The document discusses new teacher induction program models. It describes the characteristics of effective teachers, including classroom management skills, teaching for mastery, and having positive expectations for students. It then outlines the components of a new teacher induction program, including assigning a program coordinator, developing teachers' skills through professional development, and establishing prerequisites for effective teaching.
The document summarizes the author's observations during a school-based teaching experience at Sekolah Kebangsaan Seribong in Kelantan, Malaysia. The author observed that the teachers effectively managed classroom activities and student behavior. Students followed teacher instructions and were engaged in lessons. The students also practiced effective learning habits like studying early, asking questions, and using the library. Overall, the author observed a positive teaching and learning environment where teachers cared for student welfare and the school supported student development.
This document outlines the agenda and content for a training needs assessment seminar in Reykjavik. It discusses forces influencing today's workplace, defines training, and explains the systematic training design process. A key topic is training needs assessment, which is defined as a method to determine performance gaps and their causes in order to recommend training or other solutions. The document provides examples of competency definitions and describes different tools and sources used in training needs assessment, such as interviews, observations, and performance reviews.
The document discusses the history and evolution of Ontario's Education Act since 1871. It outlines key revisions and acts that have been passed to improve education for students with special needs, implement standardized testing, and address issues like zero tolerance policies, cyberbullying, and dispute resolution. The roles and responsibilities of various groups involved in Ontario's education system are also defined.
The Co-operative Education Program provides experiential learning opportunities outside of school at workplaces related to students' fields of interest. Through their co-op placements, students develop employability and personal management skills, as well as literacy and teamwork skills. The goals of co-op are for students to practice and develop skills, explore potential careers, earn credits, build their resume, and gain valuable experience for future education and employment. Responsibilities for co-op students include attending work daily, complying with employer rules, completing assignments, and behaving professionally.
This presentation is about methodes of teaching english to young learners provided with detailed description and activities and general background of Writing as a process.
The document discusses Fuller's model of teacher development, which proposes that teachers progress through stages focused on their concerns about themselves, tasks/situations, and impact on students. It notes that the model emphasizes personal development over professional role and prioritizes resolving technical concerns over complex pedagogical issues. However, it also suggests the model promotes reflection and understanding of oneself as a teacher if both hopes and fears are addressed. Overall, the model provides insight into how teachers develop professionally over time through addressing inward-facing concerns.
EDUP 3013 Philosophy and Education in Malaysiaaqifhakimy
This document presents information on Hilda Taba's model of curriculum development and its application in Malaysian classrooms. Hilda Taba was an American curriculum theorist who developed a inductive, grassroots approach to curriculum development consisting of 7 steps: 1) defining student needs, 2) identifying objectives, 3) selecting content, 4) organizing content, 5) selecting teaching methods, 6) formative evaluation, and 7) assessment design. The document provides an example of how a Malaysian English teacher might apply Taba's model to address students' reading comprehension difficulties, including defining the problem, formulating objectives, selecting relevant content, and organizing learning activities and evaluations.
The document summarizes the author's observations during a school-based teaching experience at Sekolah Kebangsaan Seribong in Kelantan, Malaysia. The author observed that the teachers effectively managed classroom activities and student behavior. Students followed teacher instructions and were engaged in lessons. The students also practiced effective learning habits like studying early, asking questions, and using the library. Overall, the author observed a positive teaching and learning environment where teachers cared for student welfare and the school supported student development.
This document outlines the agenda and content for a training needs assessment seminar in Reykjavik. It discusses forces influencing today's workplace, defines training, and explains the systematic training design process. A key topic is training needs assessment, which is defined as a method to determine performance gaps and their causes in order to recommend training or other solutions. The document provides examples of competency definitions and describes different tools and sources used in training needs assessment, such as interviews, observations, and performance reviews.
The document discusses the history and evolution of Ontario's Education Act since 1871. It outlines key revisions and acts that have been passed to improve education for students with special needs, implement standardized testing, and address issues like zero tolerance policies, cyberbullying, and dispute resolution. The roles and responsibilities of various groups involved in Ontario's education system are also defined.
The Co-operative Education Program provides experiential learning opportunities outside of school at workplaces related to students' fields of interest. Through their co-op placements, students develop employability and personal management skills, as well as literacy and teamwork skills. The goals of co-op are for students to practice and develop skills, explore potential careers, earn credits, build their resume, and gain valuable experience for future education and employment. Responsibilities for co-op students include attending work daily, complying with employer rules, completing assignments, and behaving professionally.
This presentation is about methodes of teaching english to young learners provided with detailed description and activities and general background of Writing as a process.
