Professional Learning Strategic Group
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The TDA Model outlines a 5 step process for establishing continuing professional development (CPD) needs: 1) identify needs through external factors, school self-evaluation, and performance/development reviews; 2) create an annual CPD plan to address needs; 3) arrange appropriate CPD activities; 4) evaluate the impact of CPD on staff and pupils; 5) draft an annual report evaluating the success of the CPD strategy and implications for the next year's plan, repeating the cycle.
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- Aligning learning to organizational goals
- Typical challenges implementing evaluation in an organization
- Practical strategies for implementing learning evaluation
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This document outlines the process for identifying training and development needs within an organization. It discusses identifying problems through reviewing records or goals not being met, analyzing the causes of problems to determine if training could help, and prioritizing needs based on severity. Common tools for assessing needs include documentation reviews, surveys, interviews, and observations. The systematic process involves problem identification, designing a needs analysis, collecting and analyzing data, providing feedback, and creating an action plan. Needs are identified at both the individual level by comparing job requirements to skills and through performance reviews, and at the organizational level by assessing programs and directions.
RPMS in the New Normal.pptx
The document discusses modifications made to the Philippines' Results-based Performance Management System (RPMS) for teachers for the 2020-2021 school year due to the COVID-19 pandemic. Key changes include using 11 priority indicators from the Philippine Professional Standards for Teachers (PPST) as RPMS objectives and adjusting classroom observation processes. The RPMS tools, including the self-assessment tool and classroom observation tool, were updated to reflect remote learning and align with the PPST. The modifications aim to better capture teacher performance in the current educational context.
Training & Development - HR
This document discusses training and development in organizations. It begins by defining training and distinguishing it from education and development. It then outlines the training design process, including conducting a needs assessment, selecting training methods, and evaluating the program. The importance and benefits of training are explained. Key principles of learning and a systematic approach to developing a training plan are also covered. The document provides examples of different types of training methods and discusses best practices for implementing, evaluating, and improving training programs.
Chapter 11 Training Evaluation.ppt
Training evaluation is the systematic process of collecting information and using that information to improve your training. Evaluation provides feedback to help you identify if your training achieved your intended outcomes, and helps you make decisions about future training.
MANPOWER PLANNING IN EDUCATION.pptx
Manpower planning refers to analyzing, identifying, and forecasting an organization's current and future human resource needs. In education, manpower planning is important for meeting educational goals, allocating resources effectively, improving student outcomes, retaining employees, and ensuring financial stability. The key components of manpower planning in education involve analyzing the current workforce, forecasting future needs, identifying skills gaps, and developing recruitment and retention strategies. Common challenges include a lack of data, political interference, limited funding, and resistance to change.
EM 500- 5 Stages of Educational Planning.pptx
The 5 main stages of educational planning are:
1. Collection and analysis of statistical information to understand the current state of education.
2. Evolving policy proposals to identify gaps and weaknesses and formulate strategies to achieve objectives.
3. Projections, programming and analysis of needed inputs like students, teachers, facilities under the strategies.
4. Costing of the educational plans and ensuring costs are consistent with objectives and available resources.
5. Decision making, implementation, and evaluation to create conditions for effective execution and assess accomplishment of objectives.
Staff development programme
The document outlines an extensive staff development program that includes:
- Defining staff development and its objectives such as improving employee performance and reducing turnover
- Describing the staff development process which involves assessing needs, developing plans, implementing programs, and evaluating effectiveness
- Discussing various staff development activities like induction training, orientation, in-service education, and continuing education
- Explaining how to assess staff development needs, set goals, and evaluate programs
The overall purpose is to provide training and education to healthcare employees to enhance their skills and professional growth.
School development plan
This document outlines the 9 step process for developing a school development plan (SDP). It begins by defining what a school plan is and its key components like staff, facilities, finance, etc. The 9 steps include: 1) forming a committee, 2) analyzing school strengths/weaknesses, 3) prioritizing needs and setting objectives, 4) creating an action plan, 5) obtaining stakeholder approval, 6) implementing and monitoring the plan, 7) conducting an annual evaluation, 8) planning further development, and 9) reporting back on progress. The framework provides guidance on conducting a thorough analysis, setting measurable objectives, establishing an implementation schedule, and building in ongoing evaluation to continuously improve the school's development through its plan
Similar to Professional Learning Strategic Group (20)
Learning tool M4T4: Assesment and improving the program
Learning tool M4T4: Assesment and improving the program
TEACHER_PERFORMANCE_APRAISAL_GOOD_(TPA)maun_Autosaved.pptx
TEACHER_PERFORMANCE_APRAISAL_GOOD_(TPA)maun_Autosaved.pptx
Professional Learning Strategic Group
- 1. Where does our CPD come from?
- 2. The TDA Model Step one – establish CPD needs: external factors, such as national or local policy initiatives will focus on the needs of groups of staff school self-evaluation, reflecting school development priorities and the CPD required to meet them, will also focus on the needs of groups of staff performance management reviews for teachers and development reviews for other staff will focus on the development needs of individuals Step two: Create the annual CPD plan, demonstrating how the school will provide the necessary CPD, ensure it is effective and evaluate impact. Step three: Arrange for the CPD to take place, matching the needs of individuals and groups of staff to appropriate CPD activities. Step four: Evaluate the impact of the CPD on staff and pupils. Step five: Draft an annual report (perhaps as part of an annual school improvement report to governors) evaluating the success of the CPD strategy and considering implications for next year’s plan. The cycle will then begin again.