The document discusses the National Competency-Based Teacher Standards (NCBTS) framework in the Philippines. It contains the following key points:
1. NCBTS defines effective teaching across 7 domains and is used to guide teacher education, licensing, and professional development. It serves as the basis for the Teacher Education and Development Program (TEDP).
2. The 7 domains cover topics like social regard for learning, learning environment, curriculum, diversity of learners, planning and assessment, community linkages, and personal growth.
3. TEDP conceptualizes a teacher's career path from pre-service training through retirement, with agencies like DepEd, CHED, and PRC working together using NC
The document discusses career stages, adult learning, and supervision. It outlines the 4 career stages in the Philippine Professional Standards for Teachers, which are beginning teachers, proficient teachers, highly proficient teachers, and distinguished teachers. It defines adult learning as formal and informal activities that result in new knowledge and skills, and notes the principles of adult learning include making learning authentic and empowering transformational learning. Finally, it discusses supervisions that embrace adult learners across career stages, noting beginning teachers need introduction and support, while experienced teachers prefer collaboration and developmental supervision that responds to their career stage and roles.
This document provides an overview of teacher preparation. It begins with definitions of key terms like teacher education, teacher educators, and teachers. It then outlines the purposes and guidelines of teacher preparation, including imparting subject knowledge, developing pedagogical skills, understanding child psychology, and developing proper attitudes. It discusses the components and types of teacher education programs. It also addresses the teaching methods used in teacher preparation like lesson planning, PowerPoint presentations, demonstrations, and discussions. Finally, it considers the roles and challenges of teacher education in India.
The National Curriculum Framework (NCF) provides guidelines for developing teaching and learning experiences in schools. NCF 2005 was based on constructivist psychology and focused on the overall development of students through a child-centered approach. It aimed to reduce curriculum burden and ensure quality education for all through systemic reforms like more flexible exams integrated with classroom learning. The National Council for Teacher Education then developed the National Curriculum Framework for Teacher Education in 2009, drawing from NCF 2005, to improve teacher education in India and prepare teachers to uphold constitutional values through an inspiring vision.
This document discusses teacher professional development. It begins with definitions of professional development as continuing education and career training to help teachers develop new skills and advance their careers.
It then outlines the legal bases for teacher professional development in the Philippines, including DepEd priorities for 2020-2023 focusing on upskilling teachers, the Continuing Professional Development Act of 2016, and the Philippine Professional Standards for Teachers.
Issues with current teacher professional development are discussed, such as opportunities not meeting teacher needs, lack of school support, underutilization of budgets, and difficulties for teachers to attend training due to responsibilities and financial constraints. Related local studies on the impact and attitudes towards professional development are also summarized.
the impact of the professional development plan on teachers in KSA.docxkailynochseu
the impact of the professional development plan on teachers in KSA
Introduction
The purpose of writing this research is to know the impact of a professional development plan on teachers’ improvement in the KSA. In fact, a professional development plan for teacher in the KSA is one of the main problems that faces education there. To improve the education, we should improve teachers to drive the wheel of education toward the best. Teachers should be learners always to develop their abilities, expand their horizons of knowledge, and diversifies their methods. In addition, the evolution and improvement of education after teacher training and development periodically and the impact on education outcomes the KSA is one of the reasons for creating the Continuing professional development program(CPDP) in the KSA to make sure that teachers get benefits and success using new education method. (
عبيد
, 2008).
A teacher is the most significant point in education because that educators have to improve teacher’s role and develop it but, before that they should believe in how greatness their role in the society. A teacher should take continuing training to make sure that s/he gets the benefits of training. Training should have a new professional styles for teaching and education (
النجادى
, 2001).
Educators know the important impact of teachers on the students for that they always search for the new method to qualify teachers. When teachers get a best training and qualifying that means the education objectives will be achieved (
النجادى
, 2001).
History of the professional development plans in the KSA:
In 1954, the professional development (PD) plans in the KSA started, but it was not for all the areas in the KSA. Some 1025 teachers benefited from the PD. Every time, the PD lasted 1 – 3 weeks, and it was given during the summer time. (
General Directorate of Training and Scholarship, 2002).
from 1955 to1973, the Ministry of Education designed the professional development plans in many subjects to provide teachers with their subject’s materials, but the programs still in some areas not for the whole country (General
Directorate of Training and Scholarship, 2002).
In 1974, the general directorate for training and scholarship was established, so the professional development plans have become one of the task the GDTS.
In 1997, the teachers were increased. In addition, there was not training in all the KSA areas the GDTS built centers for the professional development plans to provide as many as they can of teachers by the professional development plans (
General Directorate of Training and Scholarship,2002).
In 2006, the MOH used KING ABDULLAH PROJECT’s to develop education and teachers as the most important part of education. The program is developing until now
(KAAPEDP, 2010).
Questions
I have asked some questions for teachers,
Do you know what is the professional development plan?
where do you work?
What do you teac.
IntroductionThe purpose of writing this research is to know .docxBHANU281672
Introduction
The purpose of writing this research is to know the impact of a professional development plan on teachers’ improvement in the KSA. In fact, a professional development plan for teacher in the KSA is one of the main problems that faces education there. To improve the education, we should improve teachers to drive the wheel of education toward the best. Teachers should be learners always to develop their abilities, expand their horizons of knowledge, and diversifies their methods. In addition, the evolution and improvement of education after teacher training and development periodically and the impact on education outcomes the KSA is one of the reasons for creating the Continuing professional development program(CPDP) in the KSA to make sure that teachers get benefits and success using new education method. (
عبيد
, 2008).
