This presentation was delivered at 13th UNESCO-APEID International Conference and
World Bank-KERIS High Level Seminar on ICT in Education in Hangzhou, 15-17 November 2010
The document discusses the National Competency-Based Teacher Standards (NCBTS), which provides an integrated framework that defines effective teaching. It has 7 domains that describe different aspects of teaching performance, with strands and indicators under each domain. The NCBTS aims to guide teacher training, development, and evaluation by describing the knowledge and skills expected of teachers. It is intended to be used by various organizations to improve teaching quality.
N.C.B.T.S.-National Competency-Based Teacher's Standard (2013)Marianne Seras
The document outlines the National Competency-Based Teacher Standards (NCBTS) framework in the Philippines. It describes NCBTS as defining effective teaching and providing a single framework for teacher development from school to national levels. It aims to minimize confusion about teaching standards. The NCBTS framework has 7 domains: (1) Social Regard for Learning, (2) The Learning Environment, (3) Diversity of Learners, (4) Curriculum, (5) Planning/Assessing/Reporting, (6) Community Linkages, and (7) Personal Growth. It also discusses the Code of Ethics for teachers established by the Philippine Teachers Professionalization Act.
Pajo Elementary School held a virtual orientation on implementing limited face-to-face classes. The orientation's objectives were to orient teachers on student selection and screening for face-to-face classes, ensure adherence to COVID-19 safety protocols, and equip teachers with information on safety measures. Thirty-two staff members attended the orientation held via Google Meet. The school head emphasized health and safety protocols that must be followed to reopen classes safely. An evaluation report on the orientation was also submitted.
The document outlines the 7 domains of the Philippine Professional Standards for Teachers (PPST), which were created by the Department of Education to establish standards for teacher quality and professional development. The PPST improved upon the previous National Competency-Based Teacher Standards to better address changes in education brought about by the K-12 reform program and 21st century learning needs. The 7 domains cover teachers' content knowledge and pedagogy, learning environment, diversity of learners, curriculum planning, assessment and reporting, community engagement, and personal growth.
ASEAN EDUCATIONAL SYSTEM (ORIGIN) ROGER C. CABARLES III.pptxrogercabarlesiii2
The document discusses the Association of Southeast Asian Nations (ASEAN) and its goals of promoting peace, stability, and prosperity among its member states. It describes how ASEAN was formed in response to changing global conditions and the commitment of founding members. It also discusses the importance of education and human resource development to ASEAN's competitiveness and development goals. ASEAN+6 is introduced as a framework to accelerate economic growth in East Asia through cooperation in key areas.
The document is a performance monitoring and coaching form for a teacher to evaluate their progress on community linkages, professional engagement, personal growth, and professional development. It includes spaces to document critical incidents describing situations, tasks, and actions taken by the teacher, along with the outputs and impacts on their job. The form also includes an action plan section for the rater and ratee to provide feedback on areas to reinforce or redirect the teacher's development.
This document discusses various methods of supervision and evaluation of teachers. It describes elements common to observational systems, types of classroom visits and supervision in the Philippines. It then focuses on clinical supervision, outlining its characteristics, model, and differences from traditional supervision. Other methods discussed include cognitive coaching, mentoring, peer assessment, portfolio assessment, and action research. Clinical supervision aims to help teachers improve instruction through self-analysis and reflection.
This document outlines the RPMS (Results-Based Performance Management System) cycle used to evaluate teachers in the Philippines. It describes the four phases: (1) Performance Planning and Commitment where teachers create development plans; (2) Performance Monitoring and Coaching where teachers receive ongoing feedback; (3) Performance Review and Evaluation where teachers are assessed and given final ratings; and (4) Performance Rewarding and Development Planning where new goals are set. Principals and department heads act as raters, evaluating teacher portfolios and providing coaching throughout the process to help teachers improve.
The document discusses the National Competency-Based Teacher Standards (NCBTS), which provides an integrated framework that defines effective teaching. It has 7 domains that describe different aspects of teaching performance, with strands and indicators under each domain. The NCBTS aims to guide teacher training, development, and evaluation by describing the knowledge and skills expected of teachers. It is intended to be used by various organizations to improve teaching quality.
N.C.B.T.S.-National Competency-Based Teacher's Standard (2013)Marianne Seras
The document outlines the National Competency-Based Teacher Standards (NCBTS) framework in the Philippines. It describes NCBTS as defining effective teaching and providing a single framework for teacher development from school to national levels. It aims to minimize confusion about teaching standards. The NCBTS framework has 7 domains: (1) Social Regard for Learning, (2) The Learning Environment, (3) Diversity of Learners, (4) Curriculum, (5) Planning/Assessing/Reporting, (6) Community Linkages, and (7) Personal Growth. It also discusses the Code of Ethics for teachers established by the Philippine Teachers Professionalization Act.
Pajo Elementary School held a virtual orientation on implementing limited face-to-face classes. The orientation's objectives were to orient teachers on student selection and screening for face-to-face classes, ensure adherence to COVID-19 safety protocols, and equip teachers with information on safety measures. Thirty-two staff members attended the orientation held via Google Meet. The school head emphasized health and safety protocols that must be followed to reopen classes safely. An evaluation report on the orientation was also submitted.
The document outlines the 7 domains of the Philippine Professional Standards for Teachers (PPST), which were created by the Department of Education to establish standards for teacher quality and professional development. The PPST improved upon the previous National Competency-Based Teacher Standards to better address changes in education brought about by the K-12 reform program and 21st century learning needs. The 7 domains cover teachers' content knowledge and pedagogy, learning environment, diversity of learners, curriculum planning, assessment and reporting, community engagement, and personal growth.
ASEAN EDUCATIONAL SYSTEM (ORIGIN) ROGER C. CABARLES III.pptxrogercabarlesiii2
The document discusses the Association of Southeast Asian Nations (ASEAN) and its goals of promoting peace, stability, and prosperity among its member states. It describes how ASEAN was formed in response to changing global conditions and the commitment of founding members. It also discusses the importance of education and human resource development to ASEAN's competitiveness and development goals. ASEAN+6 is introduced as a framework to accelerate economic growth in East Asia through cooperation in key areas.
The document is a performance monitoring and coaching form for a teacher to evaluate their progress on community linkages, professional engagement, personal growth, and professional development. It includes spaces to document critical incidents describing situations, tasks, and actions taken by the teacher, along with the outputs and impacts on their job. The form also includes an action plan section for the rater and ratee to provide feedback on areas to reinforce or redirect the teacher's development.
