The Cambridge International Certificate in Teaching and Learning (CICTL) is a professional development program offered by the University of Cambridge International Examinations, Cambridge Assessment International Education (CAIE).
It is designed to support teachers in enhancing their skills and knowledge in the areas of teaching, learning, and assessment. The CICTL program provides teachers with opportunities to reflect on their practice, engage with current educational research, and explore new and innovative teaching strategies.
The certificate is awarded upon successful completion of a series of course modules and the submission of a portfolio demonstrating the teacher’s professional development journey.
CICTL is for practising teachers, focusing on developing knowledge, skills, and understanding of the critical aspects of teaching and learning. It is inclusive and relevant to all teaching and learning contexts, from primary and secondary general education to vocational education and training and adult and higher education. It helps teachers explore and apply new ideas in their own context, integrate new approaches into their practice, and demonstrate their professional development as reflective practitioners.
• Be a full- or part-time teacher employed in an educational institution such as a school, college, university, or adult training centre
• Teach in their current school or college, over a full academic year, for a minimum of 24 weeks and a minimum of six hours per week
• Have the regular support of a mentor who understands the essential principles that underpin this qualification, and can provide helpful advice and observations
• Teach a group with a minimum of six learners
• Be responsible for planning, teaching and formatively assessing groups of learners.
• Engage with the principles and concepts of teaching and learning to improve their effectiveness as teachers
• Gain the knowledge, skills and understanding to support an inclusive approach to teaching and learning
• Use opportunities to try something new in their classroom practice
• Engage with colleagues to improve professional knowledge and practice
• Develop a reflective approach to the development of their professional practice
• Progress their teaching career.
The CICTL course is designed to provide teachers with the knowledge and skills needed to enhance their teaching practice and improve learning outcomes for their students. The course consists of three modules:
|EXPLORING TEACHING & LEARNING [CERTIFICATE]|
|This module provides an overview of key ideas and starting points in new thinking and practice related to teaching and learning. The recommended duration for this module is 4 months, with 150 learning hours in preparation.|
|TEACHING & LEARNING IN ACTION [DIPLOMA]|
|This module focuses on the practical application of new thinking and practice related to teaching and learning. The recommended duration for this module is 4 months, with 150 learning hours in preparation.|
|DEVELOPING PROFESSIONAL PRACTICE[DIPLOMA]|
|This module focuses on the development of professional practice through a practitioner inquiry process. The recommended duration for this module is 4 months, with 150 learning hours in preparation.|
Assessment for each module involves the submission of a portfolio of evidence of practice, learning and reflection. The portfolio should demonstrate the teacher’s ability to apply new thinking and practice in their teaching and to reflect on their practice systematically and meaningfully. The evidence length required is 3600 words and should include work-based records.
Overall, the CICTL course is designed to be completed within a 12-month period, with each module taking approximately 4 months to complete. However, the duration of the course may vary depending on individual learning needs and the pace of study.
A typical Certificate or Diploma programme run by a Cambridge Professional Development Centre consists of a broad balance of activities, appropriate to the needs and circumstances of teachers and their schools. The programme is planned by the centre’s programme leader and team as a coherent sequence of learning over time, with a variety of elements.
Teachers should integrate as much preparation time as possible into their day-to-day practice. They should allow time for background reading and discussion with their colleagues, to enrich their reflective practice. During each stage of the programme, teachers explore a number of key questions and engage in a series of activities closely related to their everyday professional work. These activities and related reflections
produce evidence for assessment. There is an important role for a mentor to play in supporting this learning. Through discussion and questioning skills, mentors encourage teachers to reflect on their learning and on what it means for their approaches to teaching. They also help teachers to demonstrate through examples and accounts of practice that they are:
• Acquiring new skills
• Learning how to use their new skills and knowledge
• Linking changes in classroom practice to improvements in student outcomes.
Teachers are assessed through an ePortfolio of evidence, submitted to a team of Cambridge International examiners. In their portfolio, teachers demonstrate their knowledge, skills and understanding in the context of their own work. Portfolio evidence includes:
• observing a colleague’s classroom practice
• planning, teaching, learning and assessment materials that arise naturally out of the teaching process
• feedback from mentors, colleagues, students and others
• the candidate’s own reflections on their learning and practice.
In their portfolio, teachers will use the relevant Cambridge International templates to gather, organise and present their evidence to satisfy the assessment criteria. In the introduction to the portfolio, teachers provide background information about their professional experience and role, and the context in which they teach. This is their opportunity to indicate significant influences on their work and professional development. Although the introduction is not formally assessed or judged, it does help the examiner to understand the teaching context and interpret the subsequent assessment evidence.
With written evidence, teachers should keep to the word limits and respond to the prompts in templates succinctly. The prompts indicate how to focus and shape explanations, reflections and other evidence. Teachers must also follow Cambridge International’s rules for the format and size of digital evidence, such as images and video. Teachers’ reflections should provide references for other people’s ideas and experiences, whether these are in the form of academic publications, or posts to online discussion forums or blogs. All sources must be clearly referenced.
• Academic and Professional Credentials
• Copy of your Appointment Letter (Current Institution Employed at)
• Aadhar Card Copy
• 3 Passport Size Photographs
• Academic Fee: Rs. 42,000
‘Educationists should build the capacities of the spirit of inquiry, creativity, entrepreneurial and moral leadership among students and become their role model” by Dr. A.P J. Abdul Kalam.
Teachers must understand that they are the builders of society and that society can only be formed if students are proficient in their subjects. They must also educate students with a perspective of life and impart the principles of values that the students should follow in the years ahead.
Professional development can help teachers learn to cooperate, innovate, and reflect on their work.
The only way to become a successful and excellent educationist is to learn, unlearn, and relearn. As a result, one of the most important goals of the Rahul Group is to nurture and develop good and effective educators. Together we can, and we will make a difference in society.’