A teacher is the most significant point in education because that educators have to improve teacher’s role and develop it but, before that they should believe in how greatness their role in the society. A teacher should take continuing training to make sure that s/he gets the benefits of training. Training should have a new professional styles for teaching and education (
النجادى
, 2001).
Educators know the important impact of teachers on the students for that they always search for the new method to qualify teachers. When teachers get a best training and qualifying that means the education objectives will be achieved (
النجادى
, 2001).
History of the professional development plans in the KSA:
In 1954, the professional development (PD) plans in the KSA started, but it was not for all the areas in the KSA. Some 1025 teachers benefited from the PD. Every time, the PD lasted 1 – 3 weeks, and it was given during the summer time. (
General Directorate of Training and Scholarship, 2002).
from 1955 to1973, the Ministry of Education designed the professional development plans in many subjects to provide teachers with their subject’s materials, but the programs still in some areas not for the whole country (General
Directorate of Training and Scholarship, 2002).
In 1974, the general directorate for training and scholarship was established, so the professional development plans have become one of the task the GDTS.
In 1997, the teachers were increased. In addition, there was not training in all the KSA areas the GDTS built centers for the professional development plans to provide as many as they can of teachers by the professional development plans (
General Directorate of Training and Scholarship,2002).
In 2006, the MOH used KING ABDULLAH PROJECT’s to develop education and teachers as the most important part of education. The program is developing until now
(KAAPEDP, 2010).
Questions
I have asked some questions for teachers,
Do you know what is the professional development plan?
where do you work?
What do you teach?
How important do you think the professional development plan is ...
National Curriculum Framework for Teacher Education,2010JANGID_ML
This document provides a national curriculum framework for teacher education in India. It aims to prepare professional and humane teachers. Key points addressed in the framework include:
- Emphasizing the important role of teachers in shaping society and the need for intensive teacher preparation.
- Highlighting developments like the National Curriculum Framework 2005 and the Right to Education Act 2009 that guided this new framework.
- Outlining new approaches to various curricular areas of teacher education like foundations of education, curriculum and pedagogy, and school internship.
- Suggesting ways to transact the curriculum and evaluate developing teachers through process-based education and continuous assessment.
- Focusing on continuing professional development and
The document discusses the National Competency-Based Teacher Standards (NCBTS) framework in the Philippines. It contains the following key points:
1. NCBTS defines effective teaching across 7 domains and is used to guide teacher education, licensing, and professional development. It serves as the basis for the Teacher Education and Development Program (TEDP).
2. The 7 domains cover topics like social regard for learning, learning environment, curriculum, diversity of learners, planning and assessment, community linkages, and personal growth.
3. TEDP conceptualizes a teacher's career path from pre-service training through retirement, with agencies like DepEd, CHED, and PRC working together using NC
The document discusses career stages, adult learning, and supervision. It outlines the 4 career stages in the Philippine Professional Standards for Teachers, which are beginning teachers, proficient teachers, highly proficient teachers, and distinguished teachers. It defines adult learning as formal and informal activities that result in new knowledge and skills, and notes the principles of adult learning include making learning authentic and empowering transformational learning. Finally, it discusses supervisions that embrace adult learners across career stages, noting beginning teachers need introduction and support, while experienced teachers prefer collaboration and developmental supervision that responds to their career stage and roles.
This document provides an overview of teacher preparation. It begins with definitions of key terms like teacher education, teacher educators, and teachers. It then outlines the purposes and guidelines of teacher preparation, including imparting subject knowledge, developing pedagogical skills, understanding child psychology, and developing proper attitudes. It discusses the components and types of teacher education programs. It also addresses the teaching methods used in teacher preparation like lesson planning, PowerPoint presentations, demonstrations, and discussions. Finally, it considers the roles and challenges of teacher education in India.
The National Curriculum Framework (NCF) provides guidelines for developing teaching and learning experiences in schools. NCF 2005 was based on constructivist psychology and focused on the overall development of students through a child-centered approach. It aimed to reduce curriculum burden and ensure quality education for all through systemic reforms like more flexible exams integrated with classroom learning. The National Council for Teacher Education then developed the National Curriculum Framework for Teacher Education in 2009, drawing from NCF 2005, to improve teacher education in India and prepare teachers to uphold constitutional values through an inspiring vision.
This document discusses teacher professional development. It begins with definitions of professional development as continuing education and career training to help teachers develop new skills and advance their careers.
It then outlines the legal bases for teacher professional development in the Philippines, including DepEd priorities for 2020-2023 focusing on upskilling teachers, the Continuing Professional Development Act of 2016, and the Philippine Professional Standards for Teachers.
Issues with current teacher professional development are discussed, such as opportunities not meeting teacher needs, lack of school support, underutilization of budgets, and difficulties for teachers to attend training due to responsibilities and financial constraints. Related local studies on the impact and attitudes towards professional development are also summarized.
the impact of the professional development plan on teachers in KSA.docxkailynochseu
the impact of the professional development plan on teachers in KSA
Introduction
The purpose of writing this research is to know the impact of a professional development plan on teachers’ improvement in the KSA. In fact, a professional development plan for teacher in the KSA is one of the main problems that faces education there. To improve the education, we should improve teachers to drive the wheel of education toward the best. Teachers should be learners always to develop their abilities, expand their horizons of knowledge, and diversifies their methods. In addition, the evolution and improvement of education after teacher training and development periodically and the impact on education outcomes the KSA is one of the reasons for creating the Continuing professional development program(CPDP) in the KSA to make sure that teachers get benefits and success using new education method. (
عبيد
, 2008).
