The Continuing Professional Development (CPD) Wheel below has been adapted from the University College London (UCL) Institute of Education’s CPD framework. It outlines 11 professional practices of teachers, enabling you to reflect on your teaching and plan your own professional development should you wish to.

Capture wheel

A CPD Wheel template is available to print here. With reference to the four Stages of Development as well as the descriptions of the 11 professional practices below, this allows you to complete a radar chart (see example below), highlighting your individual CPD needs.

Capture stagesCapture radar chart

Professional practices

1. Lesson planning

  • Defining clear and well conceived learning objectives that are in line with the Scheme of Work (SOW).
  • Selecting and developing appropriate activities, resources and materials.
  • Planning the grouping of pupils.
  • Planning for differentiated learning (e.g. for different ability levels or early finishers).
  • Anticipating problems that may arise during the lesson, and planning how to respond to these.
  • Describing opportunities for formative assessment, summative assessment and feedback.
  • Describing how a lesson is linked to those before and after it.
  • Planning a broad outline for a sequence of lessons including the retrieval of learning content.
  • Reflecting on the approach and effectiveness of lesson planning, incorporating pupil feedback and other evidence.

2. Understanding learners

Making decisions about teaching and assessment by applying an understanding of the following pupil characteristics:

  • Level of attainment.
  • Group dynamics.
  • Motivation to learn.
  • Social, cultural and linguistic background.
  • Special educational needs (SEND, AG&T, EAL).


  • Exploring the latest research on teaching and learning and applying to the classroom context.
  • Applying an understanding of the impact of the learning environment on pupils.

3. Managing lessons

  • Controlling the pace and timing of activities.
  • Adjusting the classroom layout to support learning.
  • Making effective use of resources and equipment (e.g. interactive white board).
  • Giving instructions effectively.
  • Checking understanding.
  • Using language appropriate to the pupils’ level.
  • Establishing and maintaining classroom discipline.
  • Adjusting plans to take advantage of opportunities for learning that emerge during lessons (responsive learning).
  • Establishing and maintaining a positive climate for learning.

4. Subject knowledge

  • Having an awareness of the range of resources, equipment, ICT and reference materials relevant to the subject and using these to support teaching and learning.
  • Having an awareness of advancements in the subject area and/or amendments to course specifications and SOW.
  • Reflecting on personal strengths and weaknesses in relation to subject knowledge.

5. Resource management

Selecting resources with an awareness of:

  • A range of available sources from which to select materials.
  • A range of media (e.g. digital, audiovisual, print) relevant to learner needs and context.
  • A range of tools which facilitate the collaborative production of classroom material.
  • A range of tools which facilitate pupil-generated content.
  • Developing and adapting materials and resources which conform to copyright regulations and acknowledge sources, which are culturally appropriate, and by sharing and collaborating with colleagues.
  • Using materials effectively in the classroom with appropriate pedagogical strategies.
  • Developing and maintaining a system for storing and retrieving materials.
  • Evaluating the effectiveness of the materials and resources used.

6. Assessment

7. Digital technology

8. Inclusive practice

9. Multilingual approaches

10. 21st Century skills

11. Educational policy and practice 

Cambridge Professional Development Qualifications 

Training and professional development opportunities online and face-to-face from Cambridge International Education (CIE). The events and training calendar for the South East Asia and Pacific region is available here.



The Council of British International Schools (COBIS) offers high quality conferences and training programmes for leaders, teachers and support staff. These include the COBIS Programme for Middle Leaders (CPML), the COBIS Programme for Aspiring Heads (CPAH) and COBIS Diplomas for International Teaching Assistants (DITA and DILTA). COBIS also offer a programme of free webinars to keep members up to date with COBIS services and provide CPD without the need to travel. The full schedule and online registration forms are available here.


Online training courses run in conjunction with leading universities in the UK and USA, including Yale, Stanford and Imperial College London.


Dragonfly Training

Teacher training CPD courses and INSET training in Bangkok and elsewhere in Asia. The venue dates for Bangkok can be found here.

Future Learn

Future Learn is a private company wholly owned by the Open University who work in conjunction with many other top universities and specialist organisations such as The British Museum, Health Education England and the European Space Agency to offer a diverse selection of courses.

The courses are free to join and study and are open to all.

Future Learn

Google for Education Teacher Center

Google Certified Educator Level 1 and 2

Pearson (Edexcel)

Face-to-face and online training events for educators teaching Edexcel IGCSE and International A Level qualifications from Pearson.

TES Institute

Teaching training and development courses including Subject Knowledge Enhancement (SKE) courses for teachers.

TES institute