Last updated: March 2026

7

Dimension 7 of 9

Professional Development

Professional development encompasses the existence and quality of structured AI CPD programmes, the breadth of access for all staff, the tracking and evaluation of AI CPD impact, and AI-specific training for school leaders. It measures the programme and structures that a school has put in place, distinct from the actual outcomes in teacher competency.

Why this matters

Research on professional development consistently demonstrates that one-off sessions, however inspiring, rarely change classroom practice. Teachers need sustained, structured professional learning that builds competency over time. In international schools, high staff turnover means PD systems must be embedded in institutional structures rather than dependent on individual champions who may leave. Without effective PD, all other dimensions are limited by teacher capacity.

The 5 maturity levels

Schools progress through five maturity levels, from initial exploration to sector leadership. Each level builds on the previous one.

1

Level 1: Exploring

Needs survey

No AI-related professional development. The school has not provided any AI-focused training or development opportunities.

Key indicators

  • No AI CPD on the school calendar
  • No training programme or modules for AI
  • No budget allocated for AI professional development
  • Staff learning about AI independently if at all
2

Level 2: Developing

Sustained programme

Occasional AI awareness sessions offered. Some AI-related PD has been provided but it is ad-hoc, not sustained, and not part of a structured programme.

Key indicators

  • Occasional awareness sessions
  • No structured PD pathway or programme
  • No differentiation for different staff needs
  • Sessions are informational rather than practice-changing
3

Level 3: Established

Differentiated pathways

Structured CPD programme with AI modules and tracking. Documented, sustained programme with clear learning objectives across the academic year.

Key indicators

  • Documented AI CPD programme with learning objectives
  • Multiple sessions across the year
  • Participation tracked systematically
  • Foundational AI training available to all staff
4

Level 4: Advanced

Coaching model

Differentiated AI CPD pathways with coaching and mentoring. Programme offers pathways based on staff roles, experience, and identified needs.

Key indicators

  • Differentiated pathways (beginner, intermediate, advanced)
  • Coaching and mentoring for AI integration
  • Subject-specific AI PD available
  • PD evaluated for impact on classroom practice
5

Level 5: Leading

External hosting

Staff contribute to AI PD externally; school is a training hub. The school is recognised as a centre of excellence for AI professional development.

Key indicators

  • Staff presenting at conferences or publishing
  • School hosting PD for other schools
  • External partnerships with universities
  • Staff engaged in AI education research

What we look for

When auditing this dimension, we examine your school’s documents for evidence across these key areas:

A structured AI professional development programme

All staff having access to AI training opportunities

AI CPD participation tracked and evaluated

School leaders trained in AI governance and strategy

Framework alignment

This dimension is benchmarked against leading international frameworks to ensure your audit reflects global best practice.

UNESCO AI Competency Framework for Teachers

Global framework providing the competency targets that AI CPD programmes should work towards.

TeachAI Toolkit

Practical resources for designing and delivering teacher AI professional development programmes.

ALTL Framework (EDUCAUSE)

Advancing Teaching and Learning with Technology framework for structuring professional development in digital skills.

DigiCompEdu

European digital competence framework for educators providing structured progression targets for CPD design.

Common gaps

These are the most frequent gaps we see when auditing schools in this dimension:

One-off training sessions with no follow-up — these do not change classroom practice

Training on tools rather than pedagogy

Not differentiating PD for different staff needs, roles, and subject contexts

Mandatory 'sit and get' sessions that ignore adult learning principles

Not tracking whether PD changes practice — attendance records are not evidence of impact

Not building AI PD into new staff induction — critical in high-turnover schools

How this connects to other dimensions

No dimension exists in isolation. Understanding these connections helps schools prioritise their improvement journey.

Reinforcing loop with Teacher AI Competency — PD builds competency; competency gaps inform PD design

Depends on Institutional Readiness — budget, time, and strategic direction must be in place

Enables Student AI Literacy — teachers need PD before developing student literacy

Enables Assessment Integrity — teachers need training to redesign assessment

Find out your school’s professional development score

Upload your school’s policy documents and receive a detailed assessment across all 9 dimensions, with evidence-based scores and actionable improvement plans.

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