The document discusses Fuller's model of teacher development, which proposes that teachers progress through stages focused on their concerns about themselves, tasks/situations, and impact on students. It notes that the model emphasizes personal development over professional role and prioritizes resolving technical concerns over complex pedagogical issues. However, it also suggests the model promotes reflection and understanding of oneself as a teacher if both hopes and fears are addressed. Overall, the model provides insight into how teachers develop professionally over time through addressing inward-facing concerns.
EDUP 3013 Philosophy and Education in Malaysiaaqifhakimy
This document presents information on Hilda Taba's model of curriculum development and its application in Malaysian classrooms. Hilda Taba was an American curriculum theorist who developed a inductive, grassroots approach to curriculum development consisting of 7 steps: 1) defining student needs, 2) identifying objectives, 3) selecting content, 4) organizing content, 5) selecting teaching methods, 6) formative evaluation, and 7) assessment design. The document provides an example of how a Malaysian English teacher might apply Taba's model to address students' reading comprehension difficulties, including defining the problem, formulating objectives, selecting relevant content, and organizing learning activities and evaluations.
This document provides an overview of training evaluation and the Kirkpatrick model. It discusses the history of learning and development from the early 20th century pioneers in education and psychology. It then explains Kirkpatrick's four levels of training evaluation: reaction, learning, behavior, and results. Each level is defined. The document also includes models like ADDIE and competency matrix that support training design. It emphasizes evaluating all training programs using Kirkpatrick's levels and monitoring outcomes over time to measure return on investment.
The document outlines the history and evolution of Malaysia's national education policy from colonial times to the present. During colonial rule, the education system was segregated along ethnic lines into four separate streams. Post-independence, various committees and plans were proposed to integrate the system and promote national unity, including the Cheeseman Plan, Barnes Report, Fenn-Wu Report, and Razak Statement. The Education Act of 1961 established a national education system with Malay as the primary medium of instruction. Reforms continued into the 1970s and 1980s to improve quality and meet development needs.
The Kirkpatrick model provides a simple 4-level approach to evaluating training programs: (1) measure participant reaction, (2) assess learning, (3) determine behavior changes, and (4) evaluate results. It is among the most widely used training evaluation models. While simple and easy to understand, it has also been criticized as being too simplistic and lacking evidence that the levels are causally related.
Textile Internship Report / A composite Textile Industry / Garments Industry ...T. M. Ashikur Rahman
This document is an internship report submitted by T.M. Ashikur Rahman and Iram Ahmed Leen to fulfill their degree requirements from BGMEA University of Fashion & Technology. The report details their internship experience at Green Life Knit Composite Ltd., a knit composite manufacturer. Over the course of their internship, they gained exposure to various departments including merchandising, garments, washing, and industrial engineering. The report provides information on the company's operations, including its products, production processes, quality management systems, maintenance procedures, and social and environmental practices. It aims to comprehensively document their learnings from the internship experience at Green Life Knit Composite Ltd.
The document provides an overview of the English Language Curriculum for Year 4 in Malaysian primary schools. It outlines the content standards and learning standards that pupils should achieve by the end of Year 4 across five modules: Listening and Speaking, Reading, Writing, Language Arts, and Grammar. The modules focus on developing pupils' pronunciation, comprehension, composition, appreciation of literary texts, and mastery of word classes and tenses. Sample learning standards include being able to participate in conversations, read phrases and sentences, write in neat print and cursive, respond to literary texts, and use nouns, verbs and other parts of speech correctly.
Modul ini membahas mengenai pengupayaan pemimpin pertengahan di sekolah. Fasilitator menjelaskan peranan penting pemimpin pertengahan dan bagaimana mengidentifikasi serta membangun potensi staf sekolah menjadi pemimpin pertengahan. Tujuan modul ini adalah untuk memahami peranan pemimpin pertengahan, menganalisis sumber daya manusia berpotensi, membangun kemampuan mempengaruhi orang lain, dan mengidentifikasi mekanisme d
The document contains rules related to the implementation of the Right of Children to Free and Compulsory Education Act in the state of Orissa, India. Some key points:
- It establishes School Management Committees for schools, made up mostly of parents, to manage schools and oversee the implementation of the Act.
- The Committees are tasked with developing 3-year School Development Plans to map enrollment, infrastructure, teacher, and financial needs to fulfill the Act.
- The government and local authorities must work to establish neighborhood schools within 1 km for grades 1-5 and 3 km for grades 6-8, relaxing the limits as needed based on terrain or population density.
- Provisions are
This document outlines the objectives and topics of a course on leadership and teacher professional development. The course aims to help students understand concepts of teaching as a profession, including characteristics of professional teachers. It will also cover analyzing teachers' career development and planning for self-development. Students will learn about performing leadership roles in school management and administration. The first topic focuses on explaining the concepts of profession and professionalism, and characteristics of teachers as professionals.
