The RESPOND framework for a teacher professional profile and portfolio

The RESPOND Teacher Professional Profile for Global Competence and Portfolio defines a common teacher professional profile related to global competence that is elaborated and experimented internationally and can serve to promote self-assessment processes concern-ing the development of teachers’ competences and thereby enhance the sustainability of teacher professional and school development. Part A contains the RESPOND Teacher Professional Profile Framework with four dimensions related to teaching for engagement in global and local issues and perspectives, intercultural communication and interaction, individual and collective wellbeing and acting for sustainability. The four dimensions feed into and out of each other, starting from a posing a guiding question and defining values and attitudes related to the focus. Part B contains the RESPOND Teacher Professional Profile Portfolio is a tool designed to enhance the promotion of self-assessment processes related to evaluating the development of teachers' professional competences linked to each of the dimensions of the framework. The primary objective of the RESPOND Teacher Professional Profile and Portfolio for Global Competence is to establish a comprehensive framework for cultivating both transversal and specific skills. This framework is designed to foster contexts and conditions that facilitate the mutual interdependence and sustainability of professional development for teachers and the schools in which they work. By offering a structured approach through the profile and its accompanying portfolio, this tool aims to create a consistent scaffolding that supports teacher growth while enabling schools to adopt cross-curricular strategies, thereby avoiding fragmented and unsustainable approaches to development. The four dimensions that form the core of this framework reflect essential aspects of a teacher’s professional profile and align with international priorities for the enhancement of both teacher competence and school development.