This document discusses various methods of supervision and evaluation of teachers. It describes elements common to observational systems, types of classroom visits and supervision in the Philippines. It then focuses on clinical supervision, outlining its characteristics, model, and differences from traditional supervision. Other methods discussed include cognitive coaching, mentoring, peer assessment, portfolio assessment, and action research. Clinical supervision aims to help teachers improve instruction through self-analysis and reflection.
This document outlines the RPMS (Results-Based Performance Management System) cycle used to evaluate teachers in the Philippines. It describes the four phases: (1) Performance Planning and Commitment where teachers create development plans; (2) Performance Monitoring and Coaching where teachers receive ongoing feedback; (3) Performance Review and Evaluation where teachers are assessed and given final ratings; and (4) Performance Rewarding and Development Planning where new goals are set. Principals and department heads act as raters, evaluating teacher portfolios and providing coaching throughout the process to help teachers improve.
Objective
To equip participants with an insight of School-Based Management (SBM) to support schools in their journey to improve School Performance and Student Achievement.
Methodology
explore 21st Century era Learning and to improve and align school resources to provide for it.
Methodology
to explore 21st Century era Learning and to improve and align school resources to provide for it.
to model School-Based Management(SBM) strategies to improve School Performance and,
to apply SBM techniques to improve Student Achievements
School Based Management Contents
Overview of Resource Management-School Based (SBM)
21st Century Teaching & Learning
SBM Assessment Instrument-Six Dimension of SBM
Strategies to improve School Performance & Student Achievement
Workshop Activity
The document outlines the DepED Child Protection Policy which aims to protect children from all forms of abuse, violence, exploitation, discrimination, bullying and other harms. It summarizes findings from a DepED survey that 50% of students experienced corporal punishment and 74% were victims of bullying. From 2010-2012, 112 cases of child abuse were referred to DepED. The policy defines key terms and lists prohibited acts including various forms of child abuse, corporal punishment, exploitation, discrimination, and violence against children committed in schools. It is based on protecting children's rights under the Philippine Constitution and UN Convention on the Rights of the Child.
Code of Ethics for Professional Teachers (Articles I, II, and III)Paula Jane Castillo
The document outlines the Code of Ethics for Professional Teachers which includes 8 articles describing the responsibilities and conduct of teachers. It establishes that teachers must be committed to providing quality education for all citizens, adhere to high moral and professional standards, and help carry out state policies. Teachers are expected to serve the interests of both the state and Filipino people by being physically, mentally and morally fit as well as fully devoted to their duties. The code also describes the role of teachers in the community by requiring them to behave honorably, provide leadership, and maintain good relations with others.
The document summarizes the Code of Ethics for Professional Teachers in the Philippines. It was established in 1966 and expanded in 1994 to provide standards for teachers' professional conduct both inside and outside the workplace. The code covers teachers' responsibilities to the state, their profession, students, parents, and as individuals. Violations of the code can result in disciplinary actions like suspension or revocation of a teacher's license and registration.
Reflection on my observations at schoolCamila Roldán
During two months of observations at School N° 4, the document reflects on the English teacher, Romina Cheme, and her teaching style. Romina is described as confident, assertive, and able to control her classes. She uses a loud voice without shouting and insists that students make eye contact when being disciplined. Romina also emphasizes appropriate student behavior and puts students in groups for hands-on projects. Both the teacher and students created a welcoming environment for the observers.
The document discusses the history and development of curriculum in the Philippines. It outlines the motives and influences that have shaped curriculum over time, including religious, political, utilitarian, and mass education factors. The document also details the major curriculum approaches used in the Philippines, including the K-12 Basic Education Curriculum currently implemented. It describes the standards, assessment methods, grading system, and reporting process of the Philippine curriculum.
Code of Ethics for Professional Teachers in the PhilippinesRuth Senorin
This document outlines a code of conduct for teachers in the Philippines. It states that all teachers must be physically, mentally, and morally fit, and committed to their duties without using their position for political purposes. Teachers are expected to facilitate learning, provide leadership, participate in community development, and behave with honor and dignity. They must understand local customs, inform communities about the school, and provide intellectual leadership. The code also discusses teachers' responsibilities to students, parents, colleagues, and maintaining professional standards and financial reputations.
MISOSA and e-IMPACT are alternative delivery mode systems that address issues of access and quality in education. MISOSA addresses overcrowding through off-site learning using self-instructional materials supervised by teacher facilitators. e-IMPACT enables complete levels through community learning centers and small group spaces using modular materials. e-IMPACT emphasizes community and student collaboration while MISOSA uses large classes and self-study. Both aim to develop independent learning, but e-IMPACT stresses intrinsic motivation and confidence more than MISOSA.
The DepEd Order no. 42 s. 2017 establishes the Philippine Professional Standards for Teachers (PPST) to define clear expectations for teachers' career development and assess performance. The PPST contains 7 domains and 37 strands that describe increasing levels of teacher knowledge, practice, and engagement. It aims to enhance teacher quality which is vital for improving student achievement and national development. The PPST also outlines 4 career stages that teachers progress through as they gain experience from beginning to distinguished practice.
This material is an introduction to the subject, The Teacher and the School Curriculum. Class rules and target goals for the subject have been included aside from the definition, concepts, determinants or factors encompassing curriculum.
This document contains forms related to instructional supervision of a Filipino teacher, Mary Grace D. Bagtas. The pre-observation form provides information about the planned class such as date, subject, objectives, and needs identified by the teacher. The STAR observation technique form is used by the observer to document the class situation, teacher tasks, student actions, and results. The post-observation form asks the teacher to reflect on student learning and gains, how objectives were met, and ways to improve. The teacher and observer sign both forms.
This document discusses educational assessment, including its purposes, principles, types, and methods of interpretation. Assessment is used to monitor student learning, evaluate teaching strategies and curriculum, and inform decisions to improve the educational process. It should be based on clear goals and standards, provide continuous feedback, and relate to what students are learning. Assessment data is gathered and analyzed to evaluate performance, identify strengths and weaknesses, and guide improvements.
The document discusses a TA plan for teachers that focuses on teaching standards and pedagogies, learning assessment, and the learning and development of school personnel. It notes that conducting learning action cells was beneficial for teachers as it allowed them to share best practices and learn from colleagues.