This document provides an overview of the English language curriculum for primary school levels 2 (years 4-6) in Malaysia. It outlines the curriculum's organization, pedagogical principles, content standards, and learning objectives. The curriculum is modular and focuses on listening and speaking, reading, writing, language arts, and grammar. It aims to equip students with proficiency in English and emphasizes mastery of learning standards, thinking skills, and incorporating educational priorities like citizenship.
The document outlines the desired competencies and outcomes of a teacher education program. It lists 11 competencies that future teachers should demonstrate, such as having a deep understanding of teaching and learning processes, mastering subject content and pedagogical principles, applying a wide range of teaching skills, and pursuing continuous lifelong learning. It also discusses how these competencies align with the domains addressed in the National Competency-Based Teacher Standards, such as diversity of learners, planning and assessment, and personal/professional development. An example teacher education curriculum is provided that demonstrates how students can meet each of the 11 outlined competencies.
Dokumen tersebut membahas mengenai pelaksanaan dan pengurusan tingkatan enam di Malaysia. Ia menyinggung tentang usaha memperkasakan tingkatan enam oleh Kementerian Pelajaran sejak 2008 yang memberi nafas baru kepada kelestarian tingkatan enam. Dokumen ini juga membahas mengenai isu, cabaran, dan kesan pengurusan tingkatan enam pada tahun 2009 termasuk masalah fasilitas sekolah, pentadbiran, guru, pel
The document describes several vocabulary games that can be used to teach English language learners new words:
1) Rise and Fall Definitions - Students choose between two definitions for a vocabulary word used in a sentence and stand up or sit down to indicate their choice.
2) Parade-Pause-Pair - Students mix and match vocabulary words and definitions by parading around and pairing up.
3) Four Corners - Students go to different corners of the room representing different definitions of a multiple meaning word based on the context of a sentence.
4) The Semantic Sleuth Squad - Students work in teams to define a vocabulary word used in a sentence by using context clues and word structure strategies.
This document discusses strategic training and development strategies. It defines strategic training and development as specific actions taken to effectively improve skills in areas like knowledge management, customer service, and retention. Common initiatives include diversification of knowledge, improving customer service, and improving retention and expertise. Metrics should be used to monitor and quantify performance in learning, application, and quality as aligned with each initiative, actions, and timeframes. The strategic training process involves identifying needs, evaluating initiatives and alternatives, creating actions and KPIs, implementing, monitoring, and re-evaluating, just within the context of training and development needs.
The text summarizes key information about the global textile industry:
1) The textile industry involves designing, manufacturing, and distributing textiles such as clothing and involves natural or artificial fibers formed into textiles through processes like weaving, knitting, and pressing.
2) Historically, the textile industry developed in the 19th century through the industrial revolution and mass clothing production but later faced issues with unsafe working conditions and low wages.
3) The textile industry remains an important global industry worth over $400 billion annually and is concentrated in certain areas but has increasingly moved production overseas through globalization and trade agreements.
CLASS (Creative Leadership Achieves Student Success) is an innovative education initiative that focuses on four components of effective teaching to raise student achievement: Expanded Career Paths, Effective Performance Evaluation, Relevant Professional Development, New Compensation Models.
Learn more by visiting: http://www.chalkboardproject.org/what-we-do/class.php
A presentation to UNCP Spring 2013 Student Interns on the relationship between the NC Educator Evaluation System for inservice teacher and the pre-service rubric and the Certification of Teaching Capacity form.
This document provides an overview of training evaluation and the Kirkpatrick model. It discusses the history of learning and development from the early 20th century pioneers in education and psychology. It then explains Kirkpatrick's four levels of training evaluation: reaction, learning, behavior, and results. Each level is defined. The document also includes models like ADDIE and competency matrix that support training design. It emphasizes evaluating all training programs using Kirkpatrick's levels and monitoring outcomes over time to measure return on investment.
The document outlines the history and evolution of Malaysia's national education policy from colonial times to the present. During colonial rule, the education system was segregated along ethnic lines into four separate streams. Post-independence, various committees and plans were proposed to integrate the system and promote national unity, including the Cheeseman Plan, Barnes Report, Fenn-Wu Report, and Razak Statement. The Education Act of 1961 established a national education system with Malay as the primary medium of instruction. Reforms continued into the 1970s and 1980s to improve quality and meet development needs.
