The project generates meaningful achievements and sustained impact by supporting teachers’ professional identity development, reflective practice, and leadership capacity.
We developed a dedicated Competency Framework for TAG facilitators, building on the British Council’s CPD framework for teacher educators. This framework guided the project’s work and structure and supported our teachers in developing into competent and confident TAG facilitators.
Visit our Resources page to download the TAG Facilitator Competency Framework.
A comprehensive set of TAG facilitator sessions was designed to support the implementation of the TAG Facilitator Competency Framework.
Includes detailed session plans and practical activities
Designed to help teachers apply new strategies in their CPD sessions
Visit our Resources page to access session summaries and detailed plans.
One of our most significant achievements is supporting English language teachers in developing their facilitator identity through the TAG Facilitator Programme.
We conceptualise teacher facilitator identity as teachers’ recognition and enactment of their role in facilitating TAG meetings for colleagues. It is operationalised through three key aspects:
Facilitation competence – development in knowledge, skills, confidence, and strategies for leading TAG meetings
Identity internalisation – teachers seeing themselves not just as classroom practitioners, but as facilitators of professional learning
Identity enactment – applying skills in organising meetings, guiding discussions, and fostering collaborative learning
Participation in the programme supported teachers’ identity development across these areas:
Facilitation competence: Teachers reported increased confidence and enhanced skills in leading TAG meetings.
Identity internalisation: Teachers expressed pride, motivation, and a stronger sense of professional responsibility.
Identity enactment: Teachers took initiative in organising TAG meetings and creating collaborative peer learning environments.
100% of teachers reported development in their abilities to design and facilitate professional meetings (i.e., TAG sessions), with over 50% reporting significant growth.
Around 75% expressed positive emotions, such as pride and excitement, about their new role.
Teachers shifted their perspectives and practice, from primarily "presenting and sharing [knowledge]” to “facilitating participation and collaboration” while leading professional meetings.
Participation in TAG supports teachers to:
develop greater confidence in their professional identity
strengthen reflective and collaborative practices
enhance classroom responsiveness and pedagogical awareness
transition into facilitator and leadership roles
The project contributes to:
sustainable professional learning communities
increased capacity for teacher-led development
strengthened institutional collaboration across contexts
TAG offers:
a scalable model of identity-oriented teacher development
evidence for collaborative professional learning approaches
strengthened integration of research and practice in TESOL
"TAG meetings helped me learn new strategies and gain different perspectives. Teachers have different experiences, and I could apply what I learned to my own classroom." - Phuong Ngo, Hue TAG 5
"Before joining TAG, I reflected on my teaching at a surface level. Through TAG, I learned to reflect more deeply and systematically, not only to improve lessons but also to develop myself professionally." - Hoang Thi Le Thuy, Hue TAG 4
"Through TAG, I gained more experience in organizing professional meetings and learned how to make them more effective." - Nguyen Thi Thu Thuy, Hue TAG 6
"I learned how to organize small professional meetings and share experiences with teachers in my area. That was the best part of TAG." - Ri Tran, Ben Tre TAG 5
"Group work was very useful because I could talk with teachers from different schools and realize they had similar challenges." - Nguyen Quynh Giao, Ben Tre TAG 1
"I learned a lot by interacting with other teachers. Through discussions, I discovered new teaching ideas and approaches." - Hoang Ngoc Hong Van, Hue TAG 4
"I feel part of a professional learning community during TAG sessions. Teachers support each other, share classroom experiences, and work toward common goals." - Oanh Le, Ben Tre TAG 1
"I feel part of a professional learning community because I can interact with many teachers and learn from their strengths and experiences." - Nguyen Thi Nhu Y, Hue TAG 6
"TAG helped me gain more experience in leading meetings and creating a collaborative environment where teachers listen and respect each other."
- Thuy Lien, Ben Tre TAG 3
"All TAG sessions were useful. I hope more teachers can join in the future because it is a valuable opportunity for professional growth."
- Nguyen Hong Thuy, Hue TAG 5
"Each TAG activity was meaningful. Group discussions were engaging, and facilitators shared practical teaching experiences that were very relevant." - Nguyen Thi Kim Thi, Ben Tre TAG 3
"TAG sessions had a positive impact on me. I felt happy and found them very useful." - Sanh, Hue TAG 4
Discover all the resources, session plans, and further insights from the TAG Facilitator Programme on our Resources page.