Professional Development
Stellar Empowers Teachers and School Leaders by providing bespoke Professional Development events, networking opportunities and services.
Stellar is the largest provider of Cambridge Professional Development Qualifications (PDQs) in the MENA region, having certified over 620 leaders and educators. Our partnership is built on a commitment to quality, care and support of our clients, and a future-focused approach to education in Saudi Arabia.
Stellar is an accredited professional development center from Cambridge International Education. Stellar is certified to offer the PDQ certificates in three areas:
Cambridge PDQs are designed for practicing teachers and leaders to
Cambridge PDQs are relevant to all education teaching and learning contexts. They are ideal for:
An internationally recognized PDQ from Cambridge will enhance your knowledge and pedagogy to teach or train nationally and internationally. They support teacher and leadership development, strengthen the culture of professional learning and transform classroom practice. Cambridge PDQs are benchmarked to the Framework for Higher Educational Qualifications (FHEQ) for England, Wales and Northern Ireland. Cambridge PDQ Certificates are benchmarked to FHEQ Level 4 and Diplomas to FHEQ Level 5. This means that teachers and leaders achieving a Cambridge PDQ are well prepared for their next step in the professional development pathway and their Cambridge PDQ has value as they progress to relevant Level 6 and 7 programmes
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School leaders report that they observe changes, highlighting improved: learner-centred practice, such as visible thinking and learning approaches
“With Cambridge PDQs our classrooms have become learner-centric and vibrant, buzzing with activities informed by the learning objectives and a variety of formative assessment techniques followed by reflection.”
“The Cambridge PDQ programme allows us to ensure that teachers have a common knowledge base on which to discuss ideas and techniques, as well as a solid understanding of expected pedagogy.”