The Kirkpatrick model provides a simple 4-level approach to evaluating training programs: (1) measure participant reaction, (2) assess learning, (3) determine behavior changes, and (4) evaluate results. It is among the most widely used training evaluation models. While simple and easy to understand, it has also been criticized as being too simplistic and lacking evidence that the levels are causally related.
Textile Internship Report / A composite Textile Industry / Garments Industry ...T. M. Ashikur Rahman
This document is an internship report submitted by T.M. Ashikur Rahman and Iram Ahmed Leen to fulfill their degree requirements from BGMEA University of Fashion & Technology. The report details their internship experience at Green Life Knit Composite Ltd., a knit composite manufacturer. Over the course of their internship, they gained exposure to various departments including merchandising, garments, washing, and industrial engineering. The report provides information on the company's operations, including its products, production processes, quality management systems, maintenance procedures, and social and environmental practices. It aims to comprehensively document their learnings from the internship experience at Green Life Knit Composite Ltd.
The document provides an overview of the English Language Curriculum for Year 4 in Malaysian primary schools. It outlines the content standards and learning standards that pupils should achieve by the end of Year 4 across five modules: Listening and Speaking, Reading, Writing, Language Arts, and Grammar. The modules focus on developing pupils' pronunciation, comprehension, composition, appreciation of literary texts, and mastery of word classes and tenses. Sample learning standards include being able to participate in conversations, read phrases and sentences, write in neat print and cursive, respond to literary texts, and use nouns, verbs and other parts of speech correctly.
Modul ini membahas mengenai pengupayaan pemimpin pertengahan di sekolah. Fasilitator menjelaskan peranan penting pemimpin pertengahan dan bagaimana mengidentifikasi serta membangun potensi staf sekolah menjadi pemimpin pertengahan. Tujuan modul ini adalah untuk memahami peranan pemimpin pertengahan, menganalisis sumber daya manusia berpotensi, membangun kemampuan mempengaruhi orang lain, dan mengidentifikasi mekanisme d
The document contains rules related to the implementation of the Right of Children to Free and Compulsory Education Act in the state of Orissa, India. Some key points:
- It establishes School Management Committees for schools, made up mostly of parents, to manage schools and oversee the implementation of the Act.
- The Committees are tasked with developing 3-year School Development Plans to map enrollment, infrastructure, teacher, and financial needs to fulfill the Act.
- The government and local authorities must work to establish neighborhood schools within 1 km for grades 1-5 and 3 km for grades 6-8, relaxing the limits as needed based on terrain or population density.
- Provisions are
This document outlines the objectives and topics of a course on leadership and teacher professional development. The course aims to help students understand concepts of teaching as a profession, including characteristics of professional teachers. It will also cover analyzing teachers' career development and planning for self-development. Students will learn about performing leadership roles in school management and administration. The first topic focuses on explaining the concepts of profession and professionalism, and characteristics of teachers as professionals.
This document provides an overview of the English language curriculum for primary school levels 2 (years 4-6) in Malaysia. It outlines the curriculum's organization, pedagogical principles, content standards, and learning objectives. The curriculum is modular and focuses on listening and speaking, reading, writing, language arts, and grammar. It aims to equip students with proficiency in English and emphasizes mastery of learning standards, thinking skills, and incorporating educational priorities like citizenship.
The document outlines the desired competencies and outcomes of a teacher education program. It lists 11 competencies that future teachers should demonstrate, such as having a deep understanding of teaching and learning processes, mastering subject content and pedagogical principles, applying a wide range of teaching skills, and pursuing continuous lifelong learning. It also discusses how these competencies align with the domains addressed in the National Competency-Based Teacher Standards, such as diversity of learners, planning and assessment, and personal/professional development. An example teacher education curriculum is provided that demonstrates how students can meet each of the 11 outlined competencies.
Dokumen tersebut membahas mengenai pelaksanaan dan pengurusan tingkatan enam di Malaysia. Ia menyinggung tentang usaha memperkasakan tingkatan enam oleh Kementerian Pelajaran sejak 2008 yang memberi nafas baru kepada kelestarian tingkatan enam. Dokumen ini juga membahas mengenai isu, cabaran, dan kesan pengurusan tingkatan enam pada tahun 2009 termasuk masalah fasilitas sekolah, pentadbiran, guru, pel
The document describes several vocabulary games that can be used to teach English language learners new words:
1) Rise and Fall Definitions - Students choose between two definitions for a vocabulary word used in a sentence and stand up or sit down to indicate their choice.
2) Parade-Pause-Pair - Students mix and match vocabulary words and definitions by parading around and pairing up.
3) Four Corners - Students go to different corners of the room representing different definitions of a multiple meaning word based on the context of a sentence.
