FLIPPED CLASSROOM FOR PROFESSIONAL DEVELOPMENT

This paper discusses the need for the approach to professional development of teachers to be reconsidered in the context of a K-12 International Baccalaureate World School in Saudi Arabia and examines the implementation of the Flipped Classroom Model (FCM) as a solution. The staff of the school was surveyed to gather data surrounding their understanding of the FCM, preferences for professional development, the use of instructional video in their teaching and a set of guidelines was developed. These guidelines may be used by the school and other similar institutions to inform how to implement a FCM approach to professional development successfully.