The document discusses the re-design of the Provincial Instructor Diploma Program (PIDP) in Canada. It provides background on the existing PIDP program which started in 1978 and outlines the process undertaken for the re-design, including a program review in 2008 that recommended moving to an outcomes-based curriculum and updating course content. It describes steps taken in the re-design process in 2008-2009, including visioning sessions and a mapping exercise to define program outcomes and content. It also discusses considerations around change management, including the roles of transformational vs. transactional leadership at different levels. By October 2010, the re-design process had moved the PIDP program forward with a new map outlining intended roles,
Developing learning capacity for teachersJune Wall
As new learning skills emerge it is necessary for teachers to develop sufficient capacity to develop learning programs that will provide the opportunity for students to develop these critical learning skills. ‘Learning and Literacy for the future: Building capacity Part 2’ by June Wall and Karen Bonanno, published in Scan, Volume 33, Issue 4 in 2014 considers a capacity building approach, through formal and information professional learning experiences, to ensure teachers develop competencies and capacity to help improve learning outcomes and prepare students for the rapidly changing world of work.
A capacity building tool is outlined and explained as a development tool for teachers to develop capabilities for future learning. Reflection and strategic visioning, that includes the development of a personal professional learning plan, is an integral component of the tool and will also be explained in this presentation.
Professional learning models presentationMaina WaGĩokõ
A review of Professional Learning Models over seven years to understand how best to structure Professional Learning Models for high transfer of transfer of skills into practice.
Professional Learning Communities and Collaboration as a Vehicle to School Transformation - presented by Partners in School Innovation and Alum Rock Union Elementary School District at the California Department of Education Title 1 Conference in March 2014.
Profesionalism in efficient customer serviceTimothy Wooi
Course Objectives:
To be exposed to the importance of Professionalism for excellent customer service in the digital era.
To benchmark excellent professional customer service attitude as the foundation of an excellent customer service strategy making lasting first impression to significantly impact business success.
To understand the definition and the importance of customer service quality, strategies and skills and to apply them in providing an excellent customer service with professionalism.
To understand the Principles of an efficient customer service skills with 21 examples to develop from.
Developing learning capacity for teachersJune Wall
As new learning skills emerge it is necessary for teachers to develop sufficient capacity to develop learning programs that will provide the opportunity for students to develop these critical learning skills. ‘Learning and Literacy for the future: Building capacity Part 2’ by June Wall and Karen Bonanno, published in Scan, Volume 33, Issue 4 in 2014 considers a capacity building approach, through formal and information professional learning experiences, to ensure teachers develop competencies and capacity to help improve learning outcomes and prepare students for the rapidly changing world of work.
A capacity building tool is outlined and explained as a development tool for teachers to develop capabilities for future learning. Reflection and strategic visioning, that includes the development of a personal professional learning plan, is an integral component of the tool and will also be explained in this presentation.
Professional learning models presentationMaina WaGĩokõ
A review of Professional Learning Models over seven years to understand how best to structure Professional Learning Models for high transfer of transfer of skills into practice.
Professional Learning Communities and Collaboration as a Vehicle to School Transformation - presented by Partners in School Innovation and Alum Rock Union Elementary School District at the California Department of Education Title 1 Conference in March 2014.
Profesionalism in efficient customer serviceTimothy Wooi
Course Objectives:
To be exposed to the importance of Professionalism for excellent customer service in the digital era.
To benchmark excellent professional customer service attitude as the foundation of an excellent customer service strategy making lasting first impression to significantly impact business success.
To understand the definition and the importance of customer service quality, strategies and skills and to apply them in providing an excellent customer service with professionalism.
To understand the Principles of an efficient customer service skills with 21 examples to develop from.
Adults education is considered one of the less structured, ill-defined fields in terms of practices and competences that professionals should behold to operate within. This is particularly the case of intergenerational and family learning; the problem of the “private” sphere of learning, as well as the very informal nature of this type of learning requires more research to understand how to shape practices and which skills the educators should have. In this initial phase of our research, we contend that Learning Design, as practice that supports educators in capturing and representing the own (situated) plans of action within educational interventions, can be a key element to develop educators professionalism, towards quality and effectiveness of adults’ education. We support this assumption with the introduction of our training approach, where adults’ educators are invited to implement a creative/reflective process of five stages; every stage introduces tools for representing as part of the Learning Design approach; furthermore, trainers are encouraged to go beyond representing, by sharing and commenting other trainers’ designs. According to this approach, two elements of professionalism are promoted: At the level of the single educator, and at the at the level of the community of adults’ educators.
Inside in-service teacher training (RISE)David Evans
In this study, we examine in-service teacher training to improve the quality of education in low and middle income countries. We propose an instrument to more consistently capture elements of the program.
This work is joint with Anna Popova and Violeta Arancibia.
