This document outlines key aspects of effective in-service teacher education programs. It discusses the goals of improving teacher skills and student learning. There are typically two categories of in-service programs: extended courses mirroring pre-service education or workshops and professional development activities. Key principles for effective programs include involving teachers in planning, emphasizing pedagogical content knowledge, building reflective practice, including all teachers, and linking programs to school improvement. Various models are described, such as standardized cascading models and site-based approaches like lesson study. Challenges and indicators of success are also discussed.
EDUCATION FOR EDUCATORS IS MOST IMPORTANT FOR DEVELOPING EFFECTIVE EDUCATION SYSTEM.THIS PRESENTATION SHOWS THE CURRENT SCENARIO OF TEACHER EDUCATION IN INDIA.
EDUCATION FOR EDUCATORS IS MOST IMPORTANT FOR DEVELOPING EFFECTIVE EDUCATION SYSTEM.THIS PRESENTATION SHOWS THE CURRENT SCENARIO OF TEACHER EDUCATION IN INDIA.
Teacher education refers to the process of preparing and equipping individuals to become effective and competent teachers. It encompasses a range of formal training programs, courses, and experiences designed to develop the knowledge, skills, and attitudes necessary for teaching.
Envisioning sustainable design and ecodesign in welsh universities presentati...Info EDCW
Presentation by Jamie Longhurst at the Ecodesign Centre event 17th April 2015 in Cardiff Bay. Sustainability and Ecodesign in higher education in Wales
Teacher education refers to the process of preparing and equipping individuals to become effective and competent teachers. It encompasses a range of formal training programs, courses, and experiences designed to develop the knowledge, skills, and attitudes necessary for teaching.
Envisioning sustainable design and ecodesign in welsh universities presentati...Info EDCW
Presentation by Jamie Longhurst at the Ecodesign Centre event 17th April 2015 in Cardiff Bay. Sustainability and Ecodesign in higher education in Wales
Curriculum Change, Planning and Transactionvalarpink
Curriculum Change
With changing time, curriculum should also change reflecting the needs and aspirations of the people. There cannot be a uniform curriculum for all the countries for all the time, because education is related to social, economic and political changes in the country. Curriculum content should be based on current information and not on the past information that has been proved to be false or outdated and unusable. There is therefore need for constantly changing and updating the curriculum content.
Training is a component of many teacher induction programs. All too often, inductees have received insufficient professional preparation. With increasing numbers of inductees entering the classroom via alternative routes, many induction programs today are compensating for little or no previous training whatsoever, in effect blurring the line between teacher preparation and induction.
Even if your new hires have had traditional teacher education, they often come unprepared for the first year of teaching, especially in urban classrooms. Sometimes, even an aspiring urban teacher who shines when placed for her eight-week practicum in an "exemplary" school, with excellent teachers and a rich learning environment, may well be hopelessly unprepared to cope with conditions in the mediocre or failing school that is likely to be her first assignment.
The most effective type of training program is that which is part of a teacher's ongoing professional development. Viewed as part of continuing education, content and complexity grow as the inductee matures into a seasoned teacher. Completing your first year as a fully responsible teacher in an urban school has nothing to do with having been "successful" in a college preparation program. Even if you student-taught in an urban school, you were never accountable to the parents and principal for students' learning and behavior.
Training programs for beginning teachers often are determined by courses that the state or district requires (and sometimes finances). Training typically is conducted by a staff developer and a cadre of teacher trainers; central office personnel, site administrators, or consultants also may facilitate workshops. The best training programs are those that include ongoing assessments of the particular needs of individual beginning teachers, and design workshops, seminars, and course work based on these needs.
Training can take many forms, including:
- Observation in other classrooms in same school
- Workshops/seminars
- Conferences
- Observations in other schools
- Reflection on practice/journal writing
- Team teaching (novice + experienced teacher)
- Individual induction plan
- Psychological support
- Teacher-led inquiry/action research
- Case-based discussion
- Electronic networking
You can hold induction activities in the same school building the inductee works in, at a different school site or professional development center, or you can rotate activities among different school sites. Induction activities can be held during the school day, after school, on weekends, or even before school.
Curriculum
Program content often deals with perceived barriers to inductee success. Common curricular topics for induction include addressing inadequate classroom management skills and inability to handle disruptive students.
