📚 Cambridge Professional Development Qualifications (PDQ) Programme Leader Guide | 剑桥国际教育教师水平证书课程：课程负责人完全指南
The Cambridge Professional Development Qualifications (PDQ) give practising teachers and school leaders a structured, practice-based route to an internationally recognised qualification. To make that route easier to travel, Cambridge provides comprehensive support to every approved training centre, and those centres in turn allow schools, teachers and school leaders inside the Cambridge community to obtain qualifications far more conveniently.
剑桥国际教育教师水平证书课程（Cambridge PDQ）为在职教师和学校负责人提供了一条结构清晰、以实践为基础的路径，通向国际认可的资格证书。为了让这条路径更好走，剑桥为所有开设 PDQ 课程的培训中心提供全面支持；借助这些中心，剑桥体系的学校、教师和学校负责人能够更便捷地获取资格证书。
This guide explains how a PDQ programme is actually run on the ground: who leads it, how the team is built, what training and support Cambridge supplies, what the entry requirements are, and how a school or institution can apply to become an approved centre.
本文说明 PDQ 课程在落地层面究竟如何运作：由谁统筹、团队如何组建、剑桥提供哪些培训与支持、任职门槛是什么，以及学校或机构如何申请成为获批培训中心。
1. What the Cambridge PDQ Is and How Approved Centres Help | 什么是剑桥 PDQ，培训中心如何提供支持
Cambridge PDQ is an in-service professional development qualification, not a pre-service degree. It is built around what teachers and leaders already do in their own schools, so learning is assessed through practice, reflection and evidence rather than through a single final examination. Programmes are offered in areas such as Teaching and Learning and Educational Leadership, at Certificate and Diploma level.
剑桥 PDQ 属于在职专业发展资格，而非职前学位。它围绕教师和学校负责人在本校的真实工作展开，因此学习成果通过实践、反思和证据来评价，而不是通过一次期末考试来判定。课程方向包括教学与学习、教育领导力等，分为证书级和文凭级。
Because Cambridge does not deliver every programme directly, approved training centres carry the operational load. A centre recruits participants, appoints a programme leader, trains its own tutors, organises learning sessions and submits candidates for assessment. Cambridge sets the standards, moderates the outcomes and supports the centre throughout, which is why the model scales so well across different countries and school systems.
由于剑桥并不直接授课，具体运营由获批培训中心承担。中心负责招募学员、任命课程负责人、培训自己的培训师、组织学习活动并提交学员参加评估。剑桥负责制定标准、审核结果并在全程提供支持，这正是该模式能够在不同国家和学校体系中顺利推广的原因。
A school that becomes a centre therefore gains more than a course. It gains a local, sustainable capacity for staff development, and its teachers gain a qualification that is portable and recognised beyond the school gates.
因此，成为培训中心的学校获得的不仅是一门课程，而是一种本地化、可持续的师资发展能力；其教师获得的则是一份可携带、在校外同样被承认的资格证书。
Programme quality = Centre capacity × Cambridge standards
课程质量 = 培训中心能力 × 剑桥标准
2. The Role of the Programme Leader | 课程负责人的角色
Every training centre offering a PDQ programme must appoint a programme leader, and that person coordinates the design and management of the whole programme. The role is part academic leader, part quality manager and part liaison officer, and it sits at the point where Cambridge requirements meet local reality.
每个提供 PDQ 课程的培训中心都须任命一名课程负责人，由其统筹课程的设计与管理。这个角色既是学术带头人，也是质量管理者，同时还是联络人，处在剑桥要求与本地实际相交的位置上。
The programme leader is not expected to do everything alone. The role is explicitly collaborative: the leader works with a programme team, shares training duties with colleagues, and maintains a working relationship with senior school leadership so that the programme has the resources, timetable space and moral support it needs to survive a busy school year.
课程负责人并不需要独自完成所有工作。这一角色本质上是协作性的：负责人与课程团队合作，与同事分担培训任务，并与学校高层领导保持工作关系，以确保课程获得所需资源、课时安排和必要支持，从而在繁忙的学年中持续推进。
Finally, the programme leader is the human face of Cambridge locally. When questions arise about standards, assessment or documentation, the leader is the channel through which those questions reach Cambridge and the channel through which Cambridge guidance reaches the team.
最后，课程负责人也是剑桥标准在当地的"人格化体现"。当出现关于标准、评估或文件的问题时，负责人既是问题通向剑桥的渠道，也是剑桥指导传达给团队的渠道。
3. Nine Core Responsibilities of the Programme Leader | 课程负责人的九项核心职责
The responsibilities below define the day-to-day reality of the role. Read together, they show a job that combines preparation, people management, teaching, monitoring, communication and evaluation.