Driving student outcomes and success: What’s next for the retention pilot pro...LearningandTeaching
As part of the Navitas 2020 Strategic Project on Retention, Learning and Teaching Services has been investigating and evaluating current practice both within our colleges and externally, developing a Retention Driver Tree to identify the activities that make a difference to the student experience.
In a recent webinar, Maria Spies and Suneeti Rekhari unpacked retention strategies and explored deeper into the impact of current retention pilots at Deakin and La Trobe Colleges.
Maria Spies outlined the Retention Driver Tree and the factors contributing to student experience and success. Suneeti Rekhari explained the processes used to plan, implement and evaluate the retention interventions, and the early indicators and outcomes emerging from the Colleges. Through this presentation, they discussed what these initial findings mean for the Retention Driver Tree and the next steps in addressing retention.
Rolffs, Deanna & Murphy, Mary Kay. Concrete Steps to Transform Teacher Collaboration for Increased Student Learning. Presented at the AdvanceED Conference of the Michigan Department of Education in April 2014.
Design and Implementation of In-Service Teacher TrainingPeter Beech
This presentation begins by outlining the distinctions between pre-service and in-service training, and between initial in-service training and on-going development.
While initial INSET (IN-SErvice Training) includes some of the same elements as pre-service training, such as guided lesson planning, lesson observation and feedback, and workshops linking theory and practice, it should also support the induction of the novice teachers into the profession, and lay the foundations for their long-term development.
The design of the initial INSET programme will take into account both the aims of the individual participants and those of the institution and other stakeholders. It should consider the participants’ pre-service training in order to meet their various needs appropriately, and the methodology of the training programme should also reflect the methodologies employed by the school.
Short-term goals may be centred on effective classroom practice for new teachers, whereas in the longer term emphasis will be placed on individual development, institutional development, and the sharing of best practice. At this stage, teachers may be encouraged to conduct classroom research, examine their own teaching, explore ideas of best practice in their own context and share their experience with peers.
The programme may be facilitated by experienced teachers within the institution, by expert teacher trainers or a combination of both; it may take the form of occasional intensive input from trainers with on-going part-time support from DOS. In any case, the course should be integrated into the ongoing process of teacher development.
AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do.' Workshop by Dr Deirdre Torrance and Dr Ann Rae from Edinburgh University on partnership working
Best Practices in Higher Education - Role of Commerce & Management Teachersgpsudhakaar
Workshop on Best Practices in Higher Education - Role of Commerce & Management Teachers for the Commerce and Teachers Association of the Women's University Vijayapura
Adults education is considered one of the less structured, ill-defined fields in terms of practices and competences that professionals should behold to operate within. This is particularly the case of intergenerational and family learning; the problem of the “private” sphere of learning, as well as the very informal nature of this type of learning requires more research to understand how to shape practices and which skills the educators should have. In this initial phase of our research, we contend that Learning Design, as practice that supports educators in capturing and representing the own (situated) plans of action within educational interventions, can be a key element to develop educators professionalism, towards quality and effectiveness of adults’ education. We support this assumption with the introduction of our training approach, where adults’ educators are invited to implement a creative/reflective process of five stages; every stage introduces tools for representing as part of the Learning Design approach; furthermore, trainers are encouraged to go beyond representing, by sharing and commenting other trainers’ designs. According to this approach, two elements of professionalism are promoted: At the level of the single educator, and at the at the level of the community of adults’ educators.
Inside in-service teacher training (RISE)David Evans
In this study, we examine in-service teacher training to improve the quality of education in low and middle income countries. We propose an instrument to more consistently capture elements of the program.
This work is joint with Anna Popova and Violeta Arancibia.
Driving student outcomes and success: What’s next for the retention pilot pro...LearningandTeaching
As part of the Navitas 2020 Strategic Project on Retention, Learning and Teaching Services has been investigating and evaluating current practice both within our colleges and externally, developing a Retention Driver Tree to identify the activities that make a difference to the student experience.
In a recent webinar, Maria Spies and Suneeti Rekhari unpacked retention strategies and explored deeper into the impact of current retention pilots at Deakin and La Trobe Colleges.
Maria Spies outlined the Retention Driver Tree and the factors contributing to student experience and success. Suneeti Rekhari explained the processes used to plan, implement and evaluate the retention interventions, and the early indicators and outcomes emerging from the Colleges. Through this presentation, they discussed what these initial findings mean for the Retention Driver Tree and the next steps in addressing retention.
Rolffs, Deanna & Murphy, Mary Kay. Concrete Steps to Transform Teacher Collaboration for Increased Student Learning. Presented at the AdvanceED Conference of the Michigan Department of Education in April 2014.
Design and Implementation of In-Service Teacher TrainingPeter Beech
This presentation begins by outlining the distinctions between pre-service and in-service training, and between initial in-service training and on-going development.
