Transcript Leading and managing teacher development through in

Department of Education
Leading and Managing Teacher
Development through
In-house Training
Melanie Cooke and Henry J Peterson
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Mentor and Coach
Henry Petersen
Advisor, Counsellor,
Guide, Guru.
Change ,
Growth,
becoming
successful
Training
where a skill
is acquired
Teacher,Trainer, Instructor,
Tutor,
(Trains,& Instructs)
Teacher Training vs.Teacher
Development

Freeman, 1982 cited by Bayrakci, (2009)
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Teacher Training:
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Teacher Development :
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1: Objectives
 Establishing
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2. Objectives
Comparing the needs in Teacher
Training with international trends.
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Model”
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3. Objectives

Examine how schools could become
learning organizations, where
and facilitated through
School Based training programmes.
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4. Objectives

Identify
in School Based,
Training.
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5. Objectives
 Identification
of possible
in the planning cycle
of School Based,Training
Programmes.
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In Service Training


Trained over of period of 2 years 29 principles for
32 days.
Training day = 6 hours
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In Service Teacher Training


In-service training are
and
focuses on listening and discussions.
Training is organised around a
as decided by the
department and is transferred by
lecturers.
Borg, Kallanback, Kelly & Langer1970 cited by Bayrakci, (2009)

Principals found courses on leadership
and
rom the
Davis, S (2005)
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In Service Teacher Training

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Teachers experience in-service
training as
There are no relations between needs
and outcomes.
Schmidt & Scranton, 1972 and Yan, 2005 cited by Bayrakci, (2009)
Lack of participation
and activity.
Attendees
loose attention
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Formal Discussions

Where

)
True dialogue where conversations are
developed

( J Heroldt)
(Senge:2004
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Increase
• Peer Engagement
looking at eyes not heads
R Reddy Springs Secondary
In Service Training

Future Collaboration Sessions
(Teamwork)
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In Service Teacher Training

Teachers intellectual capital, beliefs
and needs should be considered.
Hargreaves, 1992; Fullan, 2001 as cited by Bayracki,
2009.

Teachers training must be organised
through
.
Fraser et al, 2007 cited by Bayrakci, (2009)
Networked
learning
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In Service Teacher Training

Teacher training must be
so that it includes cohort groupings
to
between teachers.
Waters et al; Knapp et al, (2003) as cited by Davis, (2005).
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Office of the Education
Council in Thailand

Puntumasen (2004)
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In-service training is based on
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School Teachers train university teachers
based on their professional knowledge.
University teachers inform school teachers
about the latest research findings.

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Pilot Project :The Office of the
Education Council in Thailand
( Kalyanamitta Model )

Puntumasen (2004)

Master teachers receive a subsidy to
create 10 teacher networks. At present
586 Master teachers who train 8,848
teacher networks.
Outstanding teachers receive a subsidy
to conduct research.They also train
and network 50 teachers over three
years. Present 26 teachers have trained
1 500 teachers.

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Pilot Project:The Office of the
Education Council in Thailand
( Kalyanamitta Model )

Puntumasen (2004)

School-Based Training project where
selected teachers is provided with a
subsidy to train 10 other teacher from
the same school or nearby schools.

Similar training programmes in New York
where teachers teaching load was
reduced. They then opened their
classrooms for professional development.
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Factors for Successful School
Based Training

Puntumasen (2004)

Principals must
all training.
Teacher trainers must be
by their teacher networks.

Trust in collective
credibility
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Principles: School Based Training
(SBT)

Pruet Siribanpitak & Aurapan Pornsima, 2003, as
cited by Puntumasen (2004)
Training must :
 Be based on real situations.
 Enhance competence
 Take place at schools.
 Be voluntary
 Practical
 Done on a continuous base.
 Be enhanced by teachers or groups of
teachers, who are familiar with teaching
and learning.
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Key factors for Successful School Based
Training (SBT)
Puntumasen (2004)


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Principals must provide support
Training co-ordinators should take into
consideration needs of teachers in the
formulation of the training objectives.
Trainers must be accepted.
Trainees must be interested and committed.
Training must be long term and done on a
regular basis.
Training schedules must be flexible.
Budgetary provisioning.
Teachers who train must receive a subsidy.
All training should be evaluated.
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Model for School Based Training
(SBT)

In-house training offered to teachers
in a particular school or cluster,
where the training is planned and
organised by the School
Management Team/s.
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The role of the School Management
Team in School Based, (In-House
Training).
Sauer and Holland (1981)
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Data collector an analyst.
Designer and Resource Planner.
Scheduler and supervisor.
Proposal writer and host.
Evaluator.
R Reddy Springs Secondary
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Processes:
School Based, In-house Training
Programmes.
1.Understanding the context of the School
2. Collecting and Analysing Data
3.Setting of objectives
4.Principles in Training Design.
5.Identifying Resources
6.Preparing the Training Schedule
7.Invitation to the training
8. Evaluation of training
R Reddy Springs Secondary
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Understanding the Context of the School
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Fundamental questions Sauer and Holland (1981)
Why does the training function exist?
Where does the training fit in?
Is there a training policy?
Who wants the training to happen and for
what?
What resistance to training exists?
How important is training? To Whom?
Why
R Reddy Springs Secondary
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1: Understanding the Context of the School
Management
Resources, Budget, People,
Associates, Other Schools
Training Policy, Copying,
printing, Meeting Space,
borrowed staff
Principal and School Governing Body,
School Development Plan
School Improvement Plan
Formal Needs GDE
Evaluation reports
In-House Training Plan and Budget
Memo’s Correspondence
Informal Information
School Management Team and School
Development Team
Needs and Wants of Teachers
In-House Training
Feedback
Invitation to in-house –
training
Master Teachers and Teachers
Improved Performance in
delivering of Teaching
Output: Learning
Results of Learners
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2: Collecting and Analysing Data


Training is informed by data. (PGP)
Evaluation of communication integration
networks externally with other schools and
teachers was not explored.
Categorizing of Data
 Data for planning a training event. (PGP)
 Data useful for another training event
 Data that might be reported to management
 Data that could be discarded.
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3. Categories of Objectives for
Training.

Objectives that results in improved
performance in teaching

Innovative objectives that improves
performance to levels of excellence in
teaching
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IQMS
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The IQMS document outlines the following roles for
the Principal in the implementation of the Policy:

IQMS is implemented.
Provided educators with a copy of the IQMS
documentation.
Responsible for advocacy and training.
Workshop educators on the IQMS
Establishment of the (Staff Development Team) SDT.
Ensures that all documentation is correct and
delivered in time.
Internal moderation of evaluation results.
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4. Principles in Training Design
Principles in training design: Sauer and Hollard, 1981:80
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Harmony: By agreement
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Contrast : Comparisons What? How?
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Balance:
Activities loosely planned. E.g. Workshops on Stress
Order:
 Training before Data Analysis
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Unity:
 Disjunction between Vision/ Mission/ Objectives and
Training Activities
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4: Resources ,
5:Training Schedules
6: Invitations
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7: Evaluation of the Impact
of Training on Teaching and
Learning ?
Values:
Puntumasen (2004) “
Kalyanamitta Model
•Appreciation and the need for
teacher training .
•Collaboration between trainer and
trainees
•Commitment
•Open-mindedness resulting on self
-improvement
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