PROFESSIONAL DEVELOPMENT FOR THE TEACHERS

Report
PROFESSIONAL DEVELOPMENT FOR THE TEACHERS:
IMPLICATIONS TO QUALITY EDUCATION
LYDIA KGOMOTSO MPHAHLELE
[email protected]
TEACHER DEVELOPMENT
•Professional Growth: Increased Experience
•Formal Experiences
•Involvement of