This document summarizes amendments made to certain sections of RA 7836 or the Philippine Teachers Professionalization Act of 1994. Specifically, it increases the required number of professional education units for secondary teachers from 10 to 18. It also allows those who failed the licensure exam by less than 5% to get a special 2-year permit to work as para-teachers in areas with teacher shortages. Finally, it changes the period that special permits issued to para-teachers are valid from 3 years renewable to 5 years non-extendable.
The lesson plan discusses a 6th grade home economics class that will cover the factors that influence home management. The objectives are for students to distinguish, discuss, and appreciate these factors. The lesson will include reviewing the previous class, presenting pictures to motivate discussion of the topic, defining the factors of planning, organizing, implementing, and evaluating, and having students analyze examples of each factor.
The document summarizes the new K-12 grading system implemented in the Philippines. It discusses that assessment is now integrated into daily classroom activities and includes both formative and summative evaluations. Grades are based on weighted scores from written work, performance tasks, and quarterly assessments. Students need a final grade of at least 75 in all subjects to promote to the next grade level, or they may need to take remedial classes. The goal is for assessment to enhance the teaching and learning process.
Principle of Administration And SupervisionDaryl Tabogoc
This document outlines several principles of effective school administration and supervision. It discusses that principles should be based on observed facts and guide conduct. Principles are important for improving teaching and learning, eliminating trial and error, aiding evaluation, and defining goals. They allow administrators to progress systematically from one situation to another. Some key principles outlined are that administration and supervision should be democratic, cooperative, scientific, based on educational philosophy, creative, preventative, centered on student growth, flexible, and continuously evaluated based on results.
The document outlines several fundamental principles of administration and supervision in education. It discusses principles like administration being democratic, cooperative, scientific, based on educational philosophy, creative, and evaluated based on results. Specific principles mentioned include recognizing individual differences, utilizing group expertise, being fact-conscious, integrating personality development with educational goals, encouraging growth through creativity, and ensuring parallel responsibility and control throughout the educational system.
This document provides an introduction to peer coaching. It explains that peer coaching involves teachers working together to share expertise, provide feedback and support through asking questions rather than advising. It promotes active learning through discussion, observation and feedback. The document outlines the peer coaching structure, including the roles of program directors, master trainers and facilitators. It describes the benefits of peer coaching based on research, provides an example of the peer coaching cycle and modules involved in a peer coaching pilot program. Feedback from teachers who participated highlighted increased confidence and motivation as well as more engaged and interactive lessons. Contact details are provided for questions.
Objective
To equip participants with an insight of School-Based Management (SBM) to support schools in their journey to improve School Performance and Student Achievement.
Methodology
explore 21st Century era Learning and to improve and align school resources to provide for it.
Methodology
to explore 21st Century era Learning and to improve and align school resources to provide for it.
to model School-Based Management(SBM) strategies to improve School Performance and,
to apply SBM techniques to improve Student Achievements
School Based Management Contents
Overview of Resource Management-School Based (SBM)
21st Century Teaching & Learning
SBM Assessment Instrument-Six Dimension of SBM
Strategies to improve School Performance & Student Achievement
Workshop Activity
The document outlines the DepED Child Protection Policy which aims to protect children from all forms of abuse, violence, exploitation, discrimination, bullying and other harms. It summarizes findings from a DepED survey that 50% of students experienced corporal punishment and 74% were victims of bullying. From 2010-2012, 112 cases of child abuse were referred to DepED. The policy defines key terms and lists prohibited acts including various forms of child abuse, corporal punishment, exploitation, discrimination, and violence against children committed in schools. It is based on protecting children's rights under the Philippine Constitution and UN Convention on the Rights of the Child.
Code of Ethics for Professional Teachers (Articles I, II, and III)Paula Jane Castillo
The document outlines the Code of Ethics for Professional Teachers which includes 8 articles describing the responsibilities and conduct of teachers. It establishes that teachers must be committed to providing quality education for all citizens, adhere to high moral and professional standards, and help carry out state policies. Teachers are expected to serve the interests of both the state and Filipino people by being physically, mentally and morally fit as well as fully devoted to their duties. The code also describes the role of teachers in the community by requiring them to behave honorably, provide leadership, and maintain good relations with others.
The document summarizes the Code of Ethics for Professional Teachers in the Philippines. It was established in 1966 and expanded in 1994 to provide standards for teachers' professional conduct both inside and outside the workplace. The code covers teachers' responsibilities to the state, their profession, students, parents, and as individuals. Violations of the code can result in disciplinary actions like suspension or revocation of a teacher's license and registration.
Reflection on my observations at schoolCamila Roldán
During two months of observations at School N° 4, the document reflects on the English teacher, Romina Cheme, and her teaching style. Romina is described as confident, assertive, and able to control her classes. She uses a loud voice without shouting and insists that students make eye contact when being disciplined. Romina also emphasizes appropriate student behavior and puts students in groups for hands-on projects. Both the teacher and students created a welcoming environment for the observers.
The document discusses the history and development of curriculum in the Philippines. It outlines the motives and influences that have shaped curriculum over time, including religious, political, utilitarian, and mass education factors. The document also details the major curriculum approaches used in the Philippines, including the K-12 Basic Education Curriculum currently implemented. It describes the standards, assessment methods, grading system, and reporting process of the Philippine curriculum.
Code of Ethics for Professional Teachers in the PhilippinesRuth Senorin
This document outlines a code of conduct for teachers in the Philippines. It states that all teachers must be physically, mentally, and morally fit, and committed to their duties without using their position for political purposes. Teachers are expected to facilitate learning, provide leadership, participate in community development, and behave with honor and dignity. They must understand local customs, inform communities about the school, and provide intellectual leadership. The code also discusses teachers' responsibilities to students, parents, colleagues, and maintaining professional standards and financial reputations.
MISOSA and e-IMPACT are alternative delivery mode systems that address issues of access and quality in education. MISOSA addresses overcrowding through off-site learning using self-instructional materials supervised by teacher facilitators. e-IMPACT enables complete levels through community learning centers and small group spaces using modular materials. e-IMPACT emphasizes community and student collaboration while MISOSA uses large classes and self-study. Both aim to develop independent learning, but e-IMPACT stresses intrinsic motivation and confidence more than MISOSA.
