPD to locate and communicate with the trainee at specified periods of post-training. “Support of trainees after training” refers to mechanisms that allow us to respond to questions, doubts, or problems that participants experience in the service delivery environment.
Global CPD certificates are issued online as professional and verifiable digital certificates which the participants can either print or share anytime over the Internet.
Global-CPD is an organisation with a vision to provide relevant, effective and innovative professional development for teachers and educational leaders in English-medium school and university contexts.
Our mission is
- to be applicable and relevant to the needs of, and contribute towards a whole-school learning, standardisation and management,
- to include professional support for administrators, class teachers, language teachers and English medium instructors of Science, Mathematics and other subjects,
- to promote a culture of professional learning built around innovation, collaboration, mentoring and research,
- to maintain a tight focus on learner needs with ongoing rigorous evaluation of the processes and outcomes,
- to involve regular expert input and build on the best existing collaborative and teacher-driven practices
“Teaching is a learning profession.”
Enhancing the learning process so that every learner reaches full potential is the main aim of any educational program or school.
Certain aspects of teaching have great impact on the learning process and can lead to improved learning experiences for learners.
Thus, when we help teachers develop their awareness, knowledge and skills through systematic, continuous professional development, student learning improves. No initial training can provide teachers with the knowledge and skills for a lifetime of teaching. Teachers must work throughout their professional lives to develop.
Global CPD code of ethics are built around our beliefs and commitment to the values of
- Quality: We strive for excellence through continuous improvement.
- Inclusiveness: We are committed to equality, respecting people and valuing diversity.
- Participation: We value any contribution of institutions and organisations.
- Responsibility: We take responsibility for, and answer to, our actions.
- Openness: We are committed to transparency across all our work communicating internally and externally.
- Democracy: We set a high value on giving our associates a say in the way we run our services.
- Equality: We regard equal rights and benefits for contributions, being fair and unbiased.
- Solidarity: We think highly of supporting our associates and those in other institutions.