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.
Typically, curriculum documents focus on specific subject matter content. However, if we are to take seriously broader notions of curriculum, then we must contend with multiple contexts that affect curriculum, students, and teachers. The following diagram provides and overview of some of these context
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 ...
Embracing GenAI - A Strategic ImperativePeter 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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2. According to Seyfarth(1991), some authors extend the
explanation of in-service training and staff development by
distinguishing between training and development. For them,
training typically refers to teaching technical employees and non
teaching staff how to perform their present jobs effectively and
efficiently. This perspective is based on the defect or deficiency
orientation that seems to pervade in-service education. In
contrast, staff development refers to teaching professionals and
administrators the necessary skills for present and future
positions in the organization which is a growth-oriented view.
The defect view inhibits the development of the human potential
as it is basically a linear process, and only addresses very limited
specific concerns. On the contrary, the growth approach implies
that the teaching-learning process is complex, and involves many
interacting and interlocking elements.
3. The defect perspective assumes that school personnel
are out-of-date, and whatever problem can be fixed like
any ordinary machine. In contrast, the growth approach
recognizes that school personnel are continuous learners;
acknowledges personnel in a humanistic rather than
mechanistic perspective; considers that staff or personnel
development is not a single event.
Lunenberg and Ornstein(2000) provide a compromise
view about learning and development. They do not make
a distinction, and refer to both types of intervention
(training and development) collectively as training. They
argue that both terms have the same objective which is
to help all people in the organization, whether teaching or
non-teaching, to develop their potential by learning new
knowledge and skills, as well as enhancing previously
learned ones. To them, training and development are two
sides of the same coin, or currency directed to the same
goal: effective instruction in school.
4. The limited view of in-service education for teachers
is reflected in the scope of the in-service training program
of the Department of education, Culture and sports
specified in the Congressional Commission on Education,
or EDCOM (1993). In the report, in-service training refers
to any planned school activity intended to enhance the
knowledge, skills, and competencies of teachers which
may take the form of any or a combination of workshops,
seminars, conferences, conventions, summer institutes,
and meetings. Specifically, the various types of in-service
training programs are designed to provide teachers the
opportunity to upgrade and update knowledge and
competencies directly related only to curriculum and
instruction as indicated by the following concerns (the
Congressional Commission on education, 1993, p. 17:
5. 1. Orientation to new concepts, objectives, values,
curricular innovations, and educational policies
2. Upgrading of skills and competence in methodology and
content in different areas
3. Evolvement of models, strategies, methods, guidelines,
and instruments
4. Monitoring and evaluation of projects and curriculum
innovations
5. Planning and programming in curriculum development,
instructional evaluation, and action research
6. Enrichment, production, and utilization of materials
7. Problem identification and evolving proposal for
possible solutions
8. Sharing and enriching knowledge and experiences, and
information dissemination
9. Strengthening of inter-agency cooperation and
collaboration
6. This focus on correcting deficiencies is a response
to the findings by EDCOM that basic education
teachers still exhibit poor academic preparation in
general. For instance , based on the evaluation
conducted in connection with the Secondary Education
Development Program(SEDP) in 1991, secondary school
teachers were not competent in the subject that they
were teaching. They could answer correctly five out of
10 questions in English and in Filipino, and six out of 10
questions in science and in math which underscored
the urgent need to improve the mastery level of
teachers in these subjects. The premise is that through
in-service training, this defect could be corrected, and
better performance would ensue.
7. Even the specific proposal by the President
Commission on Educational reform (PCER, 2000) to
strengthen teacher competencies at the basic
education level is primarily a deficiency orientation.
PCER proposed the implementation of Project TEACH
or Teacher Empowerment to achieve Competence and
Humaneness. The objectives of the project, which
imply lack of certain skills, and competencies (i.e., use
of technology, reading, critical thinking) that need to
be addressed, illustrate the deficiency view.