While initial INSET (IN-SErvice Training) includes some of the same elements as pre-service training, such as guided lesson planning, lesson observation and feedback, and workshops linking theory and practice, it should also support the induction of the novice teachers into the profession, and lay the foundations for their long-term development.
The design of the initial INSET programme will take into account both the aims of the individual participants and those of the institution and other stakeholders. It should consider the participants’ pre-service training in order to meet their various needs appropriately, and the methodology of the training programme should also reflect the methodologies employed by the school.
Short-term goals may be centred on effective classroom practice for new teachers, whereas in the longer term emphasis will be placed on individual development, institutional development, and the sharing of best practice. At this stage, teachers may be encouraged to conduct classroom research, examine their own teaching, explore ideas of best practice in their own context and share their experience with peers.
The programme may be facilitated by experienced teachers within the institution, by expert teacher trainers or a combination of both; it may take the form of occasional intensive input from trainers with on-going part-time support from DOS. In any case, the course should be integrated into the ongoing process of teacher development.
AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do.' Workshop by Dr Deirdre Torrance and Dr Ann Rae from Edinburgh University on partnership working
Best Practices in Higher Education - Role of Commerce & Management Teachersgpsudhakaar
Workshop on Best Practices in Higher Education - Role of Commerce & Management Teachers for the Commerce and Teachers Association of the Women's University Vijayapura
A presentation that discusses a revision of a Master of Science (IT in Education) programme based on leaning outcomes initiative at The University of Hong Kong.
Summary of key messages from the HMIE Aspect Report on Computing provision in Scotland's Colleges 2009
Presented to Heads of Computing Conference, Glasgow 4th Dec 2009
UC&R East Midlands event slides 8th June 2010 'Teaching and learning - addres...marienicholson1
Slides from UC&R East Midlands section event 'Skills for Success! Study Skills in Higher Education' 8th June 2010 - 'Teaching and learning - addressing the gaps' - Sandy Gilkes
Incept Education has developed the Education Leadership Dialogue, a model that provides exciting 2 day intensive programs for professional learning and futuring processes. It is built on the understanding that education leadership needs to be visible and purposeful across all school and university contexts and that effective learning leadership necessarily involves personnel from across all education roles within institutions.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
1. The Re-design of
the Provincial
Instructor Diploma
(PID) Program
NCSPOD 2010
Karen Belfer
2. PIDP Background
Provincially renown
Started in 1978- hasn’t changed
For new instructors
Provides the basic tools to be successful in the classroom
Participant’s feedback is very positive
Provincially funded until 2002- became cost recovery in
2005
3. PIDP Background: Courses
6 Courses and a Practicum = 180 classroom hours
PIDP 3101 Design of Instruction
PIDP 3102 Instructional Techniques
PIDP 3103 Instructional Media
PIDP 3104 Evaluation of Learning
PIDP 3105 Evaluation of Instruction
PIDP 3106 Elements of Instruction
PIDP 3107 Practicum
4. Background on PIDP Faculty
Average number of years teaching in the PIDP: 15
Masters in Education
Great “teachers”
They teach others curriculum development
5. Background for the Re-Design
Program Review Feb – June 2008
Recommendations:
Outcomes-based curriculum
Update course content
Look at different modes of delivery
Challenge
30 great years of experience- success ~ Change *
6. Change Management Background
D Dunphy, D Stace - Human Relations, 1993
What to consider in Change Management
Scale/Context of Change (implementers-receivers)
Type of Leadership
7. Scale/Context Background
Implementer
Achieve the desired
educational outcomes
as soon as possible
Eliminate any adverse
impact to our students
Receiver
Impact
What does this mean to
me?
8. Leadership Background
Approaches to promoting change in organizations
Transformational
Transactional
They are distinguished by the ways in which leaders
motivate group members to engage in the change
process.
9. Leadership Background
Transformational Leadership
Try to meet individual needs and develop group members to
their fullest potential.
They motivate members to exceed performance
expectations by increasing their awareness of the
importance and value of specified and idealized outcomes
Focusing their attention on the greater good (Northouse,
2007).
Empathic and collaborative and promote individual
development to enhance performance and organizational
growth.
Changes the organizational culture” (Bass, 1985).
10. Leadership Background
Transactional Leadership
Focus primarily on the needs of the organization -
production and efficiency.
They motivate group members with the promise of rewards
in exchange for performance.
Responds to immediate goals, and its success hinges on a
leader’s capacity to reinforce desired behaviours.
Works within the organizational culture as it exists
11. Leadership Background
Leadership Dimensions
Transformational leadership responds to the uncertainty and
complexity of our times
Focus on traits – more than behaviours
Not enough written about the roles of the group members
14. Visioning - Dec 08
Purpose: Create inspiration and excitement around
future opportunities
Trends shaping adult education today
How is adult education and training changing in the 21st
century?
