Cambridge Professional
Development Qualifications
Candidate Case Studies

The first time I read what would be involved in the Cambridge PDQ, I admit that I was a little apprehensive. I questioned whether I would have the time to complete it.

There were days when I would get to my office and I would think, work or Cambridge PDQ? And sometimes I would have to do work and do the Cambridge PDQ at home in the evenings when it was quiet and I wouldn’t have any interruptions. It was hard but it was a good hard. Everything that I learnt was very practical, directly related to my role. So even though it was challenging, and I would call and tell my programme leader that I wasn't sure if I could finish the work before the deadline, he and my mentor supported me through it. I really appreciated that it was directly related to my everyday work. The Cambridge PDQ required me to think, to reflect on my practice and ask questions about how I lead. And then to apply this to the work that I do. I won’t lie to you that it was extremely tough but very rewarding.

My mentor talked to me about the programme and how it would be helpful for the students. My mentor helped me see how my relationship with my teachers should focus on the impact they have on the students. My programme leader was also a great help. He set up an online page where all of us on the course could post ideas and articles and share resources. He also guided me throughout my programme, signposting me to material and resources which were very inspiring to read.

During the programme we had many opportunities to explore how other school leaders work. We were matched with people of experience in leading schools. We held interviews with leaders and met with heads of other institutions to share practice. It was very useful. We also had one on one training, individual study time and moments when all the candidates on the programme got together and discussed topics covered in the programme and had arguments over them! We found many ways to talk and collaborate.

I was previously more focused on leadership management. But now I have learnt that to be a good educational leader my focus should be on the students and their achievements and not so much on whether the timetables are good or whether there are enough resources. It was a big shift. Before the programme I was really focussed on getting everything in order, very structured but after the programme I realised that those things are equally important but that the relationship with the students and with the teachers, my influence on them, talking to them and finding out what challenges them, what are they finding difficult has more impact on learning. I learnt to be in the centre and not so much at the top.

I don't think I have learnt everything I need to learn and I would like to keep learning. I will never reach my limit for learning. Yes, it is tough combining it with work but if it will help me be a better leader I am all for it.

Once I have completed the Cambridge PDQ Diploma Programme I would like to move on to a Masters and perhaps a Doctorate in Educational Leadership. I want to continue with a course which helps me apply what I learn as much as this course has.

It is also good that we, all the candidates, are still in contact. We have conversations all the time. We call each other. We talk about what we are doing. We share ideas and some of the strategies we learnt on the course. We think about what we have done and what we have learnt, the ideas and practices and reflect on what we do. So I now have a network of leaders to talk with which helps to develop my practice further. This has been a great aspect of the programme.

Our programme leader told me how useful she thought this programme would be for me especially as I graduated with a maths degree and came directly to the school to teach. I wanted to learn about the whole concept of teaching and learning, the whole concept of education. I have taught a number of students but I had little knowledge on how to improve my teaching practice. My previous teaching style was to get students to learn by repetition. I wanted to gain new understanding and new ideas. Previously, I observed other teachers but without very clear goals of what I wanted to learn.

I have always studied maths and science subjects so I haven’t had a lot of practice writing essays. I haven’t written a long piece of writing in 10 years. I am Chinese and to do this programme in English was a little scary for me. On our Cambridge PDQ programme, we had regular weekly meetings. In the meeting, we would have a combination of presentation and discussion. Things that I wasn’t clear about, I would share with my fellow candidates and mentor and we would have a discussion, which was very helpful. I was observed twice for the programme and I wrote a reflection on the lessons observed. A good aspect of the programme is that my mentor and I would discuss my lesson and I would reflect during this discussion.

Once I was happy with my portfolio I would pass to my programme leader who then went through it to make sure all the assessment criteria and the learning outcomes were met. This gave me confidence that I was meeting the Cambridge standard.The programme leaders provided textbooks and suggested journals and resources. I initially found there was a lot to read but I learnt to use the books as a reference and pick out the topics I wanted to learn more about. During the observed lessons, I tried to ensure that I planned my new learning into my lesson and to try new activities and concepts. Since going through this process of observation I do not feel nervous when my Head of Department or other teachers observe me.

During the programme, I had a discussion with my mentor to help clarify a teaching strategy. I thought I had understood the idea of active learning, but I was still unsure. I thought active learning was purely discussion and playing games. I teach further maths and I wondered how I could implement this into my lesson. I talked about this with my mentor and he explained that active learning is a concept and idea rather than just games.

So now I am much more learner centred in my lessons. I plan more activities as well as implementing assessment for learning. Now when a student has solved a mathematical problem I ask them to reflect. This has deepened their understanding and helped them apply their learning.

I can tell there is a difference in my students during the lesson since the programme. Mainly that they ask more questions of me! I was a reflective practitioner before the programme but this has helped me engage in it more actively and with meaning. I am still trying to improve this and find out how to build in more reflection, how to develop more assessment for learningstrategies and plan more active learning activities.This is not just for the sake of doing the programme but trying to improve my teaching.

The Cambridge PDQ programme has helped develop a whole school concept of professional development. As a school, we now understand the importance of professional development and how it supports our daily practice. We as teachers discuss more. We follow the habit formed during the Cambridge PDQ programme over the last four months. We have continued our communication and discussion since the programme has finished.Other teachers in the school have asked me about the course. ‘Is it worth it and is it very helpful?’ I tell them it is hard work, but that it is really worth it. It is helpful and that the work is very meaningful. It is not just to gain a pass and get a certificate or fulfil the conditions. When doing this programme you gain a lot from it. To show how the Cambridge PDQ programme has helped in our teaching those of us on the programme delivered four showcase lessons four times during a professional development day. One group of teachers would come for one session and then move to another classroom. This was repeated for other teachers. Initially, it was scary as many colleagues came to the classroom to watch me. However, the feedback was very positive and I could tell we achieved our goal. That was a very special moment.