 Academic management is under enormous time constraints, so there's a lot to deal with. There's a lot to deal with in terms of student problems, student visas, problems with the building. There's any construction issues, students go through academic management as well. So we have a lot of those issues in relation to time constraints. So as you can imagine, teacher development in CBD isn't high up on the list during the day-to-day running of the school. There's so much going on every day in the school. So a lot of the teacher development programs are teaching, what did Chris say again, called the teacher development events, I think he called it. Anyway, are very much top-down events because it's much easier for academic management to control and it's easier to manage. It's less time-consuming as well. So a lot of those events would be like workshops. So a lot of the, you've got, for example, observations, you've got an appraisal process, you've got, what do you call it again, the, let me see, sorry, my notes. Yeah, you've got, for example, the criteria from, let's say, accreditation bodies too. And all of those things that really inform workshops. And you've also got, for example, the academic managers have their own teaching experience as well. And that kind of sometimes informs the way what they think is best practice too. And you've got institutional constraints. You've got the institution, the language school, which believes that this is particular, this is best practice for teachers, and we must follow that as well. So there's a lot of that going on. Then we have teachers. We have kind of a quite a large cohort. 50, usually, teachers, there's quite a lot, with different levels of experience, different levels of interest, different interests, and also different levels of enthusiasm. So you've got teachers who have had 10 years experience, some with five years experience, some with, and a lot of them, we have half of our teaching cohort are Delta qualified, and quite a number of them just come out of the CELTA, the CELTA course, maybe have one or two years experience as well. And a lot of those are different levels of, I suppose, experience, or different levels in their own teaching. A lot of them, for example, the younger, the less experienced ones, are trying to find their own voice as well. Some of the older staff, some of them may feel they've stagnated, or may feel that they haven't really, you know, they're stuck in a particular mode of teaching as well. And some of them are quite happy, or quite content. So, but what does a school, what's the school's responsibility to a teacher? And the bottom line is, I suppose, the bottom line is the bottom line. A lot of the school needs to keep students happy, and they need to sell a product as well. And you're always in negotiation with management about how we can kind of develop, teacher development and how we can develop CPD. And in our school, like CES and Fairness 2 CES, they have set up a CPD department. They've given a role to one particular staff member as head of teacher development as well. And so, we do have a CPD department in our school, so it shows the commitment that the school has to teacher development, but you're still negotiating with management about what kind of things you can do. You've also got time constraints, you've also got, for example, budgetary constraints too. So, with that in mind, Chris, who is the head of teacher development, he's kind of created a little program here. I think I should start using this if I make it easier for myself. What does CPD look like in CES? So, we've got a biannual teacher development plan. And this is based on feedback from teachers, it's based on student feedback. It's also based on observations. And we've got four of them here. Now, two of them are top down and two of them are bottom up. So, workshops. Now, it's easier, it's quite easy to manage workshops in terms of academic management. You can get in an expert. If there's any problems arising from, let's say, observations and so on, the workshops can help in that sense. So, let's say a year after a particular period of observations, the academic manager would say, well, we need to do a workshop on particular issues arising from pronunciation, from, let's say, from learners, sorry, learning goals and so on. And then we have actual research groups, which is this is more bottom up approach. And in this case here, the actual research groups are, these are over a set period of time. Let's say, for about two months, we have actual research groups and they have specific questions for the group. So, they set data collection and analysis methods and then they present their findings at the end. So, they have a group of, let's say, five or six in the actual research group. And they, it needs to be, I suppose, a negotiation between academic management and also the teachers. It's not, it doesn't have, it can't be just what the teachers are interested in or what their problems are. It also has to be the need to fulfill the needs of the institution as well. So, there's a negotiation that goes on there between, so that makes it interesting for the teachers, but it's also valuable from an institutional perspective as well. And then we have professional development groups. And these, these are kind of more support groups. These are, they discuss and investigate concerns that teachers are having within the school and they promote kind of peer collaboration and harmony within the staff room and helping staff