SUSTAINING THE PROFESSIONAL DEVELOPMENT OF TEACHERS WITHIN SCHOOLS AS PROFESSIONAL LEARNING ENVIRONMENTS

The RESPOND project set out to investigate and analyse the complex relationship between teacher professional development and school development as a professional learning environment. RESPOND cons...

The RESPOND project framework envisages four intersecting focuses designed to produce tools for facilitating the sustainability of teacher professional development. The RESPOND Teacher Professional Profile for Global Competence and Portfolio defines a common teacher professional profile related to global competence articulated in specific areas and types, levels, and indicators of competence. The RESPOND Teacher Professional Development Support Guide-lines is designed to promote the roles of and interactions between different actors in school, with particular reference to mentors, newly qualified teachers, experienced teachers, and school leaders. The RESPOND School Development as a Professional Learning Environment focuses on the ability of schools to understand and promote the complex processes involved in ongoing teacher professional development and its relationship with the school as a professional learning environment. The RESPOND Promoting and Monitoring Sustainability Indexes proposes an overall sustainability development framework with particular particular emphasis on identifying factors that facilitate and impede ongoing professional development and school development as a professional learning environment.