In the NILE / British Council / Uzbek Ministry ‘CPD in State Schools in Uzbekistan’ project, 800+ teachers in 116 schools kept a simple three-prompt portfolio. ‘The portfolios helped us to see that we are already doing CPD.‘
The portfolio
- What? What happened (the experience or action).
- So what? What it means, and its implications.
- Now what? One concrete thing to try next (weekly).
- Teachers choose their own evidence: notes, articles, observation forms, or just a few lines.
What made it work
- A school-based champion teacher, plus a cluster mentor (national consultant).
- Collegial sharing: notice boards, small-group meetings.
- Counting emergent learning (a 5-minute colleague chat) as CPD.
- “Now what?” gives overloaded teachers a sense of control.
Limits
Sponsored post (NILE); self-reported; no outcome data. “Not the solution to all teacher development challenges.”
Apply in my context (Claude)
- This is direct local evidence: it already runs in Uzbek state schools, so its format is culturally tested. It’s the strongest candidate for the reflective component of the Rahimov checklist: three prompts, weekly, with a branch champion in Lokomotiv, Ibn Sino and Farg’ona.
Connections
Reflective journals and critical friends · Observation for development - describe before you interpret · British Council CPD framework - professional practices map