The DepEd Order no. 42 s. 2017 establishes the Philippine Professional Standards for Teachers (PPST) to define clear expectations for teachers' career development and assess performance. The PPST contains 7 domains and 37 strands that describe increasing levels of teacher knowledge, practice, and engagement. It aims to enhance teacher quality which is vital for improving student achievement and national development. The PPST also outlines 4 career stages that teachers progress through as they gain experience from beginning to distinguished practice.
This material is an introduction to the subject, The Teacher and the School Curriculum. Class rules and target goals for the subject have been included aside from the definition, concepts, determinants or factors encompassing curriculum.
This document contains forms related to instructional supervision of a Filipino teacher, Mary Grace D. Bagtas. The pre-observation form provides information about the planned class such as date, subject, objectives, and needs identified by the teacher. The STAR observation technique form is used by the observer to document the class situation, teacher tasks, student actions, and results. The post-observation form asks the teacher to reflect on student learning and gains, how objectives were met, and ways to improve. The teacher and observer sign both forms.
This document discusses educational assessment, including its purposes, principles, types, and methods of interpretation. Assessment is used to monitor student learning, evaluate teaching strategies and curriculum, and inform decisions to improve the educational process. It should be based on clear goals and standards, provide continuous feedback, and relate to what students are learning. Assessment data is gathered and analyzed to evaluate performance, identify strengths and weaknesses, and guide improvements.
The document discusses a TA plan for teachers that focuses on teaching standards and pedagogies, learning assessment, and the learning and development of school personnel. It notes that conducting learning action cells was beneficial for teachers as it allowed them to share best practices and learn from colleagues.
This document summarizes amendments made to certain sections of RA 7836 or the Philippine Teachers Professionalization Act of 1994. Specifically, it increases the required number of professional education units for secondary teachers from 10 to 18. It also allows those who failed the licensure exam by less than 5% to get a special 2-year permit to work as para-teachers in areas with teacher shortages. Finally, it changes the period that special permits issued to para-teachers are valid from 3 years renewable to 5 years non-extendable.
The lesson plan discusses a 6th grade home economics class that will cover the factors that influence home management. The objectives are for students to distinguish, discuss, and appreciate these factors. The lesson will include reviewing the previous class, presenting pictures to motivate discussion of the topic, defining the factors of planning, organizing, implementing, and evaluating, and having students analyze examples of each factor.
The document summarizes the new K-12 grading system implemented in the Philippines. It discusses that assessment is now integrated into daily classroom activities and includes both formative and summative evaluations. Grades are based on weighted scores from written work, performance tasks, and quarterly assessments. Students need a final grade of at least 75 in all subjects to promote to the next grade level, or they may need to take remedial classes. The goal is for assessment to enhance the teaching and learning process.
Principle of Administration And SupervisionDaryl Tabogoc
This document outlines several principles of effective school administration and supervision. It discusses that principles should be based on observed facts and guide conduct. Principles are important for improving teaching and learning, eliminating trial and error, aiding evaluation, and defining goals. They allow administrators to progress systematically from one situation to another. Some key principles outlined are that administration and supervision should be democratic, cooperative, scientific, based on educational philosophy, creative, preventative, centered on student growth, flexible, and continuously evaluated based on results.
The document outlines several fundamental principles of administration and supervision in education. It discusses principles like administration being democratic, cooperative, scientific, based on educational philosophy, creative, and evaluated based on results. Specific principles mentioned include recognizing individual differences, utilizing group expertise, being fact-conscious, integrating personality development with educational goals, encouraging growth through creativity, and ensuring parallel responsibility and control throughout the educational system.
This document provides an introduction to peer coaching. It explains that peer coaching involves teachers working together to share expertise, provide feedback and support through asking questions rather than advising. It promotes active learning through discussion, observation and feedback. The document outlines the peer coaching structure, including the roles of program directors, master trainers and facilitators. It describes the benefits of peer coaching based on research, provides an example of the peer coaching cycle and modules involved in a peer coaching pilot program. Feedback from teachers who participated highlighted increased confidence and motivation as well as more engaged and interactive lessons. Contact details are provided for questions.
1) The document discusses innovative teaching methods and qualities of a good teacher. It describes how traditional teaching using blackboards is being replaced by more computer-aided and digital methods to improve learning.
2) Some innovative teaching techniques discussed are using educational videos, improved classroom technology like tablets, and interactive learning through group projects. The document also describes a "spaced learning" method involving repeated lesson summaries with distractor activities.
3) The document outlines qualities of good teachers as guiding students, encouraging creativity and skills, and adapting to diverse learners through involvement and alternative teaching methods. It also categorizes different types of teachers such as new, disciplined, friendly, and experienced teachers.
This document provides an introduction to peer coaching. It defines peer coaching as a process where teachers work together to share expertise, provide feedback and support to help each other improve. The document outlines the benefits of peer coaching such as providing professional development support embedded in the classroom. It also describes the roles and structure of a peer coaching program including modules to train coaches, examples of the coaching cycle, requirements for accreditation and feedback from teachers who participated in a pilot program and found peer coaching improved their lessons and use of technology.
Need for professionally qualified teacher educationChaitraAni
This document discusses the need for professionally qualified teachers and the skills they require for effective modern teaching. It outlines 15 key professional development skills teachers must have, including adaptability, confidence, communication skills, being a team player, continuous learning, imagination, leadership, organization, commitment, innovation, managing their online reputation, engaging students, understanding technology, knowing when to unplug, and empowering students. It concludes that teacher professional development is an ongoing process that improves teachers' knowledge and skills, increases student learning, and supports educational reform through strengthening collaboration.
- Teachers need to prepare for the changing role of technology in education by becoming active digital learners themselves in order to understand how students learn with technology.
- Educators must get familiar with both asynchronous tools like blogs and email as well as synchronous tools like Skype to effectively teach with technology.
- Professional development is an ongoing process, as new technologies emerge, and teachers need to be open to learning new skills to stay current and help their students.
Next Education India provides K-12 educational technology solutions to over 7,000 schools across India, impacting 7 million students. It offers various products and services to transform school education, including online learning platforms, adaptive learning solutions, teacher training, school management software, and digital content. Next Education's consultancy arm, NextDeeksha, provides training and advisory services to schools to improve quality of education. These include CBSE-mandated teacher training, school audits and consulting, and customized workshops for teachers, principals, and parents on various topics to support student learning. NextDeeksha draws on Next Education's research experience of over 150,000 teachers to offer tailored solutions and guidance to help schools achieve their educational goals
This document outlines the goals and components of implementing an instructional coaching program. The webinar aims to discuss the benefits of coaching as professional development, how to set up a coaching program, and provide feedback to coaches and teachers being coached. Effective coaching involves regular observation, reflection, and feedback focused on improving student outcomes. Research shows that coaching can increase teachers' classroom application of new skills from around 5-10% without coaching to 80-90% when combined with observation, feedback and reflection.