以下职责界定了这一角色日常工作的真实面貌。合起来看，这是一份融合了准备、人员管理、教学、监督、沟通与评估的工作。
- Prepare suitable learning venues and resources for the programme.
为课程准备好学习场所与资源。 - Lead the training team, safeguarding training quality through support, observation and similar means.
带领培训团队，通过支持、观察等方式保障培训质量。 - Share training duties with team colleagues.
与团队同事共同承担培训任务。 - Track training progress, give feedback to the team, and ensure support continues throughout.
追踪培训进度，向团队给出反馈，确保全程跟进支持。 - Supervise and support the learning of particular teachers, acting personally as their trainer.
督导并辅助特定教师的学习过程，亲自担任其培训师。 - Keep in touch with senior school leadership and secure appropriate support.
与学校高层领导保持联络，争取恰当的支持。 - Act as the contact point with Cambridge and handle programme-related matters.
作为剑桥的联系窗口，处理课程相关事务。 - Ensure Cambridge standards are implemented locally.
确保剑桥的标准在当地得以实施。 - Evaluate the effectiveness of the programme and plan for its future development.
评估课程效果，为后续发展制定计划。
Notice that only two of the nine duties are purely administrative. The rest are relational or pedagogical, which is a useful reminder for schools choosing a programme leader: the best candidate is usually an experienced teacher-trainer who is trusted by colleagues, not simply the person with the most free periods.
值得注意的是，九项职责中真正纯行政性的只有两项，其余都涉及人际关系或教学法。这提醒学校在挑选课程负责人时：最佳人选通常是被同事信任、经验丰富的教师培训者，而不只是课时最少的那个人。
4. Building the Programme Team | 组建课程团队
A programme leader usually works closely with a programme team, and that team includes programme trainers as well as the leader. Cambridge expects the team to be deliberately constructed rather than assembled by accident, because the quality of the trainers largely determines the quality of the participants' experience.
课程负责人通常需要与课程团队紧密合作，团队成员既包括课程培训师，也包括负责人本人。剑桥希望团队是被有意识地构建出来的，而非随意拼凑的，因为培训师的质量在很大程度上决定了学员的体验质量。
In practice this means thinking about subject expertise, phase expertise and workload. A centre delivering a Teaching and Learning programme may want trainers who between them cover early years, primary, secondary and language teaching, and who can each model the reflective, evidence-based habits the qualification demands.
在实践中，这意味着要综合考虑学科专长、学段专长与工作量。一个开设"教学与学习"课程的培训中心，可能会希望其培训师整体上覆盖幼儿、小学、中学和语言教学，并且每个人都能以身示范该资格所要求的反思性和基于证据的专业习惯。
Team size matters too. Too small, and the leader becomes a bottleneck with no one to moderate internal judgements. Too large, and consistency across sessions becomes hard to maintain. Most centres find that a compact team of committed trainers, meeting regularly, outperforms a large nominal roster of occasional helpers.
团队规模同样重要。规模过小，负责人会成为瓶颈，内部判断也无从校准；规模过大，各环节之间的一致性就难以维持。多数中心的经验是：一个规模精简、定期碰头、真正投入的培训师团队，效果优于一份人数众多但只是偶尔帮忙的名单。
5. What Programme Trainers Actually Do | 课程培训师的具体职责
Trainers are the people who work most directly with participants. Their duties are defined in relation to the programme design and to the programme leader's guidance, and they carry both planning and monitoring responsibilities.
培训师是与学员接触最直接的人。他们的职责围绕课程设计和课程负责人的指导来界定，同时承担策划与监督两方面的责任。
- Plan and manage particular aspects of the learning activities in line with the programme design and the programme leader's guidance.
依照课程设计并遵循课程负责人的指导，策划与管理特定方面的学习活动。 - Prepare learning venues and resources for the sessions they are responsible for.
为自己负责的环节准备学习场所和资源。 - Collaborate with colleagues in the training team.
与培训团队中的同事协作。 - Monitor the training process and help particular teachers move their learning forward.
监测培训流程，帮助特定教师推动学习。 - Contact the programme leader to advise on the current assessment status of the programme.
联系课程负责人，就课程当前的评估状态提供建议。
The last point is often underestimated. Assessment status is not something the leader can guess; trainers see the evidence being produced week by week and are best placed to say whether participants are on track, ahead, or quietly falling behind.
最后一点常被低估。评估状态不是负责人凭感觉就能判断的；培训师每周都在观察学员产出的证据，因此最能判断学员是进度正常、超前，还是正在悄悄掉队。
6. A Voice from Practice: Vardhana Lakshmi, India | 一线声音：印度课程负责人
Programme leaders often describe the PDQ not as an extra burden but as a stimulus. One experienced leader in India put it this way:
不少课程负责人并不把 PDQ 视为额外负担，而把它看作一种推动力。印度一位经验丰富的负责人这样描述：
"Cambridge gives us a great deal of guidance and help while the programme is running, and it inspires teachers, school leaders and schools to think innovatively and to explore in practice. Collaborative learning has produced remarkable results: it has not only improved learning outcomes, but also brought positive change to many schools."
