These models emphasize on improving the standard of teaching in the colleges and also on creating a learning culture in the college. The creation of a culture of support and collaboration extend the possibilities for self improvement of trainee teachers (Rodrigues 2005).
The models for continuous personal and professional development make use of a range of information presented in the development plan of the colleges. These models focus on the needs of the college which are identified through self evaluation. The models also take into consideration the feedback they obtain from the staff and other stakeholders like the students and parents. Performance appraisals which were conducted for the teachers also act as a source of information for these models. The national and local priorities are also taken into consideration.
The skill development in the teachers through continuous personal and professional development is done on the basis on well recognized competency frameworks like Dfes Teachers Standards Framework, etc (Kumar 2008). The quality assurance departments make sure that the competency framework being used by these models are of high quality and standard. The continuous personal and professional development processes aim to minimize the hierarchical or the bureaucratic nature of working in the colleges and aim to develop a culture of inclusion.
The continuous personal and professional development models are implemented by firstly nominating a leader for the college who takes entire responsibility for the implementation of these models (M.) 1978). The leader receives adequate training which is required for him to manage his responsibilities well. It is this leader who identifies the needs of the college trainee teachers and takes into consideration their performance appraisals. He is responsible to annually give a report to the management regarding the priorities which these development models must