Reflections from the Teachers CAN CPTD Learning Circle
By Steven Mollo
What happens when teachers are given space to openly discuss the realities, frustrations, and possibilities of Continuing Professional Teacher Development (CPTD)?
At the recent Teachers CAN CPTD Learning Circle, the answer became clear: teachers are eager for practical support, honest conversation, and peer-led learning that makes professional development feel meaningful again.
Hosted online and facilitated by Teachers CAN alumni member Tremayne, the session brought together teachers from across eight provinces to unpack the often-overwhelming world of CPTD points, SACE compliance, and professional accountability. More importantly, it created a space where teachers could ask the questions they are often too afraid or too frustrated to ask elsewhere.
The session quickly moved beyond technical explanations and became a conversation about professional identity, recognition, and support.
Teachers openly shared challenges many educators experience daily:
- struggling to log into SACE systems,
- uncertainty about what activities qualify,
- difficulties uploading evidence,
- and a growing perception that CPTD feels more administrative than developmental.
One teacher reflected:
“I’m realising that I’ve been losing points!”
Another shared:
“Our schools have always tried to avoid this process, but you really made it look easier.”
These comments highlighted something important: many teachers are not resistant to professional development itself they are overwhelmed by systems they have not been adequately supported to navigate.
What made this Learning Circle particularly impactful was its peer-led approach. Tremayne not only facilitated the session but also developed a practical CPTD support tool to help teachers better understand the points system and reporting process. The tool simplified complex requirements into accessible and relatable guidance, showing the power of teachers creating solutions for other teachers.
The breakout discussions surfaced important insights. Teachers identified a need for:
- more CPTD awareness sessions,
- training for school coordinators,
- clearer guidance on qualifying activities,
- and stronger recognition systems that encourage teachers to remain active and compliant.
At its core, the conversation reminded us that CPTD should not simply be about collecting points. It should be about recognising the ongoing learning, leadership, and contribution teachers already bring into their schools and communities every day.
One of the strongest reflections from the session was that teachers are already engaging in meaningful professional development many just do not realise it counts.
As Teachers CAN, we continue to see the value of creating spaces where teachers can learn from one another in practical, honest, and supportive ways. Sessions like these reaffirm that when teachers are trusted to lead, facilitate, and share knowledge, professional learning becomes more accessible and more human.
Because ultimately, teacher development works best when it is built with teachers, not simply for them.
By Steven Mollo