8. These are to develop the teacher as
(p. 55):
1. an IT teacher who is adept at
using new learning technologies as
means of enhancing the teaching-
learning process;
2. a reading teacher;
3. a critical and creative teacher;
and
4. a values education teacher
imbued with the ideals of
integrity, honesty, patriotism, and
work ethics.
9. On the other hand, the Professional and
Organizational Development Network in Higher Education
(n.d.) explains that faculty development has a three-fold-
focus —the faculty as a teacher, the faculty as a scholar and
professional, and the faculty as a person which varies the
former. When the emphasis is on the faculty as a teacher, the
program offered is geared toward the instructional supervision.
When it is on the teacher as a scholar and professional, the
program assists in career planning and professional
development is scholarly pursuits such as writing grants,
publishing, committee work, administrative work, and
supervisory skills, among others. When the stress is on the
faculty as a person, the program provides training in wellness
management, interpersonal skills, stress and time management,
assertiveness development, and other concerns which address
the individual’s well-being.
10. In some schools in the Philippines, the holistic
approach to faculty development includes activities geared
not only toward physical, emotional, and mental
development, but also toward spiritual development.
Thus. In many Catholic schools, the annual activities
include recollections or retreats for the faculty members’
spiritual growth. This orientation can be gleaned from the
following activities clustered into five major areas
formulated by a group of educators from various member
schools of the Catholic Education Association of the
Philippines (CEAP). These activities have been identified
when this group attended a graduate summer program
(April-May, 2004) at the College of Education of De La
Salle University (see Table 17).
11. What is not open to question
is the idea that whatever the
focus is, the underlying
philosophy of faculty
development is the recognition
that faculty members are the
driving force behind the
institution. As such, all teachers
deserve every assistance they
need. They must be as
productive as possible to ensure
the optimum effectiveness and
productivity of the institution
which is measured by the quality
of its delivery of services
(instruction, research, and
outreach) to its clientele.
12. Objectives Activities
Professional Development
1.To update and upgrade the 1.Enrolment in graduate
knowledge of the faculty programs
members in their respective 2.In-house and off-campus
fields of specialization. seminar-workshops
2.T o enhance the teaching 3.Demonstration lessons
skills of the faculty members. 4.Orientation for new
teachers
5.Action research
13. Social-Cultural Development
1.To expose teacher to “low-stress 1.Field trips
and “non stress” activities. 2.Recreational activities such as
2.To promote healthy working ballroom dancing and parties
relationships in the organization. 3.Sports festival (Volleyball,
3.To deepen community awareness bowling, basketball, etc.)
and involvement. 4.Community Day
4. To enhance home school 5.Family Day Celebration
relationship. 6.Team-building Activities
5. To develop appreciation of the 7.Cultural shows (folk dancing,
richness of the Philippines culture. musical concerts, etc.)
14. Personality Development
4.To help teachers develop 1.Seminar workshop on
self-confidence in dealing public speaking, power
with students, peers, dressing, social graces, art of
administrators, and parents. listening, proper diet, and
2.To develop health nutrition, good grooming,
consciousness among the and coping with stress
faculty. 2.Group dynamic sessions on
3.To help teachers recognize self-awareness
their strengths and 3.Aerobics
weaknesses, and deal with
them appropriately
15. Curriculum Development
1.To enhance skills in 1.Seminar-workshops on
syllabus-making, lesson syllabus-making, lesson
planning, and test planning, test construction.
construction. 2.Demonstration lessons on
2.To enhance the skill in how to integrate different
integration of different concepts.
concepts.
16. Spiritual Development
1.To deepen the Christian 1.Retreats and recollections
spiritually of the faculty. 2.Pilgrimage
2.To strengthen relationship 3.Involvement in Basic
with the lord. Ecclesial Community(BEC)
3.To have a sense of renewal, 4.Bible sharing
and view teaching as a calling 5.Living rosary
from God. 6.Colloquium on teaching
4.To deepen the knowledge ministry
and devotion to Mary.