"剑桥在课程开展过程中给予我们大量的指导与帮助，激励着教师、学校负责人和学校去创新思考、实践探索。协作式学习取得了显著成效，不仅提高了学习成果，也为很多学校带来了积极改变。"
— Vardhana Lakshmi, Programme Leader, CfBT Education Services, India
——课程负责人 Vardhana Lakshmi，印度 CfBT 教育服务公司
Two ideas stand out in that comment. The first is external guidance: the centre is never left to interpret Cambridge requirements alone. The second is ripple effect: the qualification changes the individual teacher, but the collaboration it creates changes the wider school culture as well.
这段话中有两个要点值得注意。第一是外部指导：培训中心从不需要独自揣摩剑桥的要求。第二是涟漪效应：这一资格改变了教师个人，而它所促成的协作也改变了更广泛的学校文化。
7. Cambridge Training and Support: The Online Introductory Course | 剑桥培训与支持：在线入门课程
Every nominated programme leader must complete the online Programme Leader Introductory Course. It runs for seven weeks and requires roughly five hours of study per week, which is a realistic commitment for a working school leader but not a trivial one.
每位被提名的课程负责人必须修完在线的课程负责人入门课程。这门课持续七周，每周约需投入五小时——对在职学校管理者来说，这是一个现实可行但并不轻松的投入。
The course leads programme leaders towards a deep understanding of the main features of the Cambridge PDQ, and prepares them thoroughly for designing and delivering the programme. Alongside the course, leaders are expected to familiarise themselves in advance with the key programme guides and with both the core and the specialist learning resources.
该课程引导课程负责人深入理解剑桥 PDQ 课程的主要特点，并为其课程设计与授课做足准备。除课程本身之外，负责人还需提前熟悉关键的课程指南，以及核心学习资源和专用学习资源。
The pedagogy is interactive rather than passive: participants work through tasks and receive prompt tutoring from Cambridge. That design matters, because a leader who experiences interactive, feedback-rich learning is far better placed to recreate the same conditions for their own teachers.
该课程采用互动式而非被动接受的学习方式：学员完成任务，并由剑桥即时指导。这种设计很关键，因为一位亲身体验过互动式、反馈充分的学习的负责人，更有能力为自己的教师复制同样的条件。
8. The Extension Course and the Learning Community | 延伸课程与学习社区
Leaders whose goal is to design a Diploma programme must additionally complete the Programme Leader Extension Course. This is a short, two-week self-study module that focuses specifically on the design-related elements of Modules 2 and 3.
以设计文凭课程为目标的学员，还需额外完成课程负责人延伸课程。这是一个为期两周的短期自学模块，重点聚焦模块 2 和模块 3 中与设计相关的环节。
Once the introductory course is complete, the programme leader can join the Cambridge International teacher training learning community. Membership keeps leaders informed about new developments in Cambridge PDQ, lets them share experience, opinions and resources with peers, and gives them access to events such as Cambridge-run webinars.
完成入门课程后，课程负责人便可加入剑桥国际教师培训学习社区。在这里，他们能及时知晓剑桥 PDQ 课程的新动态，与同行分享经验、观点和资源，还可参与剑桥组织的网络研讨会等活动。
For a leader working in a small centre, far from other PDQ providers, this community is often the single most valuable form of support: a standing network of people solving the same practical problems in different contexts.
对于身处小型培训中心、周边缺少其他 PDQ 机构的负责人而言，这个社区往往是最有价值的支持形式：一个常设网络，成员们在各自不同情境中解决着相同的实际问题。
9. Monthly Assessment Feedback and Continuous Improvement | 每月评估反馈与持续改进
After each monthly assessment, Cambridge provides programme leaders with the moderator's feedback on the training centre. This feedback is not a formality; it is the mechanism through which the centre keeps refining its programme.
每月评估结束后，剑桥会向课程负责人提供审核方对培训中心的反馈。这些意见并非走形式，而是培训中心持续完善课程的机制所在。
Used well, the feedback cycle works like this: the moderator identifies strengths and areas of concern, the programme leader discusses those points with the training team, and the team adjusts planning, support or evidence-gathering accordingly. Over several months, small corrections accumulate into a noticeably stronger programme.
