Sustaining the professional development of teachers within schools as professional learning environments

The RESPOND project investigates and analyses the complex relationship between teacher professional development and school development as a professional learning environment. It proposes a framework with a series of tools designed to promote ways in which each of these levels can be mutually sustaining. The RESPOND Teacher Professional Profile for Global Competence and Portfolio enable users of the tool to focus on transversal and specific skills and monitor their development within teachers’ professional profiles as their careers progress. The RESPOND Teacher Professional Development Support Guidelines, the RESPOND School Development as a Professional Learning Environmentand the RESPOND Promoting and Monitoring Sustainability Indexesenable users of these tools to focus on action areas and specific action steps and build action plans designed to promote change. The RESPOND framework is intended for staff in faculties of education involved in initial and continuous teacher education programs, as well as those involved in the provision of continuing professional development, advisory groups or individuals with this role in regional or national contexts, teacher professional associations, the inspectorate, senior management in schools and staff from all curricular areas.