TPD@Scale concepts and principles

1.5 Design for scale, adapt for inclusion

The TPD@Scale model is to design for scale and localise for inclusion. This is how TPD@Scale aims to resolve the EQE triangle.

Designing for scale and localising for inclusion involves the widespread use of a general programme model that is adapted and modified. The adapted models create professional learning that responds to local perspectives and needs.

Why is this important?

It can be fairly easy to design a model of teacher professional development. It is far less easy to make this accessible to all teachers. Inclusion and access must be understood - and acted on - at local, district and national levels. Therefore:

• TPD should be adapted to reflect local problems, for example, meeting the learning needs of displaced children.
• TPD should be adapted to meet the needs of different groups of teachers, for example, refugee teachers.
• TPD should be translated into local languages
• TPD should be available on different online and offline platforms, for different levels of connectivity
• TPD should give opportunities for peer collaboration and support in different forms: online, offline/asynchronous, in person, through telephone calls or texting.

In the next activity, you will read another mini-case study of TPD@Scale.