4) The Semantic Sleuth Squad - Students work in teams to define a vocabulary word used in a sentence by using context clues and word structure strategies.
This document discusses strategic training and development strategies. It defines strategic training and development as specific actions taken to effectively improve skills in areas like knowledge management, customer service, and retention. Common initiatives include diversification of knowledge, improving customer service, and improving retention and expertise. Metrics should be used to monitor and quantify performance in learning, application, and quality as aligned with each initiative, actions, and timeframes. The strategic training process involves identifying needs, evaluating initiatives and alternatives, creating actions and KPIs, implementing, monitoring, and re-evaluating, just within the context of training and development needs.
The text summarizes key information about the global textile industry:
1) The textile industry involves designing, manufacturing, and distributing textiles such as clothing and involves natural or artificial fibers formed into textiles through processes like weaving, knitting, and pressing.
2) Historically, the textile industry developed in the 19th century through the industrial revolution and mass clothing production but later faced issues with unsafe working conditions and low wages.
3) The textile industry remains an important global industry worth over $400 billion annually and is concentrated in certain areas but has increasingly moved production overseas through globalization and trade agreements.
CLASS (Creative Leadership Achieves Student Success) is an innovative education initiative that focuses on four components of effective teaching to raise student achievement: Expanded Career Paths, Effective Performance Evaluation, Relevant Professional Development, New Compensation Models.
Learn more by visiting: http://www.chalkboardproject.org/what-we-do/class.php
A presentation to UNCP Spring 2013 Student Interns on the relationship between the NC Educator Evaluation System for inservice teacher and the pre-service rubric and the Certification of Teaching Capacity form.
This document discusses North Carolina's educator effectiveness update for a statewide meeting of local planning teams. It focuses on setting the context for improving student learning through enabling great teaching. It discusses key elements of the educator effectiveness policies including using a growth model called EVAAS to measure standards 6 and 8, determining educator effectiveness status, and developing measures of student learning for non-tested grades and subjects. The goal is to create a system that identifies the strongest teachers so they can teach others and supports teachers who need additional help.
This document discusses teacher evaluation and how effective feedback can help with teachers' professional development. It provides background on teacher evaluation and its purposes of protecting students and helping teachers improve. While teacher evaluation has advantages like learning new techniques, it also has disadvantages if it ignores teaching skills or makes teachers passive. The document advocates applying effective feedback from evaluations to help teachers challenge themselves, refresh their practice, and confront established routines. It concludes that research into constructive feedback could help evaluations go beyond assessment and better support professional development.
Let me think about it audience ida dolci - 14 april 2012TAEDTECH Sig
This document discusses teaching portfolios and their uses. It defines a teaching portfolio as a living document created by teachers for reflection, critique of their work, and evaluation of lesson effectiveness. Portfolios can be used formatively to provide feedback and help teachers improve, or summatively to evaluate teacher effectiveness for decisions like contract renewal. The document recommends including reflections, lesson plans, student work samples, and evaluations in a portfolio. It also outlines the portfolio requirements and purposes from the perspectives of both university management and teaching faculty.
This document provides information about the implementation of Measures of Student Learning (MSLs) in North Carolina. It discusses that MSLs are statewide assessments designed to measure student growth in non-tested grades and subjects to provide data for teacher evaluations. The document outlines the rationale for MSLs, the process of design and administration through an LEA-NCDPI partnership, expectations for LEA implementation plans, and resources for support.
The document discusses North Carolina's efforts to improve educator effectiveness through a statewide initiative called READY. It outlines the goals of developing effective teachers and leaders through preparation programs, meaningful evaluation, and targeted professional development. The key reasons given for focusing on educator effectiveness are that effective teaching is essential for student achievement and that teachers need high-quality data from student growth measures to improve their practice. The document explores options for measuring student growth through value-added models and establishing rating categories for standards related to student academic success.
Escasinas, Rhegee F. TIP-CourseBook-3 pg 1-25.pdfRhegeeEscasinas1
The document outlines the Philippine Professional Standards for Teachers (PPST) which defines teacher quality through 4 career stages and 7 domains, 37 strands, and indicators. Each career stage articulates the expected professional practices of teachers at different points in their career. The PPST is intended to help teachers understand expectations of teaching practice and guide their professional development goals based on the standards.
The document provides an overview of Course 3 of the Teacher Induction Program, which aims to help teachers become familiar with the Philippine Professional Standards for Teachers (PPST) as the new framework for teacher quality in the Philippines. It discusses the following key points:
1. The PPST defines teacher quality through 4 career stages (Beginning, Proficient, Highly Proficient, Distinguished) and 7 domains comprising 37 strands that describe expectations of teachers.