如果运用得当，这一反馈循环是这样的：审核方指出优点与需要关注的方面，课程负责人与培训团队讨论这些问题，团队据此调整课程规划、支持方式或证据收集安排。几个月下来，小的修正会累积成明显更扎实的课程。
Evaluation is also one of the programme leader's own standing duties. Reviewing how well the programme worked, and using that review to plan the next cycle, is what keeps a centre from simply repeating its first year indefinitely.
评估本身也是课程负责人的常设职责之一。回顾课程运行的实际效果，并据此规划下一轮课程，才能避免培训中心年复一年地重复第一年的做法。
10. Entry Requirements for Programme Leaders | 课程负责人的任职标准
Programme leaders must meet standards set by Cambridge. These requirements exist to protect the credibility of the qualification and to ensure that the person advising teachers is genuinely qualified to do so.
课程负责人须达到剑桥设置的标准。这些要求的存在，是为了维护该资格证书的可信度，并确保为教师提供指导的人确实具备相应资质。
| Requirement | 要求 |
| A nationally recognised teaching qualification, such as a PGCE or a Diploma in Education, or a Delta (Diploma in Teaching English) qualification. | 国家认可的教师资格证（如专业教育研究生证书 PGCE 或教育学文凭），或 Delta（英语教学文凭）资格。 |
| At least five years of teaching experience. | 至少五年教学经验。 |
| At least two years of experience with responsibility for teacher training. | 至少两年负责教师培训的工作经历。 |
| Evidence of competence in the chosen specialist strand. | 能证明自己足以胜任所选专修课程。 |
Taken together, the four requirements describe someone with a secure classroom track record, real experience of developing other adults, and subject or strand credibility. Schools planning to open a centre should check these conditions before nominating a leader, because the nomination has to be accepted by Cambridge.
四项要求合起来，描绘的是一个课堂教学功底扎实、真正具备培养其他成人经验、并拥有学科或专修方向可信度的人。计划开设培训中心的学校应在提名负责人之前核对这些条件，因为提名需要获得剑桥认可。
11. A Voice from Practice: Dr Liu Yafang, Ulink Shanghai | 一线声音：领科教育上海中心
The value of the structured induction is often described best by the people who have just completed it.
关于结构化入职培训的价值，刚完成培训的人往往说得最清楚。
"The Programme Leader Introductory Course benefited me enormously. Together with the support of the senior leadership team and my colleagues, I am now fully confident about teaching the PDQ programme."
"课程负责人入门课程让我受益良多，再加上高层领导团队与同事的支持，我现在对教授 PDQ 课程充满信心。"
— Dr Liu Yafang, Teacher Programme Professional Leader, Ulink Education Shanghai Centre
——教师课程专业负责人刘娅芳博士，领科教育上海中心
Her comment highlights a pattern seen in many centres: confidence does not come from the online course alone, but from the combination of Cambridge training, senior leadership backing and day-to-day collegial support. Remove any one of the three and the programme becomes much harder to sustain.
她的话揭示了在许多中心都能看到的一种规律：信心并非仅来自线上课程，而是来自剑桥培训、高层领导支持与日常同事支持三者的结合。缺少其中任何一环，课程的可持续性都会大打折扣。
12. How to Run a Cambridge PDQ Programme | 如何开设剑桥 PDQ 课程
If you want to understand further how a school or institution can offer a Cambridge PDQ programme, visit http://www.cie.org.uk/pdq and select "Running a Cambridge PDQ programme". The full details of the approval process can be found in the guide 'Becoming a Cambridge International Teacher Training Centre'.
如需进一步了解学校或机构如何开设剑桥 PDQ 课程，请访问 http://www.cie.org.uk/pdq，选择 "Running a Cambridge PDQ programme（开设剑桥 PDQ 课程）"。您可在《成为剑桥国际教师培训中心》指南中查阅审批流程的全部详情。
Before applying, it is worth running a short internal audit: can you name a qualified programme leader, is there a credible team of trainers behind that person, is there protected time for sessions, and is senior leadership genuinely committed to the process rather than merely approving it on paper? Centres that can answer yes to all four questions tend to move through approval and their first cohort far more smoothly.
在申请之前，值得先做一次简短的内部盘点：你能否提出一位符合资质的课程负责人？其背后是否有可靠的培训师团队？是否为课程安排了受保护的时间？高层领导是真心投入，还是仅在纸面上批准？对这四问都能回答"是"的中心，通常在审批和第一期课程中都会顺利得多。
Once approved, the model becomes self-reinforcing. Trained trainers develop new trainers, early cohorts model good practice for later ones, and the qualification gradually becomes part of how the school talks about professional growth rather than an external add-on.
一旦获得批准，这一模式就会进入自我强化状态：受训过的培训师再去培养新的培训师，早期学员为后续学员树立良好实践的榜样，这一资格证书也逐渐成为学校谈论专业成长的一部分，而不再是一份外来的"附加项"。
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