A teacher is the most significant point in education because that educators have to improve teacher’s role and develop it but, before that they should believe in how greatness their role in the society. A teacher should take continuing training to make sure that s/he gets the benefits of training. Training should have a new professional styles for teaching and education (
النجادى
, 2001).
Educators know the important impact of teachers on the students for that they always search for the new method to qualify teachers. When teachers get a best training and qualifying that means the education objectives will be achieved (
النجادى
, 2001).
History of the professional development plans in the KSA:
In 1954, the professional development (PD) plans in the KSA started, but it was not for all the areas in the KSA. Some 1025 teachers benefited from the PD. Every time, the PD lasted 1 – 3 weeks, and it was given during the summer time. (
General Directorate of Training and Scholarship, 2002).
from 1955 to1973, the Ministry of Education designed the professional development plans in many subjects to provide teachers with their subject’s materials, but the programs still in some areas not for the whole country (General
Directorate of Training and Scholarship, 2002).
In 1974, the general directorate for training and scholarship was established, so the professional development plans have become one of the task the GDTS.
In 1997, the teachers were increased. In addition, there was not training in all the KSA areas the GDTS built centers for the professional development plans to provide as many as they can of teachers by the professional development plans (
General Directorate of Training and Scholarship,2002).
In 2006, the MOH used KING ABDULLAH PROJECT’s to develop education and teachers as the most important part of education. The program is developing until now
(KAAPEDP, 2010).
Questions
I have asked some questions for teachers,
Do you know what is the professional development plan?
where do you work?
What do you teac.
IntroductionThe purpose of writing this research is to know .docxBHANU281672
Introduction
The purpose of writing this research is to know the impact of a professional development plan on teachers’ improvement in the KSA. In fact, a professional development plan for teacher in the KSA is one of the main problems that faces education there. To improve the education, we should improve teachers to drive the wheel of education toward the best. Teachers should be learners always to develop their abilities, expand their horizons of knowledge, and diversifies their methods. In addition, the evolution and improvement of education after teacher training and development periodically and the impact on education outcomes the KSA is one of the reasons for creating the Continuing professional development program(CPDP) in the KSA to make sure that teachers get benefits and success using new education method. (
عبيد
, 2008).
A teacher is the most significant point in education because that educators have to improve teacher’s role and develop it but, before that they should believe in how greatness their role in the society. A teacher should take continuing training to make sure that s/he gets the benefits of training. Training should have a new professional styles for teaching and education (
النجادى
, 2001).
Educators know the important impact of teachers on the students for that they always search for the new method to qualify teachers. When teachers get a best training and qualifying that means the education objectives will be achieved (
النجادى
, 2001).
History of the professional development plans in the KSA:
In 1954, the professional development (PD) plans in the KSA started, but it was not for all the areas in the KSA. Some 1025 teachers benefited from the PD. Every time, the PD lasted 1 – 3 weeks, and it was given during the summer time. (
General Directorate of Training and Scholarship, 2002).
from 1955 to1973, the Ministry of Education designed the professional development plans in many subjects to provide teachers with their subject’s materials, but the programs still in some areas not for the whole country (General
Directorate of Training and Scholarship, 2002).
In 1974, the general directorate for training and scholarship was established, so the professional development plans have become one of the task the GDTS.
In 1997, the teachers were increased. In addition, there was not training in all the KSA areas the GDTS built centers for the professional development plans to provide as many as they can of teachers by the professional development plans (
General Directorate of Training and Scholarship,2002).
In 2006, the MOH used KING ABDULLAH PROJECT’s to develop education and teachers as the most important part of education. The program is developing until now
(KAAPEDP, 2010).
Questions
I have asked some questions for teachers,
Do you know what is the professional development plan?
where do you work?
What do you teach?
How important do you think the professional development plan is ...
National Curriculum Framework for Teacher Education,2010JANGID_ML
This document provides a national curriculum framework for teacher education in India. It aims to prepare professional and humane teachers. Key points addressed in the framework include:
- Emphasizing the important role of teachers in shaping society and the need for intensive teacher preparation.
- Highlighting developments like the National Curriculum Framework 2005 and the Right to Education Act 2009 that guided this new framework.
- Outlining new approaches to various curricular areas of teacher education like foundations of education, curriculum and pedagogy, and school internship.
- Suggesting ways to transact the curriculum and evaluate developing teachers through process-based education and continuous assessment.
- Focusing on continuing professional development and
Application of the model of professional learning.docxwrite12
This summary outlines a plan to implement changes to curriculum, frameworks, teaching and pedagogy at an early childhood center called ABC.
The early childhood center currently follows an emergent curriculum based on children's interests. To improve practices, the plan will introduce the National Quality Framework and Early Years Learning Framework to enhance teachers' professional knowledge and align teaching.
Professional learning teams led by an educational leader and coordinator will be established. The educational leader will examine current practices, promote reflection among teachers, and emphasize applying principles of adult learning to staff development. Goals will be set and support provided to educators to foster positive change. Progress will be monitored through reflective practice and partnerships with families.
