Transcript Slide 1

FACULTY OF EDUCATION
DR. RAMLI BIN BASRI
ROOM G28, TEL: office 03-8946 8248, H/P 019 224 1332 (sms prefered)
E-MEL: [email protected]
1
L7: Supervisory options
for teachers
Content
1. Supervisors generic and specific competency,
2. Supervisory options towards developing and
empowering reflective practitioners among
teachers
3. Teaching styles, teaching principles an
authentic pedagogy
4. School climate, culture and change
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BAHAGIAN 1
National education aspiration:
the challenge
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SISC+ & SIPARTNER+
…about 10 years ago, the assistant to a struggling
ICT business man, weary about the huge bills for
smses the company sent, urged him why not “make
something” that send smses for free!
It was impossible then, but like countless ICT
technologies invented, many that were conceived as
“impossible then, but now is a norm”!
In this regard, l see you have a similar role…
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Quality aspiration: Top third of countries in international
assessments by PISA rankings
In 15 years… top third
WAWASAN PEND NEGARA
Today
…bottom third
Bulgaria
Romania
Mexico
Malaysia
Columbia
Kazakhstan
Trinidad and Tobago
Malaysia
United Kingdom
Australia
Taiwan
Canada
Singapore
Malaysia as the fastest
improving education system
globally
Your mission is….
Cabaran anda adalah….
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EDUCATION TRANSFORMATION (2013 – 2025)
1.
2.
3.
4.
5.
Provide equal access to quality education of international
standard
Ensure every child is proficient in Malay and English language
Develop values-driven Malaysians
Transform teaching into the profession of choice
Ensure high performing school leaders in every school
6. Empower JPN, PPD & schools to
customize solutions based on needs
7.
8.
9.
Leverage ICT to scale up quality learning across Malaysia
Transform Ministry delivery, capabilities and capacity
Partner with parents, community and private sector at
scale
10. Maximize student outcome for every Ringgit
11. Increase transparency for public accountability.
Guide & empower teachers
to produce students
• Who embodies the national students aspiration
• Who possesses the knowledge, skills and expertise
needed to succeed in work and life; it is a blend of
content knowledge, specific skills, expertise and
literacies.
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BAHAGIAN 2
2 1ST C E N T U R Y SKILLS
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21STCENTURY STUDENT
OUTCOMES
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2 1ST C E N T U R Y SKILLS
• Every 21st century skills implementation requires the development of
core academic subject knowledge and understanding among all students.
Those who can think critically and communicate effectively must build on
a base of core academic subject knowledge.
• Within the context of core knowledge instruction, students must also
learn the essential skills for success in today’s world, such as critical
thinking, problem solving, communication and collaboration.
• When a school or district builds on this foundation, combining the entire
Framework with the necessary support systems—standards, assessments,
curriculum and instruction, professional development and learning
environments—students are more engaged in the learning process and
graduate better prepared to thrive in today’s global economy.
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1. CORE SUBJECTS FOR THE 21ST
CENTURY
• Mastery of core subjects and 21st century themes
is essential to student success. Core subjects
include English, reading or language arts, world
languages, arts, mathematics, economics, science,
geography, history, government and civics.
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…1. CORE SUBJECTS FOR THE 21ST
CENTURY
In addition, schools must promote an understanding of
academic content at much higher levels by weaving 21st
century interdisciplinary themes into core subjects:
a) Global Awareness
b) Financial, Economic, Business and Entrepreneurial
Literacy
c) Civic Literacy
d) Health Literacy
e) Environmental Literacy
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2. Learning and Innovation Skills
Learning and innovation skills are what separate
students who are prepared for increasingly complex
life and work environments in today’s world and
those who are not. They include:
a) Creativity and Innovation
b) Critical Thinking and Problem Solving
c) Communication and Collaboration .
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3. Information, Media and Technology
Skills
Today, we live in a technology and media-driven
environment, marked by access to an abundance of
information, rapid changes in technology tools and the ability
to collaborate and make individual contributions on an
unprecedented scale. Effective citizens and workers must be
able to exhibit a range of functional and critical thinking
skills, such as:
a) Information Literacy
b) Media Literacy
c) ICT Literacy
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4. Life and Career Skills
Today’s life and work environments require far more than thinking
skills and content knowledge. The ability to navigate the complex life
and work environments in the globally competitive information age
requires students to pay rigorous attention to developing adequate
life and career skills, such as:
a) Flexibility and Adaptability
b) Initiative and Self-Direction
c) Social and Cross-Cultural Skills
d) Productivity and Accountability
e) Leadership and Responsibility
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2 1ST C E N T U R Y SKILLS
To be delivered through
1. Learning environment
2. Professional development
3. Curriculum and Instruction
4. Standard and assessment.
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21st century interdisciplinary themes
a) Global Awareness
• Using 21st century skills to understand and address global
issues
• Learning from and working collaboratively with individuals
representing diverse cultures, religions and lifestyles in a
spirit of mutual respect and open dialogue in personal,
work and community contexts
• Understanding other nations and cultures, including the
use of non-English languages
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21st century interdisciplinary themes
b) Financial, Economic, Business and Entrepreneurial
Literacy
• Knowing how to make appropriate personal economic
choices
• Understanding the role of the economy in society
• Using entrepreneurial skills to enhance workplace
productivity and career options
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21st century interdisciplinary themes
c) Civic Literacy
• Participating effectively in civic life through
knowing how to stay informed and understanding
governmental processes
• Exercising the rights and obligations of citizenship
at local, state, national and global levels
• Understanding the local and global implications of
civic decisions
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21st century interdisciplinary themes
d) Literacy
• Obtaining, interpreting and understanding basic health information and
services and using such information and services in ways that enhance
health
• Understanding preventive physical and mental health measures,
including proper diet, nutrition, exercise, risk avoidance and stress
reduction
• Using available information to make appropriate health-related
decisions
• Establishing and monitoring personal and family health goals
• Understanding national and international public health and safety issues
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...21st century interdisciplinary
themes
e) Environmental Literacy
• Demonstrate knowledge and understanding of the environment
and the circumstances and conditions affecting it, particularly as
relates to air, climate, land, food, energy, water and ecosystems
• Demonstrate knowledge and understanding of society’s impact on
the natural world (e.g., population growth, population
development, resource consumption rate, etc.)
• Investigate and analyze environmental issues, and make accurate
conclusions about effective solutions
• Take individual and collective action towards addressing
environmental challenges (e.g., participating in global actions,
designing solutions that inspire action on environmental issues)
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2. Learning and Innovation Skills
• Learning and innovation skills increasingly are
being recognized as those that separate students
who are prepared for a more and more complex
life and work environments in the 21st century,
and those who are not.
• A focus on creativity, critical thinking,
communication and collaboration is essential to
prepare students for the future.
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a) Creativity And Innovation
i) Think Creatively
• Use a wide range of idea creation techniques (such
as brainstorming)
• Create new and worthwhile ideas (both
incremental and radical concepts)
• Elaborate, refine, analyze and evaluate their own
ideas in order to improve and maximize creative
efforts
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a) Creativity And Innovation
ii) Work Creatively with Others
• Develop, implement and communicate new ideas to
others effectively
• Be open and responsive to new and diverse perspectives;
incorporate group input and feedback into the work
• Demonstrate originality and inventiveness in work and
understand the real world limits to adopting new ideas
• View failure as an opportunity to learn; understand that
creativity and innovation is a long-term, cyclical process of
small successes and frequent mistakes
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a) Creativity And Innovation
iii) Implement Innovations
• Act on creative ideas to make a tangible and useful
contribution to the field in which the innovation
will occur
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b) Critical Thinking And Problem
Solving
i) Reason Effectively
• Use various types of reasoning (inductive,
deductive, etc.) as appropriate to the situation
ii) Use Systems Thinking
• Analyze how parts of a whole interact with each
other to produce overall outcomes in complex
systems
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b) Critical Thinking And Problem
Solving
iii) Make Judgments and Decisions
• Effectively analyze and evaluate evidence, arguments,
claims and beliefs
• Analyze and evaluate major alternative points of view
• Synthesize and make connections between information
and arguments
• Interpret information and draw conclusions based on the
best analysis
• Reflect critically on learning experiences and processes
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b) Critical Thinking And Problem
Solving
iv) Solve Problems
• Solve different kinds of non-familiar problems in
both conventional and innovative ways
• Identify and ask significant questions that clarify
various points of view and lead to better solutions
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c) Communication And Collaboration
i) Communicate Clearly
• Articulate thoughts and ideas effectively using oral, written and
nonverbal communication skills in a variety of forms and contexts
• Listen effectively to decipher meaning, including knowledge, values,
attitudes and intentions
• Use communication for a range of purposes (e.g. to inform,
instruct, motivate and persuade)
• Utilize multiple media and technologies, and know how to judge
their effectiveness a priori as well as assess their impact
• Communicate effectively in diverse environments (including multilingual)
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c) Communication And Collaboration
ii) Collaborate with Others
• Demonstrate ability to work effectively and
respectfully with diverse teams
• Exercise flexibility and willingness to be helpful in
making necessary compromises to accomplish a
common goal
• Assume shared responsibility for collaborative
work, and value the individual contributions made
by each team member
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3. Information, Media and Technology
Skills
People in the 21st century live in a technology and mediasuffused environment, marked by various characteristics,
including: 1) access to an abundance of information, 2) rapid
changes in technology tools, and 3) the ability to collaborate
and make individual contributions on an unprecedented
scale.