2. Module 1 will focus on achieving teacher quality through understanding the PPST, including the career stages, domains, strands, and indicators.
3. The course is estimated to take 7 hours to complete and will require teachers to develop a lesson plan as the portfolio
This document provides information about Course 3 of the Teacher Induction Program in the Philippines. It discusses the Philippine Professional Standards for Teachers (PPST) which outlines the expectations for teachers and their career development. The PPST defines four career stages for teachers - Beginning, Proficient, Highly Proficient, and Distinguished. It provides descriptors for the practices expected at each career stage. The course aims to help teachers understand the PPST, use PPST-aligned tools to develop their teaching, and set professional goals based on the standards. It contains three modules that cover achieving teacher quality through the PPST, embedding the PPST in human resource systems, and the results-based performance management system.
Using research to_create_effective_on-linetrtkaren
The document discusses evaluating the effectiveness of FCPS online professional development courses. It outlines the current state of the courses and issues that need addressing per research. An evaluation plan is proposed using surveys, test scores, and expert reviews to determine if the courses impact teaching and learning, and if they meet criteria for high-quality professional development. If not effective, the courses would be redesigned or replaced with new courses following best research practices for online teacher training.
This document discusses staff development in education. It defines several terms used for staff development processes like professional growth, in-service education, and human resource development. It emphasizes that staff development should be proactive and personalized to individual needs, focusing on strengths rather than weaknesses. The major purposes of staff development are to improve teaching and learning for students, and enable staff to work towards organizational and personal goals. Some operational procedures and models for staff development are outlined, along with common methods like mentoring, quality circles, and clinical supervision. The document stresses that effective staff development facilitates personal and institutional growth.
The National Competency-Based Teacher Standards (NCBTS) provides a single framework that defines effective teaching in the Philippines. It is intended to guide all aspects of a teacher's professional development and practice. The NCBTS framework is organized into 7 domains that represent distinct areas of the teaching and learning process, with each domain defined by a principle related to enhancing student learning. The NCBTS aims to establish consistent standards for quality teaching across the country and provide a common language for teachers to evaluate and improve their practice.
This document outlines professional teaching standards for teachers in New South Wales, Australia. It is published by the NSW Institute of Teachers and contains 7 elements across 4 key stages of a teacher's career. The standards describe the professional knowledge, practice, and commitment expected at each career stage. They cover topics such as subject content knowledge, pedagogy, student development, curriculum requirements, and use of technology. The standards are meant to guide teachers' professional development and ensure high-quality teaching that improves student learning.
Sanjay Kumar Raina is seeking a role as a Trainer/Training & Development Manager with 20 years of experience in the Indian Air Force as an Academic Trainer and Training Administrator. He has experience identifying training needs, designing and delivering training programs, conducting assessments, and providing performance feedback and management. His areas of expertise include soft skills training, leadership development, counseling, and knowledge mapping for career enhancement. He holds an MBA in HR, masters and bachelors degrees, and certificates in computing and retail management.
Differentiated Supervision – Because Students Are Not the Only Ones with Diff...rdbks12
Presentation for Teachers and Administrators in the
New Canaan Public Schools, New Canaan, CT
PowerPoint orginally located on TeacherTube.com under the following URL - media2.teachertube.com/files/articles/4290.pptx
The document discusses new standards for education in Utah including more rigorous standards for students, effective teaching standards, and educational leadership standards. It focuses on how these new standards can support learning-centered instruction and create a culture of continual growth for students, teachers, and leaders. Specific standards are listed for effective teaching and educational leadership.
The document outlines Course 3 of the Teacher Induction Program, which helps teachers become familiar with the Philippine Professional Standards for Teachers (PPST) as the new framework for teacher quality in the Philippines. The course contains 3 modules that explore the PPST and how it establishes expectations for teachers through domains, strands, and indicators at different career stages. Upon completing the course, teachers will understand how DepEd's human resource systems and tools are aligned with the PPST to develop teaching practices and set professional goals.
This document outlines the objectives and methodology of a study on the impact of instructional supervision and portfolio assessment on teaching competence among secondary education teachers. The study aims to determine the level of instructional supervision received by teachers in terms of professional growth, instructional materials, teaching methods and evaluation. It also seeks to ascertain the level of portfolio assessment in terms of assessment and feedback, organization and management, and learning outcomes. Finally, the study examines the level of teaching competence and whether there is a correlation between supervision/assessment and competence levels. The researcher will use a descriptive correlational research design and survey secondary teachers using validated questionnaires to measure the key variables and identify relationships through statistical analysis.
