近日，劍橋國(guó)際教師職業(yè)發(fā)展資格認(rèn)證項(xiàng)目負(fù)責(zé)人研討會(huì)在北京愛迪學(xué)校教與學(xué)創(chuàng)新中心舉行。劍橋國(guó)際教育評(píng)估(Cambridge Assessment International Education，簡(jiǎn)稱 CAIE)是劍橋大學(xué)的一個(gè)分支，提供包括劍橋國(guó)際教師職業(yè)發(fā)展資格認(rèn)證項(xiàng)目(Cambridge Professional Development Qualification，簡(jiǎn)稱PDQ)在內(nèi)的一系列國(guó)際資格認(rèn)證。此次研討會(huì)匯集了來(lái)自全國(guó)的40余位PDQ項(xiàng)目負(fù)責(zé)人，以促進(jìn)劍橋國(guó)際教師職業(yè)發(fā)展培訓(xùn)項(xiàng)目的發(fā)展。

　　我校PDQ培訓(xùn)課程完全由教與學(xué)創(chuàng)新中心自主研發(fā)，有效融合了形成性評(píng)價(jià)、逆向課程設(shè)計(jì)、哈佛大學(xué)零點(diǎn)計(jì)劃和教師行動(dòng)研究等內(nèi)容。本著“支持每一位教師”的原則，培訓(xùn)開展兩年多來(lái)，已有數(shù)十位教師通過(guò)培訓(xùn)并順利拿到認(rèn)證證書。在我校學(xué)術(shù)校長(zhǎng) Paul Keatley 的帶領(lǐng)和 Lydia Liu 校長(zhǎng)的支持下，愛迪成為去年全國(guó)參與PDQ培訓(xùn)教師人數(shù)最多的學(xué)校。

　　會(huì)上，我校教與學(xué)創(chuàng)新中心總監(jiān) Russell Hazard 發(fā)表了題為“成功開發(fā)和實(shí)施PDQ項(xiàng)目的思考——構(gòu)建一個(gè)以學(xué)習(xí)為中心的組織”的演講，演講中 Russell 總監(jiān)談到，對(duì)于一個(gè)學(xué)校來(lái)說(shuō)，PDQ項(xiàng)目為來(lái)自不同學(xué)科的教師提供研討的平臺(tái)，促進(jìn)問(wèn)題的有效解決，從而改進(jìn)教學(xué)實(shí)踐;教師則有機(jī)會(huì)基于已知的理論和實(shí)踐，反思職業(yè)生涯，提出改進(jìn)學(xué)校實(shí)踐的想法，促進(jìn)自下而上的積極變革;學(xué)生將更好地獲取教師的支持，促進(jìn)學(xué)習(xí)的主動(dòng)性和參與度。

　　在學(xué)習(xí)型組織中的每個(gè)人，從最高管理層到每個(gè)部門主管、團(tuán)隊(duì)領(lǐng)導(dǎo)、教師和學(xué)生，都應(yīng)該通過(guò)協(xié)作探究，一起進(jìn)行周期性學(xué)習(xí)。學(xué)校是一個(gè)動(dòng)態(tài)的組織，每一個(gè)人都應(yīng)適應(yīng)知識(shí)和技能的不斷變化, 成為學(xué)習(xí)型組織的一部分, 并不斷創(chuàng)造新的知識(shí)。這也是教與學(xué)創(chuàng)新中心的未來(lái)努力方向。

　　我校始終致力于師資力量的培養(yǎng)，這也正體現(xiàn)了教與學(xué)創(chuàng)新中心的戰(zhàn)略發(fā)展目標(biāo)——把愛迪學(xué)校打造成為一個(gè)學(xué)習(xí)型組織，緊跟全球的教育研究，教育實(shí)踐，培養(yǎng)學(xué)生和教師具備世界公民的素質(zhì)和能力。

　　Being a Learning Organization

　　The Aidi School Teaching, Learning, and Innovation (TLI) Center hosted the Cambridge Assessment International Education (CAIE) Professional Development Qualifications (PDQ) Programme Leader’s Workshop series in the Aidi Innovation Lab. CAIE is a branch of Cambridge University that offers a range of programs and qualifications internationally including the PDQ teacher professional development qualifications.

　　Each PDQ program, though accredited by Cambridge, is unique in its design and delivery. Using the PDQ program, the educational research team in the Aidi Teaching, Learning, and Innovation Center has developed an integrated year and a half long post-graduate training in teaching that effectively integrates the work of Project Zero from Harvard University, the Buck Institute of Education, the Understanding by Design curricular development framework, and teacher-led action research training.

　　In providing this program to all of our teachers, Aidi School seeks to support them in continually improving their capacity to support our students as well as growing their own pride in professional practice and well-being. Based on this principle of supporting every teacher, spearheaded by Headmaster Paul Keatley and supported by Principal Lydia Liu, Aidi School has become the school with the highest number of Cambridge PDQ participants in all of China last year. The PDQ Programme Leader’s workshop brought together over 40 participants from around China to enhance their understanding of the PDQ program. Experts from Cambridge led workshops over two days, supported by experienced PDQ Programme Leaders such as the Aidi TLI Center Director.

　　At the two day PDQ workshop, Russell Hazard, Director of the Aidi School Teaching, Learning, and Innovation Center, led a workshop entitled "Reflecting on successful PDQ program development and implementation: Becoming a learning-centered organization". In the workshop, Russell said that well designed PDQ programs can provide a forum for teachers from different disciplines and grades to interact and learn together, develop a whole school community for problem solving, and can be used to make research-based teaching and learning practices accessible to all teachers. However, he discussed the critical need to incorporate these goals into a broader effort for schools to become true learning organizations.

　　A learning organization is a term for an agile institution in which everyone - from the top management team, through every department head, team leader, teacher, and student - are all learning together through collaborative cycles of inquiry/research. This 21st century model of practice is revolutionary because, instead of schools being static organizations that disseminate similar knowledge year after year, schools become dynamic places in which every single person becomes used to the constantly changing nature of in-demand knowledge and skills, as well as becoming part of an institution that actually creates new knowledge. This is the model the TLI Center uses to promote excellence throughout Aidi School’s staff and students, both during teacher professional development and through student programs such as multidisciplinary Project Based Learning in the Innovation Lab.

　　Aidi School has always been committed to supporting our teachers as well as our students. This effort is reflected in the central strategic development goals of the Teaching, Learning and Innovation Center - to lead Aidi School as a learning organization that is part of the world's most advanced educational research and practice circles, and thereby help both students and teachers to reach their full potential both intellectually, emotionally, and as citizens equipped for the future.