Philosophy and Guiding Principles for Continuing Professional Development

The philosophy of CPD is based on 70:20:10 Model for Learning and Development. Based on research and observation carried out from the 1960s until present. Morgan McCall and his colleagues, el M. Lombardo and Robert A. Eichinger working at the Center for Creative Leadership (CCL) are usually credited with originating the 70:20:10 ratio (Crush, 2016). This Model captures the three types of learning - experiential, social and formal - and explains their relationship to one another. It holds that individuals obtain 70 percent of their knowledge from job-related experiences, 20 percent from interactions with others, and 10 percent from formal educational events.

The proposed CPD framework establishes three key domains of knowledge and skills which are professional knowledge, professional practices and professional dispositions. This framework constitutes certain set of key competencies under each domain. Therefore, this framework is comprehensive in its nature as it not only highlights the key domains, but also provides the core competencies which are covered under each area.

CPD framework ensures to cater to teachers’ diverse needs and provide opportunities to acquire essential competencies and develop them over a period. The proposed CPD framework establishes a three-level development:


  1. Foundation/Basic Level
  2. Advance/Progression Level
  3. Specialization Level


Click here to download entire Philosophy

Target audience

  • Novice teachers
  • Progressing teachers
  • Advance skill teachers

Prerequisite requirements for Course

  • Participant have access of internet and have an Email ID and WhatsApp number.
  • Understand, read and write English Language.
Basic Level
Progression Level
Specialization Level
Basic Level

TECC Stage I – Foundation/Basic Level

This stage has been built with a special focus of preparing new entrants in the field of teaching to become well versant with the basic needs of pedagogy that will enable them to successfully run their classes in the first couple of years in the profession, especially if the new teachers have attended any teaching courses at all or few. To begin with, they will participate in the ‘Basic Course’ which will help them in developing a better understanding of children and their role in helping children learn. It will provide a basic orientation to teaching as a profession and introduce the key aspects of teaching, learning and assessments. Also, it will help novice teachers to reflect on their classroom experiences with guidance and learn from feedback

Progression Level

TECC Stage II– Advance/Progression Level

At this stage majority of teachers will get an opportunity to participate in the need-based formal and non-formal CPD programs (short term and/or long term) and get a variety of learning spaces/avenues within and beyond school context to develop professionally. This level is for extended period to provide opportunity for teachers to develop gradually towards a more advanced state whereby they can independently with minimum support develop professional development path for themselves.

Specialization Level

TECC Stage III– Specialization Level

At the Specialization level, a teacher will demonstrate mastery in an area of classroom teaching or its related functions in addition to a general sound understanding of the entire teaching-learning process. Teachers will develop an advanced level of understanding and expertise both in pedagogy and andragogy to create a community of practice within their context. In this regard, teachers will take more self-directed initiatives and play a leading role (as master trainer or mentor) in sharing their expertise with colleagues to contribute to curriculum enrichment and whole school improvement. In addition, teachers build linkages with other schools and search for avenues of offline and online CPD opportunities to develop professional learning networks. The premier stage i.e. Specialization level will be an aspiration and dream for teachers to achieve, being too demanding and require scholarly contribution in promoting student excellence and excellence in teaching.

Course