The school you researched during this course is being taken over the by the state for poor performance. Based on your educational philosophy, your classroom management plan, lesson plan, and the learning activities and assessment you developed in this course, the new principal has asked you to interview for the lead teacher position. This position would allow you to teach the grade of your choosing and give you the authority to enact significant changes across the school. You are one of only 20 candidates asked to apply for this prestigious position. You have been asked to submit a multimedia interview presentation instead of interviewing in person. The principal has requested that you include the following in your presentation:
The school you researched during this course is being taken over the by the state for poor performance. Based on your educational philosophy, your classroom management plan, lesson plan, and the learning activities and assessment you developed in this course, the new principal has asked you to interview for the lead teacher position. This position would allow you to teach the grade of your choosing and give you the authority to enact significant changes across the school. You are one of only 20 candidates asked to apply for this prestigious position. You have been asked to submit a multimedia interview presentation instead of interviewing in person. The principal has requested that you include the following in your presentation:
Microteaching is a technique used to train teachers. It involves teaching short lessons (5-7 minutes) to small groups of students (10-15) while focusing on one teaching skill at a time. The microteaching cycle includes planning, teaching, receiving feedback, re-planning, and re-teaching. Microteaching aims to help teachers develop and improve skills like introducing lessons, asking probing questions, explaining concepts, stimulating students, using the blackboard, integrating technology, and concluding lessons. It allows teachers to practice skills in a controlled environment and receive immediate feedback to enhance their teaching abilities.
This document discusses the challenges faced by schools in Southeast Asia. It notes that Southeast Asian schools have more limited resources compared to schools in developed nations in Europe and the US. This leads to difficulties in areas like infrastructure development, textbook printing, hiring more teachers, and teacher professional development. Cambodia, Vietnam, and the Philippines specifically face similar issues due to their shared region, culture, and developing nation status. These include a lack of workforce quality improvement, low education financing, large student-teacher ratios, and insufficient teacher training. The document reflects that these observations ring true for its own country as well.
This document outlines essential skills for modern teachers. It discusses skills like adaptability, communication, teamwork, leadership, commitment, managing online reputation, understanding technology, empowering students, innovation, organization, and being a continuous learner. The rationale is that for students to learn effectively, the teacher's role is to engage students in activities that help them achieve learning outcomes, and that what students do is more important than what teachers do.
Building Performance and Global Excellence in Independent and International S...Fiona McVitie
Operating within an increasingly competitive international education landscape, institutions and schools are striving to deliver greater value and better quality education as a priority. Private and international schools need to develop a culture of deliberate, targeted and intentional school improvement to ensure continuous and sustainable progress is made. Dr Phil Cummins will share effective techniques and tips on managing and lifting performance for your school. This practical and interactive session will cover:
• Defining performance: Context, concepts, frameworks, processes
• Understanding individual performance: Appraisal, evaluation, feedback, goal-setting
• Building individual and team performance: Coaching for success
• Building whole school performance: Managing organisational change and learning
Structured peer tutoring refers to pairing students in a structured way to tutor each other on specific subjects. It is effective when teachers carefully select tutors and tutees, plan tutoring activities and lessons in advance, and provide ongoing supervision and support. Key aspects of effective structured peer tutoring include selecting motivated older students as tutors, designing detailed tutoring activities, monitoring tutoring sessions, discussing lessons with tutors and tutees, and recording student progress.
Briefly describes my philosophy of technology integration in the classroom and the roles of the teacher and students. It also provides information for what effective and ineffective technology integration looks like in the classroom.
This document discusses principles of effective teaching based on research evidence from John Hattie's work. It advocates using visible learning strategies where teachers see learning through students' eyes and students see teaching as key to their ongoing learning. Some strategies discussed include setting challenging goals for students, providing effective feedback that helps students close gaps in understanding, and teaching metacognition and reciprocal reading techniques in first year courses. The document questions common assumptions around what activities best engage students versus support learning, and argues schools should cultivate students' curiosity, courage, imagination and reflection. Overall it promotes applying science-based teaching approaches informed by educational research literature.
GaETC 2004 - LTTS: Online Professional Development for Technology IntegrationMichael Barbour
Barbour, M. K., Bleich, L., & Orrill C. (2004, February). LTTS: Online professional development for technology integration. Paper presented at the annual Georgia Educational Technology Conference, Macon, GA.
This document discusses the roles and functions of educational technology in developing 21st century skills. It outlines how educational technology can arouse student interest, concretize concepts, make learning more permanent, provide independent learning activities, increase vocabulary, develop critical thinking skills, increase equality in learning while decreasing time spent, and check student preparedness. The document advocates for using technology comprehensively to develop 21st century skills, support innovative teaching and learning, and create robust education systems. It also discusses how multi-media can bring real-world examples into the classroom, present information in various ways, and increase student motivation. The document recommends student-centered, collaborative learning with real-world context to better prepare students for problem-solving and applying skills
Similar to Rebooting and retooling toward a system of 21st century teacher professional development (20)
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Rebooting and retooling toward a system of 21st century teacher professional development
1. Rebooting and Retooling: Toward a
System of 21st Century Teacher
Professional Development
Mary Burns
Petra Bodrogini
Education Development Center
Newton, USA & Jakarta, Indonesia
mburns@edc.org
15. Building Capacity of Coaches and
Teachers
1. Coaches
• 3 weeks of face-to-face workshops with follow--up
• 3 month online course focused on coaching
• Coaches learned skills and with partner work with teachers
on a weekly basis
• Ongoing mentoring
• With teachers, they used a gradual release coaching
approach—modeling, planning, co-teaching, solo teaching
with observation and feedback
18. 2. Teachers
92 teachers
•Integrate 4 learner-
centered, one-computer
activity in classrooms
•Variety of PD—workshops,
lesson study, open lesson,
ongoing consultations, co-
teaching
•Meet weekly with coaches; work with school partners
20. 1. Teachers
•100% designed and carried out their one-computer
activities with students
•100% report that the coaching program has helped
them learn how to teach with limited technology
•100% report improved confidence in teaching with
technology, carrying out learner-centered activities
and letting students use technology
•Teachers are continuing with these activities even
though coach has left the school
21. Coaching vs. Cascade
•Report less fear and confusion about how to
implement new instructional strategies and technology
•More successful in managing interactive learning,
using multiple learning resources, providing
opportunities for collaboration, and promoting higher
order thinking
•Evidence of continuous learning and enthusiasm in
implementing new strategies in the classrooms from
the just-in-time support
22. What Teachers Say
After the workshop, I wasn’t really sure what to do..I was
thinking how would I implement these ideas?