1 Definition And Conceptual Framework Of Teacher EducationDeja Lewis
Teacher education is the theoretical and conceptual framework that guides how teacher training programs are planned and organized. It is based on core values like commitment, holism, experience, collaboration, and knowledge. The objectives of teacher education are to help teachers better understand students, build confidence, learn teaching methodologies, stay updated on the latest in education, become familiar with school organization, develop social insight, and improve education standards. National education policies in countries like the US, UK, and Singapore emphasize the importance of teacher training and establishing standards and requirements for obtaining qualified teacher status.
The National Council for Teacher Education (NCTE) was established in 1973 as an advisory body and became a statutory body in 1995 to regulate and develop teacher education across India. Its objectives are to achieve coordinated development of teacher education through proper maintenance of norms and standards. NCTE regulates recognition of institutions, develops curriculum frameworks, and sets guidelines for qualifications and infrastructure standards. It works to prevent commercialization of teacher education and advises central and state governments on teacher education policies. NCTE oversees pre-service and in-service teacher training through institutions like DIETs and provides guidance on effective training strategies and evaluation.
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
- Continuous professional development (CPD) is defined as a planned, continuous process for teachers to develop personally and professionally through improving their knowledge, skills, and teaching practices.
- The main purposes of CPD are to improve student learning and achievement, help teachers learn new techniques and from each other's experiences, and encourage self-reflection to enhance teaching practices.
- CPD is important for teachers' confidence, motivation, career development, and students' learning outcomes. Effective CPD models are personalized, relevant, sustained over time, supported, and collaborative in nature.
This document provides an overview of concepts related to educational development in Pakistan. It discusses key dimensions of educational development including faculty development, instructional development, curriculum development, and others. It also outlines approaches to educational development at the individual, organizational, and sector levels. Additionally, it highlights some historical milestones in Pakistan's educational development, including various national education plans and commissions from 1947 onwards. The document aims to define and explain the concept of educational development in Pakistan.
This document summarizes an INSET training session on the National Competency-Based Teacher Standards (NCBTS) for teachers at Cogon High School Evening Class. The training covered key understandings of the NCBTS, including its seven domains that define effective teaching. Teachers participated in group discussions and activities to explain the NCBTS, differentiate the teacher's roles, and recognize how integrating all elements of teaching can improve performance. The session aimed to help teachers improve their competencies through understanding and applying the standards.
The National Competency-Based Teacher Standards (NCBTS) is a framework that defines effective teaching. It has 7 domains covering social regard for learning, learning environment, diversity of learners, curriculum, planning and assessment, community linkages, and personal growth. The NCBTS provides a single framework to guide teacher development from pre-service through all stages of their career. It is used by various organizations to design teacher education programs and evaluate teacher performance.
The National Competency-Based Teacher Standards (NCBTS) is a framework that defines effective teaching. It has 7 domains covering social regard for learning, learning environment, diversity of learners, curriculum, planning and assessment, community linkages, and personal growth. The NCBTS provides a single framework to guide teacher development from pre-service through their professional careers by defining the dimensions of teaching.
The document outlines the key components of a curriculum:
1) Goals and objectives which aim to provide knowledge, skills, values and prepare students for further education or work.
2) Curriculum content which includes core subjects and is organized based on principles like balance, articulation and integration.
3) Teaching methods and experiences which stimulate learning and achieve the objectives through approaches like flexibility and consideration of learning styles.
4) Evaluation to determine the quality, effectiveness and outcomes of the curriculum through continuous assessment and improvement.
The document discusses various topics related to retraining teachers, including:
- Different levels and types of teacher training, professional development, and retraining.
- Factors that prompt the need for retraining and teachers' attitudes towards it.
- The role of school leaders in supporting teacher development and expectations for teacher performance.
- Elements of effective professional development programs, such as being content-focused, incorporating active learning, and providing coaching.
- Potential topics that could be covered in retraining programs.
- Strategies for supporting and encouraging ongoing professional learning opportunities for teachers.
Conventional methods of training to teacher and its impact in higher educationRAVICHANDIRANG
This document provides an overview of conventional training methods for teachers in higher education in India and their impact. It discusses how orientation and refresher courses introduced by the UGC have benefited teachers, but that the training programs were expert-centered with little interaction. It argues that the curriculum of training programs needs to be restructured to be more informative, interactive, interesting, and include industrial exposure and internal assessments. The new curriculum should cover personal development, academic activities like subject updates, teaching methodology, research and extension activities. Residential programs with facilities are also important for effective training.
This document discusses the structure and curriculum of teacher education in Pakistan. It begins by explaining the importance of teacher development for improving education. It then defines teacher education, discussing its meaning, nature, and key components like teaching skills, pedagogical theory, and professional skills. The document also examines the need for teacher education, its scope at different education levels, and gaps in its existing structure and curriculum. It proposes a framework for reform and discusses policy recommendations to improve teacher education and quality of education in Pakistan.
High Quality And Ongoing Professional DevelopmentKathyRees
The staff at St. Helen Elementary School receives ongoing professional development aligned with the school improvement plan, including district-wide training, subject-area meetings, and conferences. This includes training to help teachers support economically disadvantaged students and improve reading skills. Data is used to determine development priorities and monitor progress. Professional development is research-based, collaborative, and aligns with curriculum and equity standards to improve student achievement.