To be effective in the 21st century, citizens and workers must
be able to exhibit a range of functional and critical thinking
skills related to information, media and technology
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a) Information Literacy
i) Access and Evaluate Information
• Access information efficiently (time) and effectively
(sources)
• Evaluate information critically and competently
ii) Use and Manage Information
• Use information accurately and creatively for the issue or
problem at hand
• Manage the flow of information from a wide variety of
sources
• Apply a fundamental understanding of the ethical/legal
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issues surrounding the access and use of information
b) Media Literacy
i) Analyze Media
• Understand both how and why media messages are
constructed, and for what purposes
• Examine how individuals interpret messages differently,
how values and points of view are included or excluded,
and how media can influence beliefs and behaviors
• Apply a fundamental understanding of the ethical/legal
issues surrounding the access and use of media
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b) Media Literacy
ii) Create Media Products
• Understand and utilize the most appropriate media
creation tools, characteristics and conventions
• Understand and effectively utilize the most appropriate
expressions and interpretations in diverse, multi-cultural
environments
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c) ICT Literacy
Apply Technology Effectively
• Use technology as a tool to research, organize, evaluate
and communicate information
• Use digital technologies (computers, PDAs, media players,
GPS, etc.), communication/networking tools and social
networks appropriately to access, manage, integrate,
evaluate and create information to successfully function
in a knowledge economy
• Apply a fundamental understanding of the ethical/legal
issues surrounding the access and use of information
technologies
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4. Life and Career Skills
Today’s life and work environments require far more than thinking
skills and content knowledge. The ability to navigate the complex life
and work environments in the globally competitive information age
requires students to pay rigorous attention to developing adequate
life and career skills, such as:
a) Flexibility and Adaptability
b) Initiative and Self-Direction
c) Social and Cross-Cultural Skills
d) Productivity and Accountability
e) Leadership and Responsibility
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a) Flexibility and Adaptability
i) Adapt to Change
• Adapt to varied roles, jobs responsibilities, schedules and
contexts
• Work effectively in a climate of ambiguity and changing
priorities
ii) Be Flexible
• Incorporate feedback effectively
• Deal positively with praise, setbacks and criticism
• Understand, negotiate and balance diverse views and
beliefs to reach workable solutions, particularly in multi41
cultural environments
b) Initiative And Self-direction
i) Manage Goals and Time
• Set goals with tangible and intangible success
criteria
• Balance tactical (short-term) and strategic (longterm) goals
• Utilize time and manage workload efficiently
ii) Work Independently
• Monitor, define, prioritize and complete tasks
without direct oversight
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b) Initiative And Self-direction
iii) Be Self-directed Learners
• Go beyond basic mastery of skills and/or curriculum
to explore and expand one’s own learning and
opportunities to gain expertise
• Demonstrate initiative to advance skill levels towards
a professional level
• Demonstrate commitment to learning as a lifelong
process
• Reflect critically on past experiences in order to
inform future progress
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c) Social and Cross-Cultural Skills
i) Interact Effectively with Others
• Know when it is appropriate to listen and when to
speak
• Conduct themselves in a respectable, professional
manner
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c) Social and Cross-Cultural Skills
ii) Work Effectively in Diverse Teams
• Respect cultural differences and work effectively
with people from a range of social and cultural
backgrounds
• Respond open-mindedly to different ideas and
values
• Leverage social and cultural differences to create
new ideas and increase both innovation and
quality of work
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d) Productivity and Accountability
i) Manage Projects
• Set and meet goals, even in the face of obstacles
and competing pressures
• Prioritize, plan and manage work to achieve the
intended result
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d) Productivity and Accountability
ii) Produce Results
Demonstrate additional attributes associated with
producing high quality products including the
abilities to: work positively and ethically, manage
time and projects effectively, multi-task, participate
actively, as well as be reliable and punctual, present
oneself professionally and with proper etiquette,
collaborate and cooperate effectively with teams,
respect and appreciate team diversity, and be
accountable for results
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e) Leadership and Responsibility
i) Guide and Lead Others
• Use interpersonal and problem-solving skills to influence and guide
others toward a goal
• Leverage strengths of others to accomplish a common goal
• Inspire others to reach their very best via example and selflessness