What does a PIDP program look like that provides
students with the tools to be innovators?
What are the future opportunities for the PIDP program?
Invited key members of the community that the program
faculty know and admire
15. Mapping - Feb 09
The Mapping Primer: A tool for reconstructing a college
curriculum
Ruth Stiehl, The Whitewater Institute, Oregon
Les Lewchuk
16. Mapping - Feb 09
Why use Mapping Primer
College based
River metaphor
Visual design
Philosophy: curriculum development as a conversation not
a set of tools
Book includes communication starters – activities to
accomplish the task.
Methodology has been successfully used in the college and
at SAIT
Access to a couple of facilitators from Compass Learning
17. Mapping - Feb 09
Process
Who - Voices
Employers
Advisory groups
Business and community leaders
Students
Faculty
How
Participation
Conversation
Negotiation
Reflection
18. Mapping - Feb 09
Program Learning Outcomes
Program learning outcomes are not objectives or goals to be put in new
wrappers. Outcome statements describe what students should be able to do
“outside” the classroom –not “inside” it.
Ruth Stiehl
Activity
Roles students will take in society?
What will they be able to do in these roles as a result of
participating in this program?
Brainstorm
Cluster answers
Name clusters
Write outcomes- action, context, scope, complexity.
22. Mapping - Feb 09
Content
“… the greatest fear for subject-matter experts is not being able to
cover the course content”
“The only content that gets lost in outcomes-based curriculum is
content that isn’t relevant to the intended outcomes”
Ruth Stiehl
Activity
What concepts do they need to understand?
What Issues do they need to understand?
What skills must they develop?
What might we have them do to show evidence of these outcomes?
23. What Happened after Feb 09
Faculty lead
Continue to work on the Program
No training in this methodology
Confident (curriculum development experience and subject
matter expertise).
Individual development/peer review (collaborative)
Slow….
25. Scale/Context Background
Implementer
Achieve the desired
educational outcomes
as soon as possible
Eliminate any adverse
impact to our students
Receiver
Impact
What does this mean to
me?
Common
Student Success
Committed Executive
26. Lessons Learned
Plus
Transformational Leadership at all levels
Executive endorsement
Common goal
Vision/image of the final product
Challenges
When leadership is not present at lower levels/ leaders have to
devote time to transactional tasks
Identifying the recipients scale/context of change
Instructors that are transformational leaders in their classroom
are not always advocates of educational change
Organizational vs individual change management
28. Provincial Instructor Diploma Program
Program Values:
Map: Version 1
Entry
Requirements
Intended
Roles
Intended Learning
Outcomes
1. Design, deliver
and evaluate adult
learning and
teaching on a
continuum of
instructional
approaches.
2. Create positive
and engaging
learning
environments that
promote respect for
the diversity of
learners.
3. Use instructional
strategies and
educational
technologies
appropriately to
support and
enhance teaching
and learning.
4. Communicate
effectively and
work
collaboratively in
the workplace and
in the community.
5. Act in an ethical
and professional
manner when
working in an adult
education setting.
6. Develop
professionally in
response to trends
in one’s field of
practice and in
adult education.
7. Become a
reflective
practitioner.
-
Educator/Inst
ructor
- Industry
Trainer
- Community
Leader
- Industry/
Educational
Consultant
- Facilitator
-
Administrator
- Program
Advisor
-Career goals upon
completion of
program.
- Evidence of
subject matter
expertise
3200:
Foundations of
Adult Education
3 CR
3207:
Capstone
Project
Capstone
assessment
3202:
Delivery of
Instruction
3CR
3204: Media
Enhanced
Learning
3 CR
3201:
Curriculum
Development
3 CR
3203:
Evaluation of
Learning
3 CR
3205:
instructional
Strategies
3 CR
3206:
Professional
Practice
3CR
3215:
Facilitation
of Learning
I
3CR
3216:
Facilitation
of Learning
II
3CR
Editor's Notes
The Provincial Instructor Diploma (PID) program has a long history. It has been the main program for training college instructors within the province of British Columbia for 35 years (including the initial years, when it was offered through UBC). For the first time in 25 years since it has been offered by VCC, the programs is going through a major re-design. In this presentation the Department Head and the Dean of the area will talk about the lessons learned about in transformative and transactional leadership during the change.
With out course, can’t create a new business model
Most curriculum efforts over the past 50 years gave been deeply rooted in behaviorist psychology, Sputnk 1957 given money to Benjamin Bloom to develop the Taxonomy of Educational objectives. This influence still remains in educational systems and the way we design instruction. There is some value on taxonomy, hierarchy within the domains of learning. Reminds us that knowledge (lowest level) has little to do with construction of meaning and understanding).
Context/leadership
Acknowledge Susie Findlay essay- Transformational & Transactional Leadership