2. New Teacher Induction Program
Models
The three characteristics of an effective teacher are:
1. has good classroom management skills 2.
teaches for mastery
3. has positive expectations for student success
4. Student Teacher/New Teacher Professional
Development Program
• Rohit sharma – Program Coordinator
• Aim
• Call (or write) each home before school
begins and again within two weeks.
• Teachers + Parents = Good Students
5. Professional Development Program
The professional development coordinator will
work with student teachers and new teachers to
develop their teaching capacity and
collaborative ability.
Treat students as though they already are what
they can be, and you help
them to be capable of becoming what they will
be
6. Prerequisites of
Effective Teaching
• Work to develop the relationship between
teacher preparation and effective teaching
• Dress in a professional manner to model
success and expect achievement
• Demonstrate the benefits of reflecting
upon experiences
7. The Teacher as a Person
• Use numerous examples that link
personality traits and effective teachers
• Demonstrate how effective teachers
interact with their students
8. Classroom Management and
Organization
•Illustrate the key classroom management skills
of effective teachers
•Provide effective classroom organizational
guidelines
9. Planning
Your long-term planning should include:
• the objectives and learning outcomes for the course
• the strategies you will use to reach those objectives
• the overall strategies for including learning outcomes
• the time to be allocated
10. • • assessment and evaluation strategies to
evaluate student progress
• • what resources you will need
• Short-Term Planning
• Initially, your planning will be very detailed.
Design individual lessons as part of
• the whole unit to increase knowledge, abilities,
and skills based on previously
• learned concepts. This way, you will give your
students the learning opportunities
• they need and avoid gaps and needless
repetition.
11. • Organize and carefully prepare daily lesson
plans. They should include the
• following: Daily Planning
• • student learning outcomes
• • subject matter
• • learning strategies
• • assessment and evaluation processes
• • materials needed
12. Organizing and Orienting for
Instruction
• Demonstrate how to utilize instructional time
effectively
• Demonstrate how to plan effectively for
instruction
13. Implementing Instruction
• Provide guidelines for enhancing instruction
• Demonstrate how to communicate content
and expectations to students
14. Monitoring Student Progress and
Potential
• Illustrate how to monitor student learning
• Utilize the findings to foster progress
15. Organizing and Orienting for
Instruction
• Utilize instructional time effectively
• Plan effectively for instruction
17. Teacher Education
Teacher Preparation
Preservice
Staff Development
Agricultural Education
Secondary
Middle School
Adult
Career and Technical Education
Research
Induction - Forms of Assistance; Models
18. Current Staff Development Efforts
Director of Minnesota Agricultural
Education Teacher Induction Program (TIP)
Director of Minnesota Farm Business
Management Education Professional
Excellence Program (PEP)
Courses & Workshops: Secondary & Adult
20. The Challenge: Shortages or
Distribution Problems of Teachers
Sources of a Cadre of Quality Teachers
New graduates from colleges of education
Graduates of alternative licensure programs
Career teachers
Re-entry teachers
Emergency or provisionally licensed
Other:________
21. The Challenge: High Turnover Rates of
Novice Teachers
Opinions and research suggest 35-50 percent
of new teachers leave in the first five years in
the profession
23. Typical state system of teacher development,
assessment, and certification.
PRESERVICE INDUCTION CONTINUOUS PROFESSIONAL
DEVELOPMENT
University Teacher Initial Teaching Certificate Master Teaching
Standard Teaching Certificate
Education Program Often about a 4-year limit Certificate
No limit. Renewable, often
No limit. Renewable.
every five years on evidence
of professional development
Formative performance
assessment to support beginning
teacher growth standards
Summative assessment points that are related to the Professional Teaching Standards
NCATE INTASC NBPTS
National Council for Interstate New Teacher National Board of
Accreditation of Teacher Assessment & Support Professional Teaching
Education Standards Consortium model Standards certification
standards for beginning
teachers
Connections to National Teaching Standards
Rohit sharma
24. Influences on Teacher Development
Preconceptions
Professional
Development
Experiences Testing
Teaching
Experience Mentoring
Performance Teaching
Appraisals Standards
Formal Pre-
& Continued
Professional
Development Source:
State &
Professional Quality
Local Mentoring for
Growth Plan
Contexts Novice
Teachers Eds.