• Demonstrate integrity and ethical behavior in using influence and
power
ii) Be Responsible to Others
• Act responsibly with the interests of the larger community in mind
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21st CENTURY SUPPORT SYSTEMS
The critical systems necessary to ensure student
mastery of 21st century skills are:
a) 21st Century Standards
b) Assessments of 21st Century Skills
c) 21st Century Curriculum and Instruction
d) 21st Century Professional Development
e) 21st Century Learning Environments
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a) 21st Century Standards
• Focus on 21st century skills, content knowledge and
expertise
• Build understanding across and among core subjects as
well as 21st century interdisciplinary themes
• Emphasize deep understanding rather than shallow
knowledge
• Engage students with the real world data, tools and
experts they will encounter in college, on the job, and in
life; students learn best when actively engaged in solving
meaningful problems
• Allow for multiple measures of mastery
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b) Assessment of 21st Century Skills
• Supports a balance of assessments, including high-quality standardized
testing along with effective formative and summative classroom
assessments
• Emphasizes useful feedback on student performance that is embedded
into everyday learning
• Requires a balance of technology-enhanced, formative and summative
assessments that measure student mastery of 21st century skills
• Enables development of portfolios of student work that demonstrate
mastery of 21st century skills to educators and prospective employers
• Enables a balanced portfolio of measures to assess the educational
system’s effectiveness in reaching high levels of student competency in
21st century skills
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c) 21st Century Curriculum and Instruction
• Teaches 21st century skills discretely in the context of
core subjects and 21st century interdisciplinary themes
• Focuses on providing opportunities for applying 21st
century skills across content areas and for a competencybased approach to learning
• Enables innovative learning methods that integrate the
use of supportive technologies, inquiry- and problembased approaches and higher order thinking skills
• Encourages the integration of community resources
beyond school walls
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d) 21st Century Professional Development
• Highlights ways teachers can seize opportunities for integrating 21st
century skills, tools and teaching strategies into their classroom
practice — and help them identify what activities they can
replace/de-emphasize
• Balances direct instruction with project-oriented teaching methods
• Illustrates how a deeper understanding of subject matter can
actually enhance problem-solving, critical thinking, and other 21st
century skills
• Enables 21st century professional learning communities for
teachers that model the kinds of classroom learning that best
promotes 21st century skills for students
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d) 21st Century Professional Development
• Cultivates teachers’ ability to identify students’ particular learning styles,
intelligences, strengths and weaknesses
• Helps teachers develop their abilities to use various strategies (such as formative
assessments) to reach diverse students and create environments that support
differentiated teaching and learning
• Supports the continuous evaluation of students’ 21st century skills development
• Encourages knowledge sharing among communities of practitioners, using faceto-face, virtual and blended communications
• Uses a scalable and sustainable model of professional development
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e) 21st Century Learning Environments
• Create learning practices, human support and
physical environments that will support the
teaching and learning of 21st century skill
outcomes
• Support professional learning communities that
enable educators to collaborate, share best
practices and integrate 21st century skills into
classroom practice
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e) 21st Century Learning Environments
• Enable students to learn in relevant, real world
21st century contexts (e.g., through project-based
or other applied work)
• Allow equitable access to quality learning tools,
technologies and resources
• Provide 21st century architectural and interior
designs for group, team and individual learning
• Support expanded community and international
involvement in learning, both face-to-face and
online
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BAHAGIAN 3
Malaysian response to 21st Century
skill challenge
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EDUCATION TRANSFORMATION (2013 – 2025)
1.
Provide equal access to quality education of
international standard
2. Ensure every child is proficient in Malay and English
language
3. Develop values-driven Malaysians
4. Transform teaching into the profession of choice
5. Ensure high performing school leaders in every school
6. Empower JPN, PPD & schools to customize solutions
based on needs
7. Leverage ICT to scale up quality learning across Malaysia
8. Transform Ministry delivery, capabilities and capacity
9. Partner with parents, community and private sector at
scale
10. Maximize student outcome for every Ringgit
11. Increase transparency for public accountability.
BAHAGIAN 4
SUPERVISORS, SISC+ & SIPARTNER+
mission
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EDUCATION TRANSFORMATION (2013 – 2025)
1.