Then Miss Lia started to visit us for school based coaching
program. That’s when I started to talk about the plan, revise it
based on feedback from my coach, Miss Lia, and tryout it out
before the class. What I like about this program is that there was
clear guidance. Because, you know, you have to make sure that
everything is well prepared before the class begins. You have to
look good in front of the students.
(Sundari (5th grade teacher: Tulangan Elementary School, Surabaya, East Java,
Indonesia)
23. What Teachers Say
Students loved the lesson. I never thought that they
could do what they successfully did. They enjoyed
taking different group roles, collaborating, discussing
and learning by using the laptop and digital camera.
They were very excited, interested and engaged by the
technology. It really fits them. So, why not use it in
class? …The principal supports this approach and she
bought a laptop for the school which we all share in
classrooms.
25. 3. Coaches
•100% completion rate
•Increased confidence
in their abilities as
instructional coaches
•Increased self-esteem
•Increased professional
competency
•Feel part of
community of practice Teacher (Sundari) with her
coach, DBE2 ICT assistant, Lia.
26. What Coaches Say
I learned a lot from being a coach. Teachers were so creative and
this provided me with more resources to work with. For example, I
could refer to ideas of one teacher when I was working with others
in other school. What we did was actually sharing.
What also helped was the online course Strategies and Techniques
for School-Based Coaching which I took concurrently as we
implemented the coaching program. The course provided resources
on good facilitation skills, how to provide feedback, which I think
helped me a lot to consider teachers as partners.
(Lia Kiswahono, DBE 2 Coach, East Java)
27. What Coaches Say
My capacity as an educator has been enhanced through the process
of coaching. I learned every step of the way. For example, before
meeting teachers in schools, we know that there are goals and
concepts to be achieved and worked on. So I needed to prepare,
which made me learn too. And I still am learning. In this
collaboration, I also learned from teachers.
And of course, there are challenges. Teachers are not the same.
There are young teachers who are excited and more senior ones
who were not so keen. What satisfies me is when I see
“challenging” teachers become motivated, work with us, and
apply their new skills in the classroom. They even could perform
better than those who were more literate in technology.
(Supriyadi, DBE 2 Coach, Central Java)
28. HOW IS THIS AN EXAMPLE OF 21ST
CENTURY PROFESSIONAL
DEVELOPMENT?
33. Technology Integration
• No labs—computers in the classroom as
part of content
• Laptops
• No breakage, no theft, no damage—in
spite of predictions to the contrary
21st Century Professional
Development
35. We Need to Recognize…
…High quality professional
development is neither cheap nor
easy; it is requires money, resources,
support and time. Above all, it
requires will.
National Staff Development Council, (United States)
36. There’s More to Scale Than
Numbers
Not just inputs (number of teachers
trained) but outputs, specifically:
• Implementation
• Leakage
• Latency
• Fidelity (quality)
• Impact on student learning
37. Dimensions of Scale
1. Spread: Modifying to retain effectiveness while
reducing the level of resources and expertise
required
2. Depth: Conducting rigorous evaluation and
research to understand and enhance causes of
effectiveness
3. Sustainability: Adapting to inhospitable contexts
via developing hybrids tailored to adverse
conditions
4. Shift: Moving beyond "brand" to support user
ownership as co-evaluators, co-designers, and co-
scalers
5. Evolution: Learning from users' adaptations to
rethink the innovation's design model.
39. Siti Fatimah
Ordinary training is just training. That’s it. No
follow up. I will never know what I lack and need
to develop further for improvements. I need to
receive feedback for refinements.
I am continuing to use technology to enhance
teaching and learning.
40. Ismail
Please, madam, do this training for all teachers
in India, not just Karnataka. Since we are
teaching, no one has ever helped us be good
teachers. All they do is talk and talk and then
they forget us. But now we know how to do
something and you will continue to help us. I am
so happy, Madam. Please do this for all of India.
41. Thank You
谢谢
Mary Burns
mburns@edc.org
Petra Bodrogini
pbodrogini@edc.org
Editor's Notes
Combines research, policy and practice in US and abroad.
325 Projects in 35 countries around the world. We work with Ministries of education, donors, for-profit companies, schools and teachers
We begin our presentation today with a tale of two teachers
Ismail attended a weeklong workshop for technology training in the capital of his state. He was sent to learn about computers so he could teach his colleagues. The workshop was fantastic! So “much software” he never knew even existed!
He returns to his school. Ismail is excited but not really sure where some of the software he’s learned about will fit in his lessons. The lab where the training was held had so much high-tech equipment; here there is computer lab, of course, but scheduling is so difficult and some of the machines don’t work. There’s no one at the school to help him practice his technology skills or push him to use what he’s learned. Plus he has so many students, so many topics to cover and preparation for student exams.
Siti Fatimah has attended a computer-based “training”—but not in the capital, rather in her school. In this workshop, the use of computers is far more modest—she has learned to use one computer to help students analyze a short story. The instructor tells them he is their “coach.” Siti Fatimah has no idea what this means. But over the next few months, her coach returns to her school every week. He helps her figure out ways to use the concept mapping software, Inspiration , for the school’s one laptop so her students can analyze a short story. Together they teach the lesson. He helps Siti Fatimah prepare to do the lesson alone which Siti Fatimah does. Her colleagues observe and applaud when the lesson is finished. Her coach provides suggestions on how she can improve the lesson and works with Siti Fatimah to implement these changes.
We probably know how Ismail’s story ends. Over time, without pressure, practice and support, Ismail’s newly-minted skills—as he shared with this author in October 2009—erode. What he did learn remains unapplied or at best under-applied. This is probably the most common outcome of professional development—and certainly computer-based professional development— across the developing world.
