The characteristics and challenges of current system for continuous professional development of teachers in Bulgaria are explored in this article .
We look at the innovative practice of collaborative peer-evaluation of schools as a good example of effective and positive professional learning of teachers and principals, within a non-formal network of schools. We suggest that collaboratively evaluating each other has the potential to bring professional development gains for schools everywhere, including the UK.
Changes in Teacher Professional Development
Since 2016 a new Law for preschool and school educationi has been introduced in Bulgaria. Some of the most visible changes it implemented are related to professional development and continuous learning of teachers. This was later followed by legislation which addressed the area of professional development and continuous learning in the school education system relating to teachers, principals, and other educational specialists ii
Before the new law and regulations, teachers were expected to participate in different forms of in-service training and to raise their professional skills, but it was done on voluntary basis. While a career development scheme was introduced for teachers, senior teachers and teachers in chief1, this was not clearly related to continuous learning and participation in training for development and enhancements of teaching skills.
Under the new legislation the situation has changed significantly. Now teachers are obliged to participate in different training forms for a certain period and this is related to their career development (see Box 1).