2.
3.
4.
5.
Provide equal access to quality education of international
standard
Ensure every child is proficient in Malay and English language
Develop values-driven Malaysians
Transform teaching into the profession of choice
Ensure high performing school leaders in every school
6. Empower JPN, PPD & schools to
customize solutions based on needs
7.
8.
9.
Leverage ICT to scale up quality learning across Malaysia
Transform Ministry delivery, capabilities and capacity
Partner with parents, community and private sector at
scale
10. Maximize student outcome for every Ringgit
11. Increase transparency for public accountability.
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62
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KBAT
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BAHAGIAN 5
Supervisors, SISC+ & SIPARTNER+
generic and specific competency,
and training needs to wards
developing and empowering a
reflective practitioners among
teachers
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A) Generic Competencies
a) Knowledge
b) Interpersonal skill
c) Technical skill
Glickman et al (2010)
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a) Knowledge
SISC+ & SIPARTNER+ need to have knowledge in
• Education ethics, School culture and work
environment
• Effective school theory
• Teachers background (major, experience)
• Teaching effectiveness
• Teaching improvement
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b) Interpersonal Skill
SISC+ & SIPARTNER+ need to have skills in
• Personnel and body language
• Effective communication
• Networking
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c) Technical Skill
SISC+ & SIPARTNER+ need to have technical skill in
• Planning, implementing and monitoring
• Development of instrument for supervision
• Data collection, analysis and interpretation
• Research
• Instructional improvement.
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B) Specific Competency
Those who provide school-based teacher development are often
called mentors, coachers, instructional coordinators, and lead
teachers.
To help, lead, facilitate and empower teachers in understanding and
improving their teaching towards providing effective teaching and
towards becoming reflective teachers and members of learning
communities, SISC+ & SIPARTNER+ needs to skillful in
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B) Specific Competency
Those who provide school-based teacher development are often
called mentors, coachers, instructional coordinators, and lead
teachers.
To help, lead, facilitate and empower teachers in understanding and
improving their teaching towards providing effective teaching and
towards becoming reflective teachers and members of learning
communities, SISC+ & SIPARTNER+ needs to skillful in
i. Supervising and coaching teacher clinically
ii. Making teachers collaborates through:
• peer supervision,
• self directed supervision, and
• mentoring
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B) Specific Competency
To help, lead, facilitate and empower teachers in providing effective
teaching and towards becoming reflective teachers, SISC+ &
SIPARTNER+ needs to skillful in
i. Leading teachers through:
• Lesson study
• Looking at students work
• Self directed supervision
• Inquiry based supervision
• Action Research
• Instructional leadership, and
• Teacher leadership
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a) CLINICAL SUPERVISION
• CS Goal: “the professional development of teachers, with
an emphasis on improving teachers’ classroom
performance”
• CS is design to engage supervisors & teachers in
supportive and interactive process:
1. provide objective feedback on instruction
2. diagnose and solve problems
3. assist teachers in developing strategies
4. professional development for teachers.
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Basic Steps of clinical supervision approach
1.
PLANNING CONFERENCE: meeting between the supervisor and supervisee,
agree on the focus of classroom visit and a method for collecting data for
later analysis.
2.
CLASSROOM OBSERVATION: supervisor observes a lesson systematically
and nonjudgmentally, collecting data related to the objectives agreed upon
during the planning conference.
3.
FEEDBACK CONFERENCE: supervisor meets with the teacher to analyze the
data collected. The supervisor and supervisee interpret the data from the
teacher's perspective with an eye towards diagnosing and solving
instructional problems.
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b) Peer Supervision
• A approach as a moderately formalized process by
which two or more teachers agree to work together
for their own professional growth, usually by
observing each other’s classroom, giving each
other feed back about the observation, and
discussing shared professional concern.
b) Peer Supervision
• ‘When two teachers observe each other, the
one teaching is the “coach” and the one
observing is the “coached”. ’
~Showers & B. Joyce, 1996~
Five different forms of Peer Supervision
1. Professional dialogue – guided discussion
and focus on teaching as a process of
thinking, to enhance reflective practice.
2. Curriculum development – teachers
working together on how to operationalize
the existing curriculum, adapt the
curriculum to the wide variety of students
and situation faced in the classroom, and
enriching the existing curriculum by
inventing and developing new curriculum
units and materials.
