Presentation on theme: "1 Leading and Managing Teacher Development through In-house Training Melanie Cooke and Henry J Peterson Department of Education."— Presentation transcript:
1 Leading and Managing Teacher Development through In-house Training Melanie Cooke and Henry J Peterson Department of Education
Mentor and Coach Henry Petersen Advisor, Counsellor, Guide, Guru. Teacher, Trainer, Instructor, Tutor, (Trains,& Instructs) Change, Growth, becoming successful Training where a skill is acquired
3 Teacher Training vs. Teacher Development
1: Objectives 4
2. Objectives 5
3. Objectives 6
4. Objectives 7
5. Objectives 8
9 In Service Training Trained over of period of 2 years 29 principles for 32 days. Training day = 6 hours
10 In Service Teacher Training
11 In Service Teacher Training Lack of participation and activity. Attendees loose attention
12 Formal Discussions
R Reddy Springs Secondary
14 In Service Training Future Collaboration Sessions (Teamwork)
15 In Service Teacher Training Networked learning
16 In Service Teacher Training
17 Office of the Education Council in Thailand
18 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 teachers.
19 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.
20 Factors for Successful School Based Training Trust in collective credibility
21 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.
22 Key factors for Successful School Based Training (SBT) Puntumasen (2004) 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.
23 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.
24 The role of the School Management Team in School Based, (In-House Training). The role of the School Management Team in School Based, (In-House Training). Sauer and Holland (1981) Data collector an analyst. Designer and Resource Planner. Scheduler and supervisor. Proposal writer and host. Evaluator. R Reddy Springs Secondary
Processes: School Based, In-house Training Programmes 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
26 Understanding the Context of the School 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
27 1: Understanding the Context of the School 1: Understanding the Context of the School Management Principal and School Governing Body, Management Principal and School Governing Body, Resources, Budget, People, Associates, Other Schools Training Policy, Copying, printing, Meeting Space, borrowed staff School Development Plan School Improvement Plan In-House Training Plan and Budget Memos Correspondence School Development Plan School Improvement Plan In-House Training Plan and Budget Memos Correspondence Evaluation reports School Management Team and School Development Team In-House Training School Management Team and School Development Team In-House Training Formal Needs GDE Informal Information Formal Needs GDE Informal Information Needs and Wants of Teachers Invitation to in-house – training Feedback Master Teachers and Teachers Improved Performance in delivering of Teaching Output: Learning Results of Learners Output: Learning Results of Learners
28 2: Collecting and Analysing Data 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.
29 3. Categories of Objectives for Training. 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
IQMS 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.
31 4. Principles in Training Design Principles in training design : Sauer and Hollard, 1981:80 Harmony: By agreement Contrast : Comparisons What? How? Balance: Activities loosely planned. E.g. Workshops on Stress Order: Training before Data Analysis Unity: Disjunction between Vision/ Mission/ Objectives and Training Activities
32 4: Resources, 5: Training Schedules 6: Invitations
7: Evaluation of the Impact of Training on Teaching and Learning ?
34 Values: Puntumasen (2004) Kalyanamitta Model Appreciation and the need for teacher training. Collaboration between trainer and trainees Commitment Open-mindedness resulting on self -improvement