The document discusses different perspectives on in-service training and staff development. It distinguishes between a "defect" or "deficiency" orientation focused on fixing problems versus a "growth" orientation viewing personnel as continuous learners. Most in-service training in the Philippines follows the defect model, aiming to upgrade teacher knowledge and skills. However, some advocate a holistic approach addressing personnel's development as teachers, scholars, and individuals.
Philippine Professional Standards for Teachers.pptxNoah123456
The Philippine Professional Standards for Teachers (PPST) were issued by the Department of Education in 2017 to establish standards for teachers. The PPST contain 7 domains that define the competencies teachers should demonstrate: 1) Content Knowledge and Pedagogy, 2) Learning Environment, 3) Diversity of Learners, 4) Curriculum and Planning, 5) Assessment and Reporting, 6) Community Linkages and Professional Engagement, and 7) Personal Growth and Professional Development. Each domain contains several strands that further define the knowledge and skills teachers are expected to possess to effectively educate students. The PPST were created to address changes in education and ensure teachers are developing 21st century learners.
The document discusses the development of the Philippine Professional Standards for Teachers (PPST) which were finalized in 2016. It provides background information on the genesis of developing new standards, noting concerns with the previous National Competency-Based Teacher Standards (NCBTS). The PPST articulate teacher quality, are a statement of professional accountability, and define what teachers should know and be able to do. A key difference between the PPST and NCBTS is that the PPST define standards across four career stages (beginning, proficient, highly proficient, and distinguished), provide a framework for teacher development, and allow for more sophisticated teacher evaluation.
The document discusses the development and finalization of the Philippine Professional Standards for Teachers (PPST) which replaced the former National Competency-Based Teacher Standards (NCBTS). It provides background information on the genesis of the PPST project in 2012 in response to stakeholder concerns with the NCBTS. Key considerations in developing the PPST included establishing career stages for teachers, reducing duplication, emphasizing content knowledge and pedagogy, and embedding ideas from K-12 reform. The PPST articulates what constitutes teacher quality, sets a framework for teacher development, and better aligns with international standards compared to the NCBTS.
The document discusses the development and finalization of the Philippine Professional Standards for Teachers (PPST) which replaced the former National Competency-Based Teacher Standards (NCBTS). It provides background information on the genesis of the PPST project in 2012 in response to stakeholder concerns with the NCBTS. Key considerations in developing the PPST included establishing career stages for teachers, reducing duplication, emphasizing content knowledge and pedagogy, and embedding ideas from K-12 reform. The PPST articulates what constitutes teacher quality, sets a framework for teacher development, and better aligns with international standards compared to the NCBTS.
Application of the model of professional learning.docxwrite12
This summary outlines a plan to implement changes to curriculum, frameworks, teaching and pedagogy at an early childhood center called ABC.
The early childhood center currently follows an emergent curriculum based on children's interests. To improve practices, the plan will introduce the National Quality Framework and Early Years Learning Framework to enhance teachers' professional knowledge and align teaching.
Professional learning teams led by an educational leader and coordinator will be established. The educational leader will examine current practices, promote reflection among teachers, and emphasize applying principles of adult learning to staff development. Goals will be set and support provided to educators to foster positive change. Progress will be monitored through reflective practice and partnerships with families.
1 Definition And Conceptual Framework Of Teacher EducationDeja Lewis
Teacher education is the theoretical and conceptual framework that guides how teacher training programs are planned and organized. It is based on core values like commitment, holism, experience, collaboration, and knowledge. The objectives of teacher education are to help teachers better understand students, build confidence, learn teaching methodologies, stay updated on the latest in education, become familiar with school organization, develop social insight, and improve education standards. National education policies in countries like the US, UK, and Singapore emphasize the importance of teacher training and establishing standards and requirements for obtaining qualified teacher status.
The National Council for Teacher Education (NCTE) was established in 1973 as an advisory body and became a statutory body in 1995 to regulate and develop teacher education across India. Its objectives are to achieve coordinated development of teacher education through proper maintenance of norms and standards. NCTE regulates recognition of institutions, develops curriculum frameworks, and sets guidelines for qualifications and infrastructure standards. It works to prevent commercialization of teacher education and advises central and state governments on teacher education policies. NCTE oversees pre-service and in-service teacher training through institutions like DIETs and provides guidance on effective training strategies and evaluation.
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
- Continuous professional development (CPD) is defined as a planned, continuous process for teachers to develop personally and professionally through improving their knowledge, skills, and teaching practices.
- The main purposes of CPD are to improve student learning and achievement, help teachers learn new techniques and from each other's experiences, and encourage self-reflection to enhance teaching practices.
- CPD is important for teachers' confidence, motivation, career development, and students' learning outcomes. Effective CPD models are personalized, relevant, sustained over time, supported, and collaborative in nature.
This document provides an overview of concepts related to educational development in Pakistan. It discusses key dimensions of educational development including faculty development, instructional development, curriculum development, and others. It also outlines approaches to educational development at the individual, organizational, and sector levels. Additionally, it highlights some historical milestones in Pakistan's educational development, including various national education plans and commissions from 1947 onwards. The document aims to define and explain the concept of educational development in Pakistan.
This document summarizes an INSET training session on the National Competency-Based Teacher Standards (NCBTS) for teachers at Cogon High School Evening Class. The training covered key understandings of the NCBTS, including its seven domains that define effective teaching. Teachers participated in group discussions and activities to explain the NCBTS, differentiate the teacher's roles, and recognize how integrating all elements of teaching can improve performance. The session aimed to help teachers improve their competencies through understanding and applying the standards.