3. Peer supervision – observation of each others
teaching follow by analysis and discussion.
4. Peer Coaching – collaborative development
and practice of new teaching methods and
skills in both “workshop” settings and under
actual teaching conditions.
5. Action Research – the study of problem being
faced and the development of feasible solution
that result in changes in one’s teaching pratice.
c) Self Directed Supervision
• A process of supervision or evaluation where teachers
develops and carries out an individualized plan to
improve their own performance or for professional
growth.
• Based on teacher’s self-reflection on instructional
effectiveness and leadership regularly.
• Self-reflection involves two basic components, which
are self-observation and self-assessment.
c) Self Directed Supervision
•
Being aware of personal needs, having an accurate selfperception in terms of strengths and weakness and able to
find solutions.
• Supervisor plays a supportive role and does not take an
active or controlling part.
• Collaboration support from colleagues is essential for
teacher’s professional growth plan.
Steps in
Self-Directed Supervision In School
Step 1
Step 2
Step3
• Goal setting and planning
• Feedback
• Evaluation
d) MENTORING
 Purpose of mentoring is to help a novice :
o become independent.
o successfully learn their role.
o establish their self-images as teachers.
o figure out the school and its culture.
o understand how teaching unfolds in real classrooms.
o improve their effectiveness in demonstrating the schools'
standards for teaching.
MENTORING SKILLS
 needs analysis
 negotiation and conflict solving
 giving and receiving positive and negative feedback
 observation and assessment
 report writing and target setting
 confidence in communication skills
(Shaw 1992)
SUCCESSFUL MENTORING
When :
 mentoring relationship evolve quickly from one of tutelage to
one of mutuality
 novices ask less and mentors tell less and when both settle
down to solving problems together.
 mentoring relationship becomes reciprocal.
MENTOR
(EXPERIENCED TEACHER)
 Teacher entrusted with tutoring, educating, and guiding another
person ( mentee) who is typically new to teaching or new to a given
school.
 Presumed to know more not only about matters of teaching but also
about the school's culture so that the novice can navigate through this
culture successfully
 The general role of a mentor involves providing resources and
opportunities for development, helping learners to set high but
achievable goals, making realistic plans, monitoring progress,
providing feedback, passing on skills, assisting the learner in solving
problems and providing personel support and motivation
MENTOR
(LEADING ROLES)
In the context of training a new teacher, the following are mentor
leading roles:
1. Training new teacher to teach their particular subjects.
2. Developing their understanding of how pupils learn.
3. Training them to manage classes and assess pupils.
4. Supervising them in relation to school-based elements of the course.
5. Assessing their competence in subject application and classroom
skills.
(Kirkham, 1993; Wilkin, 1992)
e) Lesson Study
• Lesson Study is an effort to improve the process and
outcome of collaborative learning is implemented and
sustained by a group of teachers.
• Lesson Study is a systematic and collaborative research on
teaching and learning to enhance the learning experience
and improving teaching.
• Usually Lesson Study involves a group of teachers who
plan collaboratively by title study, the teaching of the
classroom, data collection observation, analysis and
discuss data.
What is lesson
e) Lesson Study
study?
1.
2.
3.
4.
Lesson plan engage students.
Collaborative planning.
Consistent with the aims of the school
Reviewing the recording; video, audio, and
records relating to with the learning and training
5. Discussion among teachers, invite observers and
consultant.
-PROF JIM Stigler
continue
e) Lesson Study
• Lesson Study is actually not just review the study
of instructional material (IM) and build a
worthwhile lesson. LS also exploring the idea
of ​improving thoughts and undergo the process of
thinking; thus helping them find description of the
problem, understand the topic, broaden
understanding of the skills and capabilities.
f) Looking At Student Work
• Process used to analyze what a student is able to do
independently in order to identify strengths and
struggles.
• Aides teachers in providing learning opportunities that
match the needs of the child.
Why look at student work?
• Gaining a more comprehensive understanding of what
students know and are able to do over time.
• Embedding professional development in teachers’ daily
practices to improve student achievement.
• Building a sense of community
• Fostering a culture that collaboratively assesses the quality
and rigor of teacher work
• Developing shared, public criteria to assess student work.
Steps In Looking At Student
Work
 Organize a group of people (teachers, assistants,
support providers, administrators, etc..)
 The group decides which academic area they will
focus on; reading, writing, math, etc.
 Each member of the group brings three samples
each of student work
Steps In Looking At Student
Work
 A member of the group is chosen to record findings
on a chart.