room culture and helping teachers support each other as well. Now, we only really started the professional development groups over the last couple of months. So, it's still in its infancy and they meet every Monday and Friday and they have a group, they have a room where they meet and they discuss, they have one senior teacher who kind of runs the sessions and they talk about what issues that have arisen during that week as well. And then we have the mentoring sessions. Now, this is more of a bottom, sorry, top-down approach where it's more for the inexperienced teachers as well where we use this a lot during the summer when we have new teachers during the summer and we have senior teachers who are looking after the younger kind of more inexperienced teachers and telling them about resources or about, you know, the institution, what's expected of them as well. That's because academic management is so busy that we need to have a kind of a CPD department as well. So, we also have these, which I don't really want to discuss because we discussed these quite a lot today, observations of the appraisal process, support for further education and support for external involvement in TD opportunities. So, that's all part of the process. Now, we do have a six, it's a six-monthly plan and it has to be very visible. And it kind of looks like this here and the key principles are that it's teacher-based, that it's decentralizing as well, that it's teacher-autonomous and it's guidance and directing but not lecturing and info dumping, as we say. And it's practical as well and also that's tailored for the teachers too. That's just my summary of that, sorry. That's the rationale. So, we have a plan like from January to June, so it's six-monthly. And the development, and this is what it looks like and we have these on the notice board as well. So, this is an example of the teacher development priorities for that particular period of time. So, it's very visible to everyone, for everyone to see as well. So, you've got an implementation of a new curriculum framework document, which is an institutional need as well. You've got a focus on integrating commutation, which has come from observations, from issues arising from observations as well or from teacher needs too. Focus on improving the quality of assessment in the classroom and this has been an issue that's been ongoing as well. What does success look like? What about learner outcomes and so on? And this comes from not just the management but also comes from teachers as well. Some teachers say, well, they don't know if their teaching has had an impact as well and how can we improve on that as well. And a review of the ways to integrate technology into classrooms. So, these are all issues that have arisen from observations, from student feedback, from teacher feedback as well. And then we have the workshops too, which are more kind of top-down approach. And these again are based on institutional needs but also kind of things that the teachers, we feel that the teachers need to work on. But we don't want to alienate the teachers as well and say like, this is what you have to, you know, you have to go through this process. There's a constant dialogue going on with the teaching staff about their own needs as well. And that's what it looks like. So, TD events are a series of workshops. So, approximately nine every six months. Action research groups. So, there are small groups, three-month periods. And a set focus. You've got video observations, inclusivity, you've got homework. And this ends with a knowledge share. So, at the end of it, the groups present their findings to everyone else in the school. Well, other staff members as well. Okay? And then you've got professional development groups. And these are six to eight teachers. They have their own professional development room. And it's every Friday and Monday afternoon. And the group leader sets a discussion or research topic. And this sits for two months. And we discuss several focuses and present their findings. So, and this is a better reform kind of in-service training and also for action research as well. And then we have the mentoring. And this is during, mainly during the summer when we get to really, really busy in school. And we get a group of new teachers coming in as well. So, that's CPD in CES. Now, the main issues there, I think, arise from, we're trying to make it evidence-based as well. It's very difficult, though, with action research to try and make it evidence-based. As Moran was saying, was how do you involve the learners? Because the learners are the most important. And that's the issue we have is that it should be, like, professional development should be teacher-focused, but it shouldn't lose sight of what the students' needs are as well. And that's something that we're still working on, is trying to make these action research groups more evidence-based. And saying, what is the impact my teaching is having on my students as well? But it's great for teachers to experiment. It's really, it's, I think it's, you've got a great opportunity for teachers to look at their own teaching from their own point of view, and not have to always listen to the so-called experts or to listen to people with a lot of information. And that can undermine their confidence as well. It's kind of, I think it's very important that teachers kind of find their own voice through experimentation, through research as well. And we are there part of the CPD departments to help them.