TPD@Scale is designing a model of teacher professional development for scale and then localizing the model for inclusion by taking account of different local circumstances. This approach is necessary, because local TPD is affected by different factors. These factors can be identified by using three analytical planes and considering how these planes interact (Rogoff 1995):

• the intrapersonal – the individual’s learning. ‘Intrapersonal’ can be at the level of the school or the classroom or even a small group of students or teachers.
• the interpersonal – interactions between stakeholders in TPD. ‘Interpersonal’ can be the learning of both teachers and students.
• the institutional – values, beliefs and requirements of the wider context that impact on TPD. ‘Institutional’ factors can be national, regional or school based.

Differences will arise in different localities and in different planes. This is the rationale for the TPD@Scale paradigm of models that are adapted to local needs.

The three planes are tools for analysis. The planes interact. A change in one plane will affect the other planes. This is the rationale for TPD@Scale principles, which take account equity, quality and efficiency in TPD for each local area where a TPD model is in use.

In order adapt a TPD model to local circumstances, those circumstances must first be understood. Watch the short presentation from Honduras, where an analysis of teachers’ access to ICTs in different locations was used to plan and deliver equitable TPD:

Disclaimer: This video has been uploaded for testing purposes only. Not for quotation or circulation.

In the following activity, you will work through a set of questions to begin an analysis of equity in your TPD context.