How teachers can use the GSE for professional development

Fajarudin Akbar
A teacher helping a teenage student working at her desk in a library
Reading time: 4.5 minutes

As English teachers, we¡¯re usually the ones helping others grow. We guide learners through challenges, celebrate their progress and push them to reach new heights. But what about our own growth? How do we, as educators, continue to develop and refine our practice?

The Global Scale of English (GSE) is often seen as a tool for assessing students. However, in my experience, it can also be a powerful guide for teachers who want to become more intentional, reflective, and confident in their teaching. Here's how the GSE has helped me in my own journey as an English teacher and how it can support yours too.

About the GSE

The GSE is a proficiency scale developed by ÃÛÌÒapp. It measures English ability across four skills ¨C listening, speaking, reading and writing ¨C on a scale from 10 to 90. It¡¯s aligned with the CEFR but offers more detailed learning objectives, which can be incredibly useful in diverse teaching contexts.

I first encountered the GSE while exploring ways to better personalize learning objectives in my Business English classes. As a teacher in a non-formal education setting in Indonesia, I often work with students who don¡¯t fit neatly into one CEFR level. I needed something more precise, more flexible, and more connected to real classroom practice. That¡¯s when the GSE became a turning point.

Reflecting on our teaching practice

The GSE helped me pause and reflect. I started reading through the learning objectives and asking myself important questions. Were my lessons really aligned with what learners at this level needed? Was I challenging them just enough or too much?

By using the GSE as a mirror, I began to see areas where I could improve. For example, I realized that, although I was confident teaching speaking skills, I wasn¡¯t always giving enough attention to writing development. The GSE didn¡¯t judge me. It simply showed me where I could grow.

Planning with purpose

One of the best things about the GSE is that it brings clarity to lesson planning. Instead of guessing whether an activity is suitable for a student¡¯s level, I now check the GSE objectives. If I know a learner is at GSE 50 in speaking, I can design a role-play that matches that level of complexity. If another learner is at GSE 60, I can challenge them with more open-ended tasks.

Planning becomes easier and more purposeful. I don¡¯t just create lessons, I design learning experiences that truly meet students where they are.

Collaborating with other teachers

The GSE has also become a shared language for collaboration. When I run workshops or peer mentoring sessions, I often invite teachers to explore the GSE Toolkit together. We look at learning objectives, discuss how they apply to our learners, and brainstorm ways to adapt materials.

These sessions are not just about theory: they¡¯re energizing. Teachers leave with new ideas, renewed motivation and a clearer sense of how to bring their teaching to the next level.

Getting started with the GSE

If you¡¯re curious about how to start using the GSE for your own growth, here are a few simple steps:

  • Visit the GSE Teacher Toolkit and explore the learning objectives for the skills and levels you teach.
  • Choose one or two objectives that resonate with you and reflect on whether your current lessons address them.
  • Try adapting a familiar activity to better align with a specific GSE range.
  • Use the GSE when planning peer observations or professional learning communities. It gives your discussions a clear focus.

Case study from my classroom

I once had a private Business English student preparing for a job interview. Her speaking skills were solid ¨C around GSE 55 ¨C but her writing was more limited, probably around GSE 45. Instead of giving her the same tasks across both skills, I personalized the lesson.

For speaking, we practiced mock interviews using complex questions. For writing, I supported her with guided sentence frames for email writing. By targeting her actual levels, not just a general CEFR level, she improved faster and felt more confident.

That experience reminded me that when we teach with clarity, learners respond with progress.

Challenges and solutions

Of course, using the GSE can feel overwhelming at first. There are many descriptors, and it can take time to get familiar with the scale. My advice is to start small: focus on one skill or one level. Also, use the Toolkit as a companion, not a checklist.

Another challenge is integrating the GSE into existing materials, and this is where technology can help. I often use AI tools like ChatGPT to adjust or rewrite tasks so they better match specific GSE levels. This saves time and makes differentiation easier.

Teachers deserve development too

Teaching is a lifelong journey. The GSE doesn¡¯t just support our students, it also supports us. It helps us reflect, plan, and collaborate more meaningfully. Most of all, it reminds us that our growth as teachers is just as important as the progress of our learners.

If you¡¯re looking for a simple, practical, and inspiring way to guide your professional development, give the GSE a try. It helped me grow, and I believe it can help you too.

Additional resources

Read our blog posts 'Improving professional development with 'Teaching with the GSE'?and?'GSE Teacher Toolkit: Teaching mixed ability classes'.?

Learn about the GSE

About the author

Fajarudin Akbar is an English teacher, a teachers' community facilitator, and an educational technology practitioner based in Indonesia. He has a passion for continuous professional development, global education, and Open Educational Resources. Fajar helps students and teachers unlock their potential by making learning more personalized, practical, and purposeful.

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