Profession Growth & Professional Development

8/10/2019 Profession Growth & Professional Development

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1. Gain understanding on the importance of

building links with colleagues in improving

teaching practices

2. Use strategies on how to team-up withcolleagues to improve teaching instruction

through a role play

3. Manifest openness in updating oneself torecent developments in education


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Reflect on a particular teacher whohad extended assistance during your

first year of teaching.


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If that person were here in this hall,

what would you say to him/her?


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What did you feel while listening to

the song and recalling someone who

had played a part in your

development as a teacher?


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Group I

An older teacher is helping a new

teacher on how to use ComputerAided Instruction (CAI) in her

remedial class.


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Group II

A group of Grade I teachers gather

together to discuss a strategy on how

to teach Mathematics using Mother

Tongue.


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Group III

A Teacher shares her professional

readings on Current Trends in makingan Investigatory Project during a

Professional Meeting.


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Group IV

A group of Master Teachers gather

together to address issues and concernsand form an Action Research Team.


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Group V

A post observation conference where the

principal calls the attention of the teacher

for a very poor teaching performance.


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What were the different activities that

encourage teachers to work together

with colleagues for improved teachingpractices?

Which of the characters in the roleplay can you relate with?


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What are the positive traits that a

teacher should possess in order to

improve his/her teaching practices asreflected in the role play?

What other activities would yousuggest that would encourage

participants to collaborate with

colleagues?


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The group activities could range from

a guided review and discussion of the

material, to engaging the group to

observe models or best practices, and

then come together again to discuss

what they can possibly adopt or apply

to their own work setting.


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Another could be a study group of

cluster school heads sharing practice ofadjusting their School Improvement

Plans (SIPs), refining them based on

best practice shared, and thenimplement refinements in their

respective school settings.


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Learning circles of teachers, for instance

may include activities such as examining

test results and thinking together how

learning difficulties can be addressed for

their own learners.


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2. Working Groups, Task Groups or

Planning Teams.


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Teachers, may form working groups to learn

new content, develop new skills, and clarify

their professional beliefs and values.

A working group of district supervisors could

learn a new system of monitoring andevaluating school programs or activities by

following systematic steps and processes

outlined in an operations manual discussed

earlier with them in a formal face-to-face

training.


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3. Coaching

This is a strategy of helping individuals or teams tofulfill their potentials to excel in their work

performance. The essence of coaching is the

development of appropriate KSAs through one-to-

one focus on the person or the team being coached.


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Coupled with this is the coachs role in

monitoring everyday performance of his/her

team members and in identifyingopportunities for their development.


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Resource Provider Data Coach Curriculum Specialist Instructional

Specialist Mentor

Classroom Supporter Learning Facilitator School Leader Catalyst for Change Learner


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4. TeachingSquare

consists of three or four facultymembers from different disciplines

who

engage in reciprocal classroom visitsshare teaching materials

reflect on classroom observations

share reflections with colleagues at

an agreed time and place.


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A Teaching Square offers teachers the

opportunity to enhance their own

teaching by observing colleagues inactual classroom situations.


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Everyone enters the classroom with an

attitude of respectfor both the teacher

and the students, recognizing that different

methods are required in different contexts.


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5. Mentoring

a process where experienced teachers help

guide or counsel young or new teachers throughdifferent stages of their career.

a process that supportsand encourages learning to

happen. Mentoring is

viewed in terms of roles,

styles, techniques and

skills


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A process which supports learning

development, thus improves

performance by an individual or them

A special kind of relationship whereobjectivity, credibility, honesty,

trustworthiness and confidentiality are

critical


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Mentoring is helping and supporting

teachers to manage their own learning

so that they can maximize their ownpotential, develop their own skills,

improve their performance and enable

them to become the persons they wantto be.

Mentoring is a Process

A Partnership


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Mentoring is used to meet the challenge of

ever-increasing need to learn new things in

new ways. This is to emphasize the fact that

learning is a continuous and life-long process.

In the mentoring process, the mentor and thementee/teacher enter into a partnership, plan

for success.


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The mentor supports and encourages

learning and development to happen to the

mentee who in turn will make it happen totheir students. Mentoring is an on-going

opportunity to reinforce and applying learning.

There is a special kind of relationshipbetween the mentor and the mentee where

objectivity, credibility, honesty, trustworthiness

and confidentiality are crucial.

6 A ti R h T


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6. Action Research Team.

An Action research team could be a form of

a study group that employs the basic steps

of formal research.


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The action research is usually done in pairs

or teams and may have certain parts

assigned to individual members dependingon their research skills.


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What is most beneficial here is that the

group engages in interactive analysis and

discussion of the findings where they are

allowed to reflect on what changes need

to be made for instance, in their teaching-learning strategies and processes.


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7. Sharing Reflective Logs or

Journals.

Reflective logs or journals are means of

recording significant learning gained and

difficulties or problems encountered dailyin the workplace.


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They may do this in writing or through

voice recording. The essential parts of a

journal or log include the brief description

of the critical incident, new learning or

insights gained, difficulties or problems

encountered and how these were

resolved.


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8 S h l Pl P f i l


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8. School PlenaryProfessional

Meetings

Faculty, department, and grade level meetings

are very common. However, the typical types

of administrative meetings do not maximize

improvements in the workplace.


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Although they provideopportunities for promoting

professional learning, meetings

should be planned and infused

with learning experiences brought

to the conscious level.

9 Bl d d L i


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9. Blended Learning

This is e-learning combined with traditionalforms of training supported and enhanced by

one-on-one coaching.


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Learning could be done through a mix of

multi-media technology, CDs, virtual

classrooms, voice mail, email, conferencecalls, on-line text animation, and/or video

streaming.


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Reflect on the learning gained in thissession and be able to accomplish the

following tasks by writing:


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Qualities/ Attitudes

I possess as

a Mentor

Knowledge and

Skills I Want to

Share with MyColleagues KSAs I Need to

Improve with

the Help of My

Colleagues


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Profession Growth & Professional Development