 The chart is divided into three sections:
a) What they see (evidence in student work)
b) They make interpretations about the work of the
student-the group makes inferences on what
the student did and what the teacher may have
taught.
Steps In Looking At Student
Work
c) They make implications for future teaching: minilessons
 After making implications, group members
collaboratively create mini-lessons to support the
students learning.
G) Inquiry Based Supervision/
Action Research
• IBS is a research
• It represent an individual initiative or collaborative efforts as
pairs or team of teachers work together to solve problems
• IBS emphasis is on the problem solving nature of the supervisory
experience.
• In this Model, teachers be engaged in problems,
generate new ideas, discover new insights and
practices and develop conceptual knowledge.
G) Inquiry Based Supervision/
Action Research
• In IBS, teachers act as teacher-researcher
• A teacher-researcher is an observer, a questioner,
a learner, and as result a more complete teacher
(Glenda L. Bissex, 1986)
G) Inquiry Based Supervision/
Action Research
Two approach of IBS :1. Individual initiative
• A teacher work closely with supervisor in sorting out
problems and developing strategies for its resolution and in
sharing findings and conclusions.
2. Pair or team of teachers
• It involves collaboration with other teachers, problems are
co-researched, findings are shared and together find out
implications for changes in their teaching practices.
G) Inquiry Based Supervision/
Action Research
• The prime purpose of IBS is to alter the teaching
practices of the teachers themselves.
• A process aimed at discovering new ideas and
practices as well as testing old ones, exploring and
establishing relationship between causes and
effects, or of systematically gaining evidence
about the nature of a particular problem (Florence
Stratemeyer et.al)
Steps involved in IBS
the following are basic steps in IBS/AR :
Step 1 : Identify the problem
Step 2 : Formulate hypothesis
Step 3 : Test the formulated hypothesis
Step 4 : Collect evidence based on hypothesis
Step 5 : Organize, Analyze and draw generalization
from the collected data
Step 6 : Draw conclusion
Steps involved in IBS/AR
H) Instructional Leadership
1) Direct
•
Staff Development
•
Teacher Evaluation and Supervision
2) Indirect
•
Resource Acquisition and Building
Maintenance
•
Instructional Facilitation
•
Student Problem Resolution
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BECOMING A
TEACHER
LEADER
HOW DO TEACHER BECOME LEADER or
CHARACTERISTIC OF TEACHER LEADER
• Collaborate With Peers: Facilitate Team Meetings
• Participate in School Decisions: Contribute
Agenda Items
• Demonstrate Expertise and Share Knowledge:
Invite Colleagues and Community Into the
Classroom
• Frequently Reflect on Work: Establish Study
Groups or Professional Learning Communities
WHAT ARE THE ROLE OF TEACHER LEADER
Resource Provider
ROLE
Instructional Specialists
Curriculum Specialist
Classroom Supporter
Learner
WHAT ARE THE ROLE OF TEACHER LEADER
Mentor
ROLE
School Leader
Data Coach
Catalyst for Change
Learning facilitator
C) Training Needs for SISC+
1. Training for Content
• What are SISC+ purpose or job functions?
• What do SISC+ need to accomplish?
• How will teachers do in classroom change?
• What effect do we want on students
achievement?
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C) Training Needs for SISC+
2. Training in process
• How will SISC+ accomplish their goal?
• How do we win commitment for change from
teachers?
• How must we work together as colleagues or as
members of communities of practice?
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C) Training Needs for SISC+
3. Training in culture
• What changes will be needed in the norms
system?
• How will expectation change?
• What will be accepted ways of doing things?
• How will we work together?
• How will our purposes, values, and commitments
be used to point the way and to evaluate our
work?
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BAHAGIAN 6
Teaching styles, Teaching principles
& Authentic pedagogy
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A) Teaching styles
• Authoritarian or direct teacher: directs all
activities in class
• Democratic or indirect teacher: encourages group
participation and is willing to let students share in
decision making process
• Laissez-faire teacher: provides no goal and
direction for group and individual behavior in class
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A) Teaching styles
Flander (1954 & 1970) found:
• Students in indirect classrooms learned more and
exhibited more constructive and independent
attitudes than students in direct classrooms
• All types of students in all types of subjects
learned more with indirect or flexible teachers.