The National Competency-Based Teacher Standards (NCBTS) is a framework that defines effective teaching. It has 7 domains covering social regard for learning, learning environment, diversity of learners, curriculum, planning and assessment, community linkages, and personal growth. The NCBTS provides a single framework to guide teacher development from pre-service through all stages of their career. It is used by various organizations to design teacher education programs and evaluate teacher performance.
The National Competency-Based Teacher Standards (NCBTS) is a framework that defines effective teaching. It has 7 domains covering social regard for learning, learning environment, diversity of learners, curriculum, planning and assessment, community linkages, and personal growth. The NCBTS provides a single framework to guide teacher development from pre-service through their professional careers by defining the dimensions of teaching.
The document outlines the key components of a curriculum:
1) Goals and objectives which aim to provide knowledge, skills, values and prepare students for further education or work.
2) Curriculum content which includes core subjects and is organized based on principles like balance, articulation and integration.
3) Teaching methods and experiences which stimulate learning and achieve the objectives through approaches like flexibility and consideration of learning styles.
4) Evaluation to determine the quality, effectiveness and outcomes of the curriculum through continuous assessment and improvement.
The document discusses various topics related to retraining teachers, including:
- Different levels and types of teacher training, professional development, and retraining.
- Factors that prompt the need for retraining and teachers' attitudes towards it.
- The role of school leaders in supporting teacher development and expectations for teacher performance.
- Elements of effective professional development programs, such as being content-focused, incorporating active learning, and providing coaching.
- Potential topics that could be covered in retraining programs.
- Strategies for supporting and encouraging ongoing professional learning opportunities for teachers.
Conventional methods of training to teacher and its impact in higher educationRAVICHANDIRANG
This document provides an overview of conventional training methods for teachers in higher education in India and their impact. It discusses how orientation and refresher courses introduced by the UGC have benefited teachers, but that the training programs were expert-centered with little interaction. It argues that the curriculum of training programs needs to be restructured to be more informative, interactive, interesting, and include industrial exposure and internal assessments. The new curriculum should cover personal development, academic activities like subject updates, teaching methodology, research and extension activities. Residential programs with facilities are also important for effective training.
This document discusses the structure and curriculum of teacher education in Pakistan. It begins by explaining the importance of teacher development for improving education. It then defines teacher education, discussing its meaning, nature, and key components like teaching skills, pedagogical theory, and professional skills. The document also examines the need for teacher education, its scope at different education levels, and gaps in its existing structure and curriculum. It proposes a framework for reform and discusses policy recommendations to improve teacher education and quality of education in Pakistan.
High Quality And Ongoing Professional DevelopmentKathyRees
The staff at St. Helen Elementary School receives ongoing professional development aligned with the school improvement plan, including district-wide training, subject-area meetings, and conferences. This includes training to help teachers support economically disadvantaged students and improve reading skills. Data is used to determine development priorities and monitor progress. Professional development is research-based, collaborative, and aligns with curriculum and equity standards to improve student achievement.
The document discusses different perspectives on in-service training and staff development. It distinguishes between a "defect" or "deficiency" orientation focused on fixing problems versus a "growth" orientation viewing personnel as continuous learners. Most in-service training in the Philippines follows the defect model, aiming to upgrade teacher knowledge and skills. However, some advocate a holistic approach addressing personnel's development as teachers, scholars, and individuals.
Philippine Professional Standards for Teachers.pptxNoah123456
The Philippine Professional Standards for Teachers (PPST) were issued by the Department of Education in 2017 to establish standards for teachers. The PPST contain 7 domains that define the competencies teachers should demonstrate: 1) Content Knowledge and Pedagogy, 2) Learning Environment, 3) Diversity of Learners, 4) Curriculum and Planning, 5) Assessment and Reporting, 6) Community Linkages and Professional Engagement, and 7) Personal Growth and Professional Development. Each domain contains several strands that further define the knowledge and skills teachers are expected to possess to effectively educate students. The PPST were created to address changes in education and ensure teachers are developing 21st century learners.
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Similar to TPD Unit-1.1, 1.2, 1.3, 1.4 .ppt Doctor of Philosophy (20)
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6. 6
Dr Rahim Khan
(Assistant Professor Qurtuba University)
1. M.A, M.Ed from Peshawar University
2. EPM from PIMS Pakistan
3. Exploring the Global Teacher from Sweden
4. Ph.D Educational Psychology from Srilanka
5. Ph.D Teacher Professional Development Pakistan
6. Developed and designed 30 training Manuals
7. Conducted more than 500 workshops with more than 20000
teachers, principals and managers (National and International)
8. Provided services to;
SRCS, Unicef, Agha Khan, Dubai Education System, ADBS, GTZ, ASI, Etc
8. Author of two Books published from Germany
9. Worked as an Editor, Educational auditor and Lead Trainer AFAQ
9. Worked as a consultant and Lead Trainer (GIZ)
10. Working as a chief Education Development officer (Mercy Pak)
11. Working as a Lead Trainer (PITE)
12. Working as a Resource person Higher Education Teacher Training Academy (HETTA)
7.
8. GUIDING QUESTIONS
1. What are the needs of our teachers
2. How will teacher professional development (TPD) address
these needs?
3. What are the objectives of TPD
4. Which of the three models of TPD are most appropriate to
the needs of our teachers?