Sandra J. Odell
and Leslie
27. Phases of First Year Teachers’ Attitude
Towards Teaching (Moir, 1992)
Anticipation Anticipation
Survival Reflection
Rejuvenation
Disillusionment
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
June July
29. Teacher Education
Teacher Preparation
Preservice
Staff Development
Agricultural Education
Secondary
Middle School
Adult
Career and Technical Education
Research
Induction - Forms of Assistance; Models
30. Current Staff Development Efforts
Director of Minnesota Agricultural
Education Teacher Induction Program (TIP)
Director of Minnesota Farm Business
Management Education Professional
Excellence Program (PEP)
Courses & Workshops: Secondary & Adult
32. The Challenge: Shortages or
Distribution Problems of Teachers
Sources of a Cadre of Quality Teachers
New graduates from colleges of education
Graduates of alternative licensure programs
Career teachers
Re-entry teachers
Emergency or provisionally licensed
Other:______________________________
33. The Challenge: High Turnover Rates of
Novice Teachers
Opinions and research suggest 35-50 percent
of new teachers leave in the first five years in
the profession
34. Program
Purpose &
Rationale
School District & Mentor Teacher
University Preparation &
Cultures Development
Circle of Quality
Mentoring
Implement Mentor Selection
& & Mentor/
Evaluate Protégé Matching
Program
Roles
Mentor &
Practices
38. Mentoring and Learning
Quality Mentoring Programs
• Content of mentoring program
• Teacher retention
• New teacher needs
39. Program Purpose
Dimension 1
• Professional practice aligned with standards
for teaching
• Professional identity through reflection and
inquiry
40. Program Purpose – Dimension I
• Manage the day-to-day challenges of
teaching.
• Prepare, select, and retain quality teachers.
• Provide personal and professional support.
41. Roles/Cultures
Dimension II
School, District, and University Cultures and
Responsibilities
Developing a school community of support
• School and community context
• Time for teacher development
• Opportunities to work with other educators
• Administrator support
42. Roles/Cultures/Partnerships
Dimension II
University engagement
• Pre-service programs
– On-going professional development
– Research-based knowledge related to quality
teaching
43. Roles/Cultures
Dimension II
Mentor role
• Learning to teach: a career-long process
• Teaching diverse learners
• Reflecting with novices
• Receiving recognition and compensation
44. Mentor Selection/Matching
Dimension III
Mentor Selection
• Committed to developing own practice
• Knowledgeable about standards-based teaching
• Competent in working with adults from diverse
backgrounds
• Sensitive to the viewpoints of others
45. Mentor Selection
Dimension III
• Commitment to mentor responsibilities
• Dedication to ethical practices
• Professional and emotional support
• Similar teaching assignments
46. Mentor Preparation
Dimension IV
• Analyze and reflect on classroom teaching and
mentor/novice interactions
• Understand needs/concerns of novices
• Foster productive conversations
47. Mentor Preparation
Dimension IV
• Analyze the learning of diverse students
• Work with novices as adult learners
• Coach and provide feedback on mentoring
practices and problem solving
48. Mentor Preparation
Dimension IV
• Share mentoring practices with other mentors
• Explore strategies to build and strengthen the
mentor/novice relationship
• Receive monetary or other compensation
49. Mentor Roles
Dimension V
• Support and facilitate standards-based
practice
• Facilitate and model self-reflection,
problem-solving, and instructional
improvement
50. Mentor Roles
Dimension V
• Build a professional relationship with
the novice
• Support the novice before and during
the school year
51. Mentor Roles
Dimension V
• Support and challenge the novice on his or her
teaching practices
• Interact both formally and informally
• Offer empathy and assistance to novices
coping with the stresses of teaching
52. Coordinator
Dimension VI
Program Coordination, Implementation and
Evaluation
• Committed to program purposes
• Knowledgeable and experienced in mentoring
initiatives
• Effective in working with people of diverse
backgrounds
• Adept in coordinating professional development
for mentors and novices
53. The Mentoring Framework
• Six dimensions represent the ideal structures
and practices promoting quality mentoring
– Assistance
– Assessment
54. Program
Purpose &
Rationale
School District & Mentor Teacher
University Preparation &
Cultures Development
Circle of Quality
Mentoring
Implement Mentor Selection
& & Mentor/
Evaluate Protégé Matching
Program
Roles
Mentor &
Practices
55. The Mentoring Framework
• Represents a standards-based approach to
Mentoring
• Improves teacher quality to enhance student
learning
56. Benefits of Enrollment in Teacher
Induction Programs
More positive attitudes toward teaching;
and plan to continue in profession longer
Achievement scores of students of highly
skilled and satisfied teachers are higher
57. Challenges and Difficulties of Novice
Teachers
Student management
Student motivation
Locating teaching materials
Room and lesson organization
Understanding complex school systems
Meeting needs of individual students
(Griffen, 1985; Odell, 1986; Veenman, 1984)
58. Challenges and Difficulties of Novice
Teachers (cont’d)
Insufficient time for preparation
Relationships with parents
Selecting and using alternative teaching
strategies
(Veenman, 1984)