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B) Teaching principles
Evertson-Emmer Model: for effective teaching and
students learning, the basic principles of teaching
are:
1. Rules and procedures are established and enforced
2. Similar expectations are consistently maintained for activities and
behavior at all times for all students
3. Prompt management of Inappropriate behavior
4. All students works (classwork, homework, and papers) is
corrected, errors discussed, and feedback provided promptly
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B) Teaching principles
5. Interactive teaching: ..includes presenting and
explaining new material, questioning sessions,
discussions, checking for students understanding,
actively moving among students to correct work,
providing feedback and reteaching.
6. Academic engaged time to manage students work
7. Pacing, information is presented at a rate appropriate to
students ability to comprehend
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B) Teaching principles
8. Smooth transitions from one activity to another to
eliminate confusion
9. Lesson Clarity, lesson are presented logically and
sequentially. Clarity is enhanced by the use of
instructional objectives and adequate illustration and by
keeping in touch with students
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C) Authentic Pedagogy
Newman & Wehlage : Standard For Authentic Pedagogy:
Construction of knowledge, Discipline inquiry and Value
beyond schools
a) Construction of Knowledge
Standard 1: High Order Thinking:
Instruction involves students in manipulating information
and ideas by synthesizing , generalizing, explaining,
hypothesizing, or arriving at conclusions that produce new
meaning and understanding for them
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C) Authentic Pedagogy
Newman & Wehlage : Standard For Authentic Pedagogy:
b) Disciplined Inquiry
Standard 2: Deep knowledge:
Instruction addresses central ideas or topic or discipline with enough
thoroughness to explore connections and relationships and to produce
a relatively complex understanding
Standard 3: Substantive conversation:
Student engage in extended conversational exchanges with teachers
and their peers about subject matter in ways that builds an improved
and shared understanding of ideas or topics.
116
C) Authentic Pedagogy
Newman & Wehlage : Standard For Authentic Pedagogy:
Instruction
c) Value beyond school
Standard 4: Connection to the world beyond classroom:
Students make connections between substantive knowledge
and either public problem or personal experience
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BAHAGIAN 7
School climate, Culture and Change
118
a) School Climate
Improving schools at :
i) Structural level-altering arrangements, do things
differently
ii) Normative level-altered belief involving teachers
view, belief, what they want, what they know,
and how they do things that can change
outcome.
119
a) School Climate
School climate as enduring characteristics of a
school ...factors on attitudes, beliefs, values, and
motivation of staff & students
• is the climate promotes or hinder learning; and
• School climate is a basis for predicting school
outcome-new direction for school.
120
a) Dimensions of School Climate
1. Conformity to externally 5. School has a well
imposed rules,
defined goal
procedures, policies and 6. Warmth & supportive
practice* (autonomy)
7. Members accept and
2. Personal responsibility
reward leadership
3. Challenging standards
based on expertise
4. Members are
recognized & rewarded
121
b) Dimensions of School Health
1. Goal focus
2. Communication
adequacy
3. Optimal power
equalization
(collaboration)
4. Resource utilization
5. Cohesiveness
6. Morale
7. Innovativeness
8. Autonomy
9. Adaptation, innovation
10.Problem solving
adequacy
122
b) School Culture
Levels of school culture:
1. Artifacts (what can bee seen in behavior and
looks of pupils, teachers, classrooms…)
2. Perspective of members of school hold (shared
rules and norms..)
3. Values (management, philosophy, vision,
mission…)
4. Assumptions (the tacit beliefs that school hold)
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c) Planning for Change Teacher by
Teacher
Teachers resist change when their basic needs are threaten,
handle teachers resistance by:
1. Providing clear information about their functions, what
is expected of them & how they are going to be
evaluated: Developing teachers into reflective
practitioners
2. Assuring of future certainty
3. Providing collaboration
4. Change at their own pace and control.
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Summary
To help, lead, facilitate and empower teachers in
understanding and improving their teaching towards
providing effective teaching and towards becoming
reflective teachers and members of learning
communities, SISC+ & SIPARTNER+ needs to have
• Generic competency: knowledge, interpersonal
and technical skills
• Specific competency: are the nine skills proposed
relevant?
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ASSIGMENT 2 (22/11/14)
• Choose one supervisory option for teachers and prepare an essay
explaining this options (imagine you are presenting and trying to
convince your fellow teachers in your school)
• Format of essay:
a) Topic of supervisory option.
b) Summary of the supervisory option (5 marks).
c) Describe how this option is implemented OR how this option
can be implemented at your institution (10 marks).
d) Present your reflection on this option (5 marks).
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Terima
Kasih
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Thank You…
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