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CPD: Mohammad Moosa

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Its All about Continuing Professional Development

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CPD: Mohammad Moosa

  1. 1. Continuing Professional development By: Mohammad Moosa M. Phil Scholar
  2. 2. Continuing Professional development The continuation of a teacher’s professional development beyond their initial training, qualification, and induction. This may take many forms, including attendance on short course for updating skills or knowledge; Longer programs of study such as diplomas and post graduates degree in education;  staff development events held within the teacher’s own institution; Conferences, mentoring, and peer assessment. CPD is now a requirement of teachers in schools who wish to apply for promotion.
  3. 3. History • The Oxford English Dictionary notes the use of the phrase "professional development" from 1857 onwards. • In the training of school staff in the United States, "the need for professional development ... came to the forefront in the 1960's"
  4. 4. Participants • A wide variety of people, such as teachers, military officers and non-commissioned officers, health care professionals, lawyers, accountants and engineers engage in professional development. • Individuals may participate in professional development because of an interest in lifelong learning, a sense of moral obligation, to maintain and improve professional competence, to enhance career progression, to keep abreast of new technology and practices, or to comply with professional regulatory organizations.
  5. 5. Professional development Credits/Units in America • Professional development credits are named differently from state to state. For example, • Arkansas(America) teachers must complete 60 hours of documented professional development activities annually. • teachers: in Indiana(America) are required to earn 90 Continuing Renewal Units (CRUs) per year; • in Massachusetts,(America) teachers need 150 Professional Development Points (PDPs); • and in Georgia,(America) must earn 10 Professional Learning Units (PLUs). • American and Canadian nurses, as well as those in the United Kingdom, have to participate in formal and informal professional development (earning Continuing education units, or CEUs) in order to maintain professional registration. • Other groups such as engineering and geo-science regulatory bodies also have mandatory professional development requirements.
  6. 6. Approaches • In a broad sense, professional development may include formal types of vocational education, typically post- secondary or poly-technical training leading to qualification or credential required to obtain or retain employment. Professional development may also come in the form of pre-service or in-service professional development programs. These programs may be formal, or informal, group or individualized. Individuals may pursue professional development independently, or programs may be offered by human resource departments. Professional development on the job may develop or enhance process skills, sometimes referred to as leadership skills, as well as task skills. Some examples for process skills are 'effectiveness skills', 'team functioning skills', and 'systems thinking skills'. • Professional development opportunities can range from a single workshop to a semester-long academic course, to services offered by a medley of different professional development providers and varying widely with respect to the philosophy, content, and format of the learning experiences. Some examples of approaches to professional development include:
  7. 7. Approaches • Case Study Method - The case method is a teaching approach that consists in presenting the students with a case, putting them in the role of a decision maker facing a problem (Hammond 1976) - see also Case method. • Consultation - to assist an individual or group of individuals to clarify and address immediate concerns by following a systematic problem-solving process. • Coaching - to enhance a person’s competencies in a specific skill area by providing a process of observation, reflection, and action. • Communities of Practice - to improve professional practice by engaging in shared inquiry and learning with people who have a common goal • Lesson Study - to solve practical dilemmas related to intervention or instruction through participation with other professionals in systematically examining practice • Mentoring - to promote an individual’s awareness and refinement of his or her own professional development by providing and recommending structured opportunities for reflection and observation • Reflective Supervision - to support, develop, and ultimately evaluate the performance of employees through a process of inquiry that encourages their understanding and articulation of the rationale for their own practices • Technical Assistance - to assist individuals and their organization to improve by offering resources and information, supporting networking and change efforts
  8. 8. Case Study
  9. 9. Teachers Training Institutions Teacher education refers to the policies and procedures designed to equip prospective teachers with the knowledge, attitudes, behaviors and skills they require to perform their tasks effectively in the classroom, school and wider community. Although ideally it should be conceived of, and organized as, a seamless continuum, teacher education is often divided into these stages: Initial teacher training / education (a pre-service course before entering the classroom as a fully responsible teacher); Induction (the process of providing training and support during the first few years of teaching or the first year in a particular school); and Teacher development or continuing professional development (CPD) (an in-service process for practicing teachers).
  10. 10. Distribution of Enrolment of Teacher Training Institutions by Sector 99% 1% The total enrolment at teachers training institutions stage is 0.692 million of which 0.687 million (99%) are in public sector, whereas, 0.004 million (1%) are in private sector. Public Private
  11. 11. Distribution of Teacher Training Institutions by Sector 20% 80% There are 189 teachers training institutions, of which 152 (80%) are in the public Sector, whereas 37 (20%) are in the private sector. Public Private
  12. 12. Distribution of Teacher Training Institutions Enrolment by Gender 34% 66% Male Female The total male enrolment in the teachers training institutions is 0.460 million (66%), whereas, the female enrolment is 0.232 million (34%).
  13. 13. Distribution of Teacher Training Institutions’ Teachers by Sector 8% 92% Public Private The total teachers in the teachers training institutions are 3,651 out of which 3,372 (92%) are in public and 279 (8%) are in private sector.
  14. 14. Saying of the day The Education which takes me away far from my Tradition, Culture, and religion is not needed. Mohammad Moosa

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