Source: https://ebookschoice.com/commitment-to-retaining-talented-teachers/
Topic: Curriculum Development Process.pptxSobiaAlvi
Introduction
Curriculum development is a process through which an institute or the instructor designs or creates a plan for a course or program. Furthermore, it is not a stagnant approach and includes continuous improvement wherein, the content is reviewed, revised and updated according to the needs and demands.
Curriculum management is the process of developing, maintaining, and improving the quality of curricula for various educational intuitions. The curriculum manager is responsible for designing and developing the curriculum with a range of content, training programs, teaching methodologies, and assessment techniques for students, learners, and employees. The developed curriculum should meet the educational standards set by the government and academic bodies.
This proposal will explore:
• How does blended learning enable personalized learning?
• How does blended learning change instructional design?
• How does blended learning enable student co-design?
• A Blended Learning Project Design?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
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He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
1. A Suggestive Framework for In-service Teacher
Education Programmes
By: Dr. Aman Bhardwaj
Asstt. Prof.
Deptt. of Educational Studies
Central University of jammu
2. The goal of in-service professional development
is to improve the knowledge, skills, and
commitments of teachers so that they are more
effective in planning lessons, using a variety of
effective approaches in their teaching, and
monitoring students’ learning as well as in
undertaking other school and community
responsibilities.
3. In-service Teacher Education Programmes- Why???
• Every Teacher a student
• Life-Long Education
• For Professional Growth
• Education is dynamic
• Training in Democratic living
4. Most programs falling within the following two
categories:
i. Sometimes, “in-service” refers to a prescribed,
extended course of study, mirroring the pre-
service teacher education curriculum and leading
to some level of formal qualification.
ii. Usually, “in-service” refers to professional
development activities for all employed teachers,
those with and those without formal
qualifications. These programs range from
occasional, ad hoc workshops to continuous,
comprehensive, career-long programs of
professional learning.
5. There is no agreed-on terminology used for in-service
professional development programs.
• “Staff development” and “in-service training” are
sometimes used for short-term workshops or short courses
that offer teachers information or ideas, often abstract and
unrelated to teachers’ work. They can be based on the
delivery of information by experts to teachers, whose role
is largely passive.
• “Professional Development” or “Continuing Professional
Development” (CPD) are used for a continuous, career-
long program that encompasses more comprehensive
teacher learning and relies strongly on more-active forms
of learning, sometimes facilitated in workshops but often
in teacher groups at the school or cluster level.
• Many countries are now shifting from the former to the
latter approach.
6. In-service professional development programs help
teachers acquire or deepen their knowledge about subject
matter content, teaching skills, and assessment methods
required to implement an existing or a new curriculum.
Relevant activities include the following:
• Improving teachers’ general education background
• Improving teachers’ knowledge and understanding of the
subjects they teach
• Understanding how children learn different subjects
• Developing practical skills and competencies
• Learning new teaching strategies
• Learning how to use new technologies
• Strengthening professionalism and ethics
• Providing knowledge and skills linked to the ever-changing
needs of a dynamic society.
(UNESCO Institute for Statistics, 2006)
7. Key Principles in Developing Effective In-Service
Teacher Professional Development Programs
• Consider in-service programs as part of a continuum
of professional development: continuum of learning
that starts with pre-service education; includes
periods of school-based inquiry and practice
teaching; continues into an induction/mentoring
period of introduction into full-time teaching and is
followed up with a continuous program of career-
long professional development, support, and
supervision.
• Involve teachers in planning and implementation of
programs: teachers are more closer to classroom
realities and students’ needs
8. • Emphasize pedagogical content knowledge in
designing program content: Focus on subject
matter content with its implications for pedagogy
(planning, instruction, and assessment).
• Build reflective practice and action research
within teacher learning communities: In-service
programs should be structured to emphasize
reflective practice, which enables teachers to
analyze their own and their colleagues’ practice
and the effects on learners.
9. • Include all teachers in learning opportunities and
base most of the in-service program at the
school or school-cluster level: All teachers should
be involved in professional development activities
on a regular basis throughout their careers.
• Incorporate strong instructional leadership by
school administrators and local supervisors:
programs can also prepare school administrators
and supervisors to work together with teachers—
or with other school administrators, supervisors,
and teacher educators.
