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Developing Professional Growth Through Collaborative CPD at NCBIS
  • COBIS Training Schools

Written by Paul Joseph, Principal, New Cairo British International School, Egypt

At New Cairo British International School (NCBIS), we are committed to raising teaching and learning standards. As a High Performance Learning (HPL) school, our pedagogical approach is structured around seven pillars. This year and next, we are focusing on Feedback, one of the key pillars, to improve student outcomes.

To achieve this, we have introduced a Teacher Learning Community (TLC), which brings together staff from Primary, Secondary, and Dutch Schools. The aim is to enhance professional development using Dylan Wiliam’s Formative Assessment strategies. By fostering a structured and collaborative environment, we are embedding a culture of continuous improvement.

Teacher-Led Professional Development

Our TLC is teacher-driven, meaning educators take ownership of their growth. The community meets every four weeks to focus on a formative assessment technique, such as Hinge Point Questions or Activating Students as Learning Resources.

During each cycle, teachers select a technique that resonates with their practice and apply it in their classrooms. This personalized approach ensures that professional development directly impacts student outcomes. Teachers also engage in peer observation, learning from one another and refining their skills.

This bottom-up approach empowers teachers to experiment, receive feedback, and continually improve their practice.

Cross-School Collaboration

A key feature of this initiative is cross-school collaboration. For the first time, Primary, Secondary, and Dutch teachers systematically engage in peer observation across key stages. This collaboration has allowed educators to share best practices, exchange ideas, and strengthen the professional community.

This model has broken down barriers between school sections, creating a more cohesive and united staff. Teachers have embraced the opportunity to learn from one another, and many have noted the positive impact this collaboration has had on their teaching.

Enhancing Reflective Practice

The regular peer observation and feedback sessions foster a culture of reflective practice. Teachers focus not only on their own growth but also on developing the ability to provide constructive feedback to their peers. This aligns perfectly with our emphasis on Feedback as part of the HPL pillars.

Through this process, teachers are becoming more adept at identifying areas for improvement in their practice and developing strategies to address them. Already, we are seeing noticeable improvements in teaching and student engagement.

A Positive Impact Across the School

The Teacher Learning Community has had a transformative effect on professional development at NCBIS. The initiative has empowered teachers to take control of their learning while fostering cross-school collaboration.

As we continue to focus on formative assessment and feedback, we are confident this approach will not only enhance teaching standards but also contribute to a more reflective, supportive, and innovative teaching environment at NCBIS.

Through these efforts, we ensure that every student benefits from high-quality teaching, as we continue our journey toward high performance learning.

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