But we may be less familiar with how Siti Fatimah’s experience ends because in most ICT-based teacher professional development programs in developing countries, this kind of professional development is virtually non-existent. Siti Fatimah’s story is so rare as to be deemed undoable. But it is doable—and her experience is the basis of our presentation. Siti Fatimah’s coach left the school after a few months. But because of the support and skills she received, she says, “I am doing learner-centered activities integrating ICTs in Math, Social Studies and Science.”
Ismail participated in the most common form of teacher professional development in developing country contexts—the characteristics of which we all know well: Typically a workshop/training –a one-to-many approach where all teachers receive the same content in the same format Because of numbers of teachers involved, there is little regular follow-up Tries to build capacity through a cascade/train-the-trainers’ approach 4. Emphasizes the “exceptionality” of technology—workshops in labs instead of classrooms, focusing on technology training with secondary focus on core areas of teaching 5. Major metric is “number of teachers trained” or “unit costs per teachers” So common is this approach that for many policymakers and teachers, this is professional development or professional learning. But it’s an approach that is not congenial to the ways teachers learn and work and it’s an approach that’s increasingly archaic.
We’re most likely familiar with framework for 21 st century skills which aims to infuse “21 st century standards” into current system of education. Framework above focuses on innovation and creativity; higher-order thinking; collaboration and using technology for critical thinking and individualization of learning These framework skills depend upon essential support components—represented by concentric circles--learning environments, TPD, curriculum and instruction, and standards and assessments—without which 21 st century skills cannot take hold. There’s a disconnect between framework and some of essential support components—namely PD. Teachers are being asked to help students become 21 st century learners while teachers themselves are instructed in pre-21 st century ways. Our argument today is that if ICT-based initiatives and ICT-based TPD programs want to attain these goals—as we all claim we do—we can’t do this with our outdated system of professional development. We need a 21 st century system of PD that is grounded in optimal models of working and learning
What is 21 st century PD? PD initiatives which are: At their core, teacher-centered. That is, the equivalent of student-centered learning—but for teachers. And it’s grounded in knowledge of the change process, of best practices in PD, in how teachers work and learn and the accommodations necessary to facilitate such learning 1. Recognizes that teachers, like students, are unique individuals who face unique learning challenges. Differentiated, ongoing- -To make sure to make sure the innovation is successfully attained, maintained and sustained 2 . Ongoing support- Recognizes that teachers, like students, need ongoing human and physical support as well as opportunities to practice, feedback and time to revise and refine activity 3. Mirrors the teachers’ professional reality: Held, not in a hotel or computer lab, but in a classroom—in the same environment and with the same resources available to that teachers (e.g., if teacher has one computer and 25 students, PD models using one computer with 25 students) 4. Community of practice: we know from research that building school-based communities is the best way to maintain change and innovation 5. Technology integration: Minimizes technology training, focusing instead on embedding technology within the core areas of teaching (design, instruction, assessment and classroom organization). Places technology, not in a lab away from where most formal learning occurs, but in the classroom 6. Moves teachers along a trajectory of higher order learning—from understanding a concept or strategy to its application, evaluation, revision and appropriation for the teacher’s own use
How is all of this possible? For all of the characteristics to work—differentiation, support, focus on quality, school-based PD—21 st century PD has to be based on a system of school-based coaching. Remainder of this presentation discusses how school-based coaching is at the heart of a new approach toward teacher learning/professional development. We’ll use EDC’s one-computer classroom and online coaching pilots in Indonesia as our case example. In this pilot, a group of 19 coaches worked with teachers on a monthly basis to help them integrate four learner-centered, one-computer activities in their classrooms.
Thank you Mary. The aim/purpose/objective of the program, the overall program Our USAID DBE 2 project implemented a coaching program that offers something different and proven to be more effective in terms of the use of technology in active learning – in the classroom. We build teachers’ capacity through ‘coaches.’ Before doing so, the first purpose and audience, was to create a cadre of school-based coaches. Their skill sets were built through: 3 weeks of face to face workshops – where they learned about learner-centered instruction, assessment, conducting classroom observation, providing feedback 3 month online course focused on coaching where coaches learned skills with partner and they worked with teachers on weekly basis. With teachers. they used gradual release coaching through modeling, planning and co-teaching with teachers, and solo teaching where coaches observed and provided feedback There was also support of ongoing mentoring from the online mentor.
Online course—Strategies and Techniques for School-Based Coaching-- employed a gradual release coaching approach. Online learners (“coaches”) first modeled 4 one-computer, learner-centered activities for teachers. From there, each session, two weeks in length, scaffolded the coaching trajectory—helping coaches work with the teacher to adapt this model lesson to the teacher’s classroom; co-teach a lesson with teachers; and observe and provide feedback to teachers in their solo teaching of this activity. As coaches learned about a particular technique, they automatically applied this technique with teachers. Coaches accessed all materials (readings and video examples of coaching techniques) and communicated with one another—the whole group, their “learning team” (a cohort of four people) and their online facilitator—primarily via the free and open-source e-learning system, Moodle .
Example of particular session—this one on Assessing Teachers Needs (includes readings, assignment, school-based coaching activity + weekly portfolio requirement) plus additional tools and resources and discussion forum where coaches share what worked, what didn’t. Example of portfolio—coaching handbook
Second purpose and audience—develop skills and confidence of teachers to integrate one-computer, learner-centered activities with students. Coaches provided variety of professional development to teachers—workshops, lesson study, open lessons, 1-to-1 consultations, and co-teaching plus ongoing weekly in-class work with teachers Encouraged teams of teachers to plan activities and work together.
This was a very small pilot—but results are highly encouraging and consistent with what we know about coaching. In January 2010, we will do a larger pilot involving 72 coaches and close to 600 teachers
We also do a larger cascade-based approach for using ICT to support learner-centered instruction so were able to compare the teachers who went through the coaching program and cascade. We didn’t design this as a comparative study so we want to be cautious about data but classroom observations show that teachers who went through coaching program are more successful in managing interactive learning, allowing student collaboration and promoting higher order thinking. And the same teachers report that they feel more confident—and have less confusion about implementing –ICT-based activities even with a limited number of computers.
(I wouldn’t read all of this—just summarize main points)
Summarize two sides—they show a value chain—Teachers state that they need pressure and support to get started using ICT-based, learner-centered activities but once they do, student performance carries them. Top-down and bottom-up motivation for implementation.
