either final portfolio grade or final presentation grade are ‘borderline’.
Trainer will review and discuss the teacher’s portfolio and presentation in order to decide
The Expert and independent trainer will have access to the portfolio through the portal. The
inform decision if this is available.
By the end of this moderation process all teachers will be allocated a programme grade of
All course participants will be entitled to proceed to the CPM examination for formal
Participants receiving a fail programme grade after moderation will not be entitled to
certification regardless of the result of the examination.
generate a proposed pass list for submission to the Assessment Board. The Assessment Board
will review and formally approve the pass list. The board will consider the cases of teachers
deemed to have failed as well as any cases of malpractice.
They will make decisions about
resubmissions or re-registrations by these teachers based on evidence presented.
will be allowed to re-
submit one failed element on one occasion.
The Assessment Board will consider the cases of
who do not complete the
programme due to ill health or personal circumstances. The board will decide whether the
they need to complete.
The Assessment Board will also consider any cases where malpractice, usually plagiarism, is
Handbook. The board will make decisions about the possibility for re-submission by
whose work is found to be plagiarised.
Following the Assessment Board a formal pass list will be issued as well as decisions about
Teachers are entitled to appeal against a decision of fail. Assessment and moderation
quality of portfolios and presentations are not subject to consideration. Appeals may only be
made in cases when the processes of assessment and moderation set out in this document were
not followed. In cases like these, teachers should provide written statement to the CPM in with
necessary details and evidences.
The CPM considers Teacher’s appeal within the period established by the legislation of the
Competence: Illustration of Professional Practice
understanding of the key
ideas presented in the
have knowledge and understanding of key ideas of the
gifted, etc.) responding to their age related difference and
possess the methods of consulting colleagues regarding these
Applying key ideas of the
use methods to diagnose and respond to individual learners needs
use methods of learning how to learn;
lead the learning of all pupils in the classroom;
build mutually respectful relationship with students based on
themes of the Programme;
demonstrate how changes to teaching and learning were led and
plan learning sessions with the aim of achieving goals and tasks;
select appropriate materials and resources to enhance pupils’
make deliberative judgments based on reading, conversations with
mark and monitor pupils’ work carefully;
provide useful oral and written feedback to pupils;
keep appropriate records of pupils’ progress which inform
behavior management strategies, including how to select and use
approaches that personalize learning to provide opportunities for
all learners to achieve their potential;
learning with groups of teachers and engage in Lesson study
within a school;
lead the learning of a team of teachers through coaching and
create and sustain a professional learning community of teachers
make judgments about the effectiveness of other teacher
colleagues and use this as a basis for improving teaching and
learning within a school;
to promote effective school practice including making cross-
work as mentors with less Expert teachers to plan
sequences of lessons within the school;
make deliberative judgments about classroom practice and help
other less Expert teachers to solve problems in their classrooms;
can work with classroom practitioners and help other less
Expert teachers to respond to individual pupils learning needs;
help other teachers in the effective practice of
summative and formative assessment;
have an excellent ability to provide learners,
colleagues and parents with timely, accurate and
constructive feedback on learners’ attainment,
progress and areas for development that promotes
Teachers are reflecting on
the implementation of
new practices and
considering implications for
have high expectations of each pupil and make a
positive contribution towards pupils’ educational
understand the importance of good relationships with
are active users of support materials available on the
can work in networks within the school;
can reflect on their own practice and make adjustments
respond well to advice;
are aware of appropriate areas for personal
carry out small scale teacher led development work in
build and sustain positive professional working
lead and support other teachers’ professional
development in school;
have the disposition to ask difficult questions of
themselves and colleagues to improve teaching;
research and evaluate innovative curricular practices and draw
on research outcomes and other sources of external evidence to
inform their own practice and that of colleagues;
teaching practice of all teachers within the school.
Requirements for planning and conducting the sequence of lessons
Report for planning and conducting the sequence of lessons is assessed against the three key
includes all the required elements. These are:
1. Planning and conducting the sequence of lessons should present the implementation and
rationale and approach of implementing seven themes of the Programme in sequence of
key results of implementing the changes to the practice of learning: what are the changes? if
there was improvement, whether the evidences of it presented and are sufficient? If not, what
reform in practice of teaching can be done as to achieve better results to further implementation
of changes, what were the difficulties faced during the implementation of seven themes of the
Programme into the sequence of lessons?
Reflection, how and why one or several themes were implemented in one lesson from the
designed sequence of lessons include the evidence of engagement with the literature provided by
the Programme, references on additional resources are also possible. There must be explanation
why it was important to implement these ideas to practice and how it was implemeneted.
Reflection, how the changes to teaching and learning practices occurred and managing them,
including the additions in further practice. Here may be the evidence of deep study of new
approaches to teaching and learning and how this learning bring to changes in practice.
Reflection must demonstrate the criticality in relation to applying new approaches to teaching
and learning. It must not be descriptive, but must include why the strategies of teaching and
learning were used, what went well and what did not go so well, and why these strategies were
successful or not. Reflection on the sequence of lessons must demonstrate metacognitive
consciousness, for example, some understanding of not only what was learned, but also about
the process of learning itself.
Reflective account also must address how teacher’s reflection on practice let to make reasonable
conclusions in regard to future practice.
Requirements of the Reflective account of coaching sessions
programme. In arriving at a grade, assessors should also consider whether it includes all the
required elements. These are:
An explanation of the focus of the coaching session, e.g. using peer-assessment and
success criteria, organizing collaborative group work, helping gifted and talented pupils
develop higher level thinking etc.
An explanation of the context of the coaching session
The learning objectives for the coaching session
A description of what the teacher colleagues did in the session
An explanation of what did not go well and why
An explanation of what teacher colleagues learned from the coaching session
Suggestions about what the teacher would do differently another time to enhance
teacher learning in relation to this learning objective
what was learned from the coaching experience in relation to:
Themselves as a teacher
How they will improve their coaching in future
Requirements of the analytical account of the process of mentoring one colleague
The reflective account of the process of mentoring one colleague is assessed against the three key
includes all the required elements. These are:
Identification of mentee developmental needs
A brief resume of their mentee - their qualifications, their role, how long they have been
An explanation of how the teacher identified the developmental needs of the
An explanation of any interventions initiated with the mentee
A discussion of the feedback and feed forward given to the mentee
Evaluating the success of mentoring
Discussion about the teacher’s relationship with the mentee
The activities that were thought to be most/least successful and why
What the teacher would do differently if they were able to repeat this experience
An explanation of what was learned about effective mentoring from this experience
How the teacher will amend the way they work with mentees in the future based on
Grades given will be one of the following:
A Good Pass will be given where there is strong evidence in the portfolio or presentation that
two or three of the criteria that the teacher has consistently satisfied the criteria at a high level.
Note - The grade ‘good pass’ is used to identify work in portfolios that may be used as
the teacher has satisfied each of the three key criteria. A Pass grade may be given where
evidence for one of the key criteria is weak but where there is strong evidence for the other two.
presentation that the teacher has begun to satisfy all three criteria. Where evidence for two or
three of the key criteria are weak, the portfolio or presentation will be assessed as Borderline.
missing or do not address the key criteria. Fail will only be given for presentation if the
teacher fails to give presentation or when presentation does not address the key criteria.
There may be some evidence of satisfying one or two of the key criteria in the portfolio and
presentation of a teacher. However, if there is no evidence of addressing any one of the three key
criteria across the portfolio and presentation, the teacher’s overall programme grade will be