5. Which models are currently being used in our schools?
6. Such others…………………………………..?
9. According to the Global Innovation index
Report (GII-2014), Pakistan, regarding
quality Education, was listed at the bottom.
12. • In Pakistan, the teacher education programs
have experienced noteworthy quantitative
expansion but the efforts for bringing
excellence in instruction has always been
overlooked and compromised (Warwic, 1995).
13. According to Education policy, (1972-80)
teacher education did not get its due
importance regarding the enhancement of
teachers’ competency and the quality of their
training programs. (p.70)
14. • A large amount of the existing research on
professional development involves its
relationship to students’ achievement.
• Variables are the school, teacher, student’s level
of learning within the classroom, parents and
community involvement, instructional
strategies, classroom management, curriculum
design, students’ background knowledge, and
students’ need creation (Marzano, 2003).
15. • Lockheed and Levin (1993) put forward that
developing states, like Pakistan, confront
troubles in educating their young generation
and lack in the indispensable capital including
skilled teachers.
• A number of studies, regarding Teacher
education in Pakistan, disclose that the status
of teacher professional development is
unsatisfactory (Bacchus-1996) .
16. • The problem, in Pakistan, is not even
one of low quality teaching but one
of no teaching at all, for a significant
part of the time (World Bank, 2004).
17. • Though policy exists for in-service training
programs, but due to non-implementation
and lack of follow up, teachers do not bother
for their professional growth and
development (Ali 1998).
18. • According to Sumbul (2014), the teachers
don’t dare to perform their due role as it
should be which results us in putting behind
from the developed nations of the world.
19. Teacher makes the difference
• Teacher effects eternity…………….. (Adams)
• A child sustained foot injury…… if you can the
child will treated otherwise he will slack the foot
20. 9 Characteristics of HPIs
1. Clear/shared purpose
2. Effective School Leadership
3. Curriculum, Instruction, Assessment
4. Alignment with State Standards
5. Frequent Monitoring of Teaching/Learning
6. Supportive Learning Environment
7. Focused Professional Development
8. High standards/expectations
9. Collaboration/Communication
21. • Recognizing the deteriorating quality of
education at various levels, efforts need
to be intensified to accord adequate
priority to the effectiveness of teacher
education programs and professional
development of the in-service teachers in
the country. (National Education Policy 1998-2010, p.47).
22.
23.
24. No system of education can be better than
its teachers and the fact remains that
better teachers can be produced through
better teacher training (Ibrahim, 1997.p.11).
25. • You cannot think of quality Education
without professional development of the
teacher. (Shahid, 2002.P.65)
Because
26. • “The Development of a nation depends upon
the development of its citizens. The
development of its citizens depends upon the
development of their education; the
development of their education depends
upon the development of their teachers”
(Ibrahim, 1997, P.127).
27. • “If you ignore professional development of a
teacher in fact you ignore the whole nation.”
(Ibrahim, 1997.p.326)
28. • Today educationists, at international level, are
intellectually engaged in all-round prolific
educational reforms and teacher professional
development is one of them.
29. • The model of instructional process has been
modified all over the world and introduced
teacher evaluation and certification mechanism
to appraise the professional capabilities of
teachers. That’s why, there is a dire need of
teachers’ professional development.
30. Unit:1
1.1 Defining Teacher Professional Development.
Professional Development?
Professional Development refers to the
development of a person in his/her
Professional role (Gglatthorn, 1995, p.41)
Role refers to Transmit-Transform & cultivate
33. Teacher Professional Development?
Teacher Professional development is defined as
activities that develop a Teacher’s Knowledge,
Attitude (mind-set, Feelings) and skills
(also known as “in-service” or “teacher education”)
34. Professional Development vs.
Career Development
The concept of professional development is
broader than career development.
Professional development is essential for each
move of career.
35. Professional Development vs. Staff
Development
• Professional Development is directly related to
practical issues and life long process
• Staff Development is necessarily not related to
practical issues and short term ( short term courses, workshops)
36.
37. Professional Development vs.
In-service Training
• Professional development is a process of
culture building and not mere of skill training
(Cochran & Lytle, 2001)
• In-service Training is a traditional system of
professional development
38. Professional Development vs. Training
• Professional development is much more than training,
though technology training may be one part of TPD.
• Professional development—including the ongoing
workshops, follow-up, study, reflections, observations
and assessment that comprise TPD—accommodates
teachers as learners, recognizes the long-term nature
of learning, and utilizes methods that are likely to lead
teachers to improve their practice as professionals.
39. Types of PD
• Formal Professional Development which
includes formal experiences such as training
workshops, Professional meetings, mentoring
etc.
• Informal Professional Development which
includes informal experiences such as reading
professional publications, watching profession
related films, videos, documentaries etc (Ganzer, 2000)
40. Objectives of Professional Development
1. To update individuals’ knowledge of a subject in light of recent advances in the area;
2. To update individuals’ skills, attitudes and approaches in light of the development of
new teaching techniques and objectives, new circumstances and new educational
research;
3. To enable individuals to apply changes made to curricula or other aspects of teaching
practice;
4. To enable schools to develop and apply new strategies concerning the curriculum and
other aspects of teaching practice;
5. To exchange information and expertise among teachers and others, e.g. Pedagogical,
Managerial; and to help weaker teachers become more effective.