In classrooms with 40-50 learners, students are using their one for collaboration and to begin to move toward higher order thinking (e.g. students use concept mapping software, Inspiration, to analyze a short story. As you can see from photo above, with such a program, the technology is not sequestered in a lab. Laptops are in the classrooms and students are using them as part of science, math, language and social studies. No technology training for students but technology is in the hands of children
All coaches completed very rigorous online course and all its requirements Professional competency: 1. Our interview results with coaches are consistent with research from several studies which documents the positive effects of coaching on the coaches themselves 2. They benefit by applying cognitive coaching skills with teachers (active listening, asking probing questions, questions, providing non-judgmental feedback, and by reassessing their classroom management) 3. More comprehensive understanding about technology and learner-centered instruction Reflective practice: Coaches report that coaching has helped them to be reflective about their own beliefs about teaching and learning Collaboration: Coaches report value of continued contact with teachers and with one another in online environment In January these coaches will become online instructors and mentors to a new group of coaches
(summarize main points)
Main point of these 2 slides is that coaches improve their skills as teacher change agents by working directly with teachers—more than is so if they were simply ‘trainers”
Online coaching course is sequential and cumulative—each course topic built on previous topic and moved coaches toward mastery Learned via text, video, audio, discussion and practice Individual coaches received ongoing mentoring and support and process of coaching served as ongoing PD for coaches Teachers received same sort of individualized instruction and differentiated PD—workshop to model new techniques; lesson study (to plan a one-computer activity); open lessons (to see school-based models of one-computer, learner-centered activities); in class mentoring (through co-teaching) and in some cases video study to assess their own teaching performance
We know from research on PD that individualized form of PD are more effective than workshops. And we know that workshops are supported by more individualized forms of PD, such as open lessons or peer coaching, the efficacy rate increases. And we know from teachers that they value other forms of PD more than workshops or trainings. These data, gathered from interviews and focus groups with Indian teachers, shows that teachers want PD that provides them with models of good instruction (video case studies and open lessons), classroom-based supports (mentoring/peer coaching) and help designing good instruction (lesson study). Trainings and workshops score lowest on their list of most useful types of PD.
Both coaches and teachers received constant support. Coaches received support from one another, their coaching partner and their online instructor who mentored coaches online and face-to-face Teachers received ongoing support from colleagues and coaches and teacher learning. Ongoing support, assessment and feedback is critical to program success. Recent TALIS study by OECD demonstrates that individual feedback and support are the most critical ingredients in helping teachers improve content knowledge and instructional practice
We know a few things about workshops/trainings from the lit on PD Teachers who participate most frequently in workshops/trainings have most expertise. They’re champions. Conversely, those who participate least are new teachers and struggling teachers—our at risk group. Workshops are very effective for experienced teachers because they can more easily adapt new models into their existing repertoire of knowledge. Workshops are least effective for new or struggling teachers who don’t have this existing repertoire or who have gaps in their repertoire. Above chart shows breakdown of Everett Rogers “change types” Rogers classified individuals as 5 types, with the smallest percentage as “innovators” who will immediately implement an innovation with no prodding. Early adopters—about 14%--are also eager to implement new ideas but not as quickly, effortlessly or independently as innovators. Further along the continuum, individuals become more resistant to change. Most individuals—about 68% (normal distribution) are in the middle. About 16% are classified as “laggards” (Rogers term) or “resistors”) A train-the-trainers’ model or workshop with no follow-up may easily capture the innovators (3%) and some of the early adopters. But to bring along the remaining 84% (who need support, convincing, practice, handholding)—this is where a coaching program is successful because it can “capture” a sufficient proportion of those change types who won’t implement an innovation independently. Research from CBAM shows that as individual teachers learn new behaviors and change their practice, they experience different types of concerns that require different types of responses from the PD provider.
Schools in which coaches worked had neither space nor money for labs or a lot of technology. At best some of these schools had 1-2 laptops; in other cases, the coach brought laptop with him. But if we use portable tech (vs. desktops), then tech-poor schools needn’t be technology poor. Students use computer in one of 4 ways—as workstation, as learning station (research) where they rotate; for lesson review; for whole-class collaborative project. Focus of PD—not on tech skills training but on comfort with technology, on mastering 4 collaborative models to allow students to use 1 computer in learner-centered ways and on helping teacher become, not a technician, but a project manager—understanding “big picture” of how technology can—or can’t—add to content, instruction and assessment. In this model, content and technology are not separate as is the case with labs; rather computers are used in classrooms by students so they are integrated with teaching and learning.
This program brings up the inevitable question about scale.
Can we scale this innovation? Yes—but it’s not cheap or easy, nor for that matter, is any effective PD.
Caution in discussing scale. Often our measures of scale are inputs—number of teachers trained. But in fact, we need to be measuring outputs: Specifically, implementation —how many teachers are actually implementing what they’ve learned? Leakage: Conversely, how many teachers are dropping out or simply not applying what they’ve learned in classrooms? Latency: The time it takes between workshop and application of new ideas in the classroom. We know from research that teachers that there’s an optimal amount of time after learning to implement, beyond that optimal timeframe there’s a diminution in quality. High fidelity to innovation: Quality assurance. The kind of 21 st century PD we describe scores very high on these measures—in contrast to traditional cascade approaches or workshops. Finally, impact on student learning: This is something many even most teacher training initiatives will not touch—in part because there are so many confounding variables that impact student learning but also, tacitly, we may not have faith in our own initiatives. If we consider all these factors, “scale” as it’s currently defined is a pretty poor indicator of success.
Finally, turn to work that’s being done on scale by Cynthia Coburn at UCAL Berkeley, by Chris Dede at Harvard and by Microsoft’s PiL initiative. Coburn (2003) defined scale as encompassing five interrelated dimensions: Spread Depth Sustainability Shift Evolution
Siti Fatimah and Ismail are not fictitious characters. They are teachers living and working in East Java, Indonesia, and Raichur, India and respectively. Though the teacher professional development system is designed to help teachers like Ismail and Siti Fatimah, they do not attend international ICT conferences or write papers. But, as teachers they know what models do and don’t work for them—and they know what models of professional development are worthwhile and those that are not. The last word goes to them:
This from Ismail who is beginning his “study” as a school-based coach. Ismail, too, has been going through a regimen of workshops, followed by school-based implementation of what he’s learned with teachers and students (open lessons) and then video review of his activity with an EDC facilitator. Over the next 6 months, Ismail will continue with this formation and become a coach who will work with several schools.