10. • Link teacher in-service programs to a more-
holistic school improvement approach involving
community members in planning for and
monitoring school quality: School-based or
cluster-based teacher professional development
is an important element of decentralization
especially when linked with school improvement
activities that involve community members as
well as school personnel and students in
assessing, planning, and supporting the schools’
programs, teachers’ teaching, and students’
learning
11. • Successful participation in in-service
professional development programs should
receive official recognition by the ministry or
local authority: A system of formally recognizing
successful participation in an in-service teacher
professional development program should be put
in place as part of the overall program design. If
possible, this system should be coupled with
increased financial rewards or advancement on a
structured career ladder when improved
classroom practice is demonstrated
• Consider the budget implications of building
realistic and sustainable programs.
12. Main Steps for Implementation of an In-Service
Teacher Professional Development Program
Step 1: Include all stakeholders in program design.
Step 2: Base design on existing policies and
programs (through document analysis).
Step 3: Learn from successful programs in similar
countries.
Step 4: Design a program that includes all
teachers.
Step 5: Develop good support materials.
Step 6: Start small, learn, and scale up.
Step 7: Support improvement of teachers’
conditions of service.
13. Models/ Approaches for Professional Development of Teachers
i. Standardized teacher professional development
a) Cascade Model
b) Reflective Teaching Model (RTM): focus on reflection of
teachers to help them implement reform teaching strategies.
This model is grounded in the theories of constructivism. It
recommends consistent, on-going sessions of joint planning,
teaching and reflecting. It relies on a pair of teachers being
able to model effective practice.
c) Split Model: This is similar to reflective teaching model. It
consists of 6-8 day training at district/block level, then
practicing the inputs received in the professional development
programme two or three months in actual classroom situation,
and a short follow-up training of two to three days at
district/block level wherein the teachers share their
experiences through reflective and open discussions.
14. ii. Site-based teacher professional development
a) Observation/Assessment model: In this model, teacher professional
development provider, a master teacher in a school or a specialist working
district-wide, observes teachers in their classrooms, assessing their
instructional practices and providing structured feedback.
b) Open Lessons: In this model, teachers develop lessons and invite colleagues to
observe the lesson and provide feedback in a post-observation session. The
focus of this model is on ‘teacher behavior’.
c) Lesson Study: In this model, teachers collaboratively plan, develop or improve
a lesson, field test the lesson, observe it, make changes and collect data to see
the impact of the lesson on student learning. This approach focuses on
‘student actions’
d) Study Groups: Within ‘Study Groups’ teachers collaborate as a single large
group or in smaller teams, to solve a common problem or create and
implement a plan to attain a common goal. During the collaboration process
they may use print-based resources, classroom materials and their
experiences, as part of their approach to the problem.
e) Inquiry/Action Research: In an inquiry/action research approach, teachers
form teams based upon a common interest. They select an issue, investigate
and research it, plan possible actions to remedy it, take action, observe and
document results, reflect on outcomes and create an action plan to address
this issue.
f) Mentoring: In this model, older or more experienced teachers guide and assist
younger or novice teachers in all areas of teaching.
15. iii. Self-directed teacher professional development
This includes independent learning, sometimes
initiated at the learners’ discretion, using available
resources that may include computers and
internet. In this approach, teachers are involved in
initiating and designing their own professional
development and would share materials and
ideas as well as discuss challenges and solutions.
16. Types of Programmes can be Undertaken:
-Lectures and discussions led by experts
-Workshops
-Analysis of educational planning through written material
and professional visits
-Meetings with institutional administrators
-Exposure to projects at the national and regional level
-Simulations, panel discussions, and group work
-Preparation of final projects by individuals or groups,
based on the professional interests of participants
-Study tours: Schools, educational centers (including
science and art centers), universities, teacher training
institutions, and pedagogical resource centers
17. Challenges and Limitations
• Designing programs that are relevant for both
new and experienced teachers
• Scheduling programs when the maximum
number of teachers can participate
• Planning and designing collaboratively
• Emphasizing effective and realistic approaches
to active learning in program content
• Including budget implications in all planning to
create sustainability
18. Suggested Indicators of Success/Evaluative Techniques
The principles, steps, and list of challenges are all aimed at
preparing teachers and other educators to achieve these
outcomes:
• Improved teacher practice in accordance with national,
regional, and district policies or standards (observation)
• Improved teacher knowledge of national policies, subject
content, teaching and assessment practices, and relations
with parents and community members (interviews and
questionnaires/tests)
• Improved teacher commitment and sense of
professionalism (observation and interviews)
• Improved participation of students in the class and
demonstration that they are using higher-order cognitive
skills (observation, interviews, learning assessments)
• Improved student learning in defined areas (observation,
interviews, learning assessments)