41. PD Models
Standardized TPD programs
• Focus on rapid dissemination of specific skills and content,
often via a “cascade” or “train-the-trainer” approach
School-centered TPD
• Focus on longer-term change processes, usually via locally
facilitated activities that build on-site communities of practice
Individual or self-directed TPD
• In self-directed TPD, teachers are asked to determine their
own professional development goals and select activities that
will help them attain these goals.
42. 1.2 Models of Professional Developments
A. CASCADE MODEL:
• The cascade model involves the delivery of
training through layers of trainers until it
reaches the final target group.
• The first group of teachers is trained in a
specific area of instruction to shift on to 2nd and
3rd layer of educators and continue up to four
generations.
43.
44. B. MENTOR MODEL:
• Mentor: a wise and trusted advisor or counselor –
encourages human growth
• Mentoring: the transfer and transmission of
experience, viewpoints and expertise from one
person to another
• Generally touches personal and professional life
• Helps the person to solve their problems or attain
their goals
• Can be one-time contact, or LT relationship, formal
or informal
45. A model of professional development in which
an experienced coworker or teacher teaches
in the classroom while the new inducted
teacher learn from his way of teaching. In this
model the experienced teacher performs as a
mentor and the new teacher imitates him.
46. C. REFLECTIVE MODEL:
In this model, teacher reflects on his
instruction and evaluates his teaching
regarding what went good and what not. By
this practice teachers become reflective
practitioners and they reach a stage where
they incorporate and convert skills to specific
contexts. They eventually arrive at a position
where skills are internalized and as a result let
them to fashion new teaching strategies.
47. D. SCHOOL BASED MODEL:
In this model Head of the school is
responsible for ensuring professional growth
and competence of his staff members through
classroom observation, providing related
literature, Research journals, study circles,
Group discussion and professional association
(Hopkins, 2008).
48. E. CLUSTER BASED MODEL:
This works with a group of schools in a specific
area served by a learning resource centre or a
group of professionals. There are a number of
examples in Pakistan such as GIZ, USAID/ESRA,
UNICEF, DFID and such others (UNESCO, 2003).
51. Underlying Principles for Professional
Development Programs
Corcoran (1995) has suggested the given principles for institutions and
educators who plan and execute professional development programs.
1. Inspire, refresh, motivate and appreciate site-based projects (school,
circles, District and instructional’ initiatives)
2. Well equipped with basic knowledge for instruction
3. Follow constructivist model of instruction
4. Provide opportunities for learning through mentoring and readings
5. Show reverence for instructors as professionals and as grown-up learners
6. Offer adequate time and follow up opportunities
52. Guidelines for Professional
Development Programs
• Guskey (1995.a), has proposed the following guidelines for
effective designing, developing and implementing
professional development programs for teachers which are;
1. To be aware of transformation as being both personal and an
institutional process
2. To work as a team and help each other for the common good
3. To observe teaching and evaluate areas of improvement
4. To provide process for feedback on happenings and results
5. To practice incessant follow up, support and appreciation
53. Approaches of Professional
Development
• Cochran-Smith and Lytle (2001, p.47) mention three approaches
regarding professional development of the teacher which are;
1. Knowledge-for-practice: University/School
based research to generate formal knowledge
& theory to use and improve practice
2. Knowledge-in-practice: Practical knowledge
embedded in practice-Skills
3. Knowledge-of-practice: Reflect on their
practice and use a process of inquiry to learn
more about effective instruction
54. Modes of professional Development
Ruskin, (2011) said that there are many modes,
approaches, means and sources leading or
cause to professional development but
classroom observation is the best mode of
professional development of the teachers in
the most needed areas of pedagogy.
55. Teacher
Professional
Development
self-Reflection
personal
professional
Development by
Reading
TGM & FGD
professional
Associations
Study circles
Supervision
Classroom
observation
analysis
feedback
Need based
training
Annual Training
Internal+External
participation in
Research based,
creative and
assigned
activities
presentations,
Seminars by
Teachers on
Educational
Topics
visits to good
institutions and
benchmarking
56. Précis
1. TPD is the tool by which policymakers convey broad visions, disseminate
critical information, and provide guidance to teachers.
2. Effective TPD begins with an understanding of teachers’ needs and their
work environments—schools and classrooms.
3. TPD then combines a range of techniques to promote learning; provides
teachers with the support they need; engages school leadership; and
makes use of evaluation to increase its impact. Essential techniques
include mentoring, teamwork, observation, reflection and assessment.
4. Though the recipient of TPD is the teacher, the ultimate intended
beneficiary is the student.
57.
58.
59. Next InshaAllah
1.3 Teacher Social Status with special reference to Pakistan.
1.4 Teacher’s duties and character.
71. 1.4 Teachers Duties and character
In ‘Ihya-ul-Uloom’ Al-Ghazali holds that a teacher carries eight duties.
1) First and foremost he is a father for his pupils.
2) He must teach for the sake of God.
3) He would advise the student with care,
4) fight the excessive advise to learn too quickly, and to overtake his peers.
5) He would talk with self-control,
6) He will make the pupils undersatnd in private, discreetly, not in public.
7) To blame too much is to make the pupil too stubborn in his way of seeing
and doing things.
8) And one other duty of the teacher is to make sure that what he teaches
he pursues in his life, and that his own acts do not contradict what he is
trying to inculcate.
74. Next Insha-Allah UNI-2
2.1 Impact of Professional Development on Teachers.
2.2 Teacher as an artist.
2.3 Pre-service Education.
2.4 In-service Education
