6
6
6
C
’s of
OECS PD
1. Collegial – OECS Educators
recognize the expertise and
qualities of each other and
develop respect for each
other and their offerings as
professionals.
2. Creative – OECS Educators
challenge their thinking to find
innovative and engaging ways to
meet their needs and those of
their peers towards improvement
in specific areas where
development is required.
3. Continuous – OECS Educators
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recognize that professional
growth is a process and get set
for the journey.
4. Collaborative – OECS
Educators understand that
partnering yields rewards if
all parties to the engagement
contribute meaningfully. They
also see opportunity in the
economic union and networking of
the OECS territories.
5. Comprehensive – OECS
Educators appreciate that
addressing the needs of the
sector through professional
development requires a
comprehensive approach that
considers every single educator,
with smaller programmes all
connected in a coherent, well-
defined and budgeted PD
programme.
6. Contextual – OECS Educators
know that PD is most meaningful
when it considers the reality
of the one(s) for whom the PD
is intended. The context may
be personal, school, district,
national or regional. The
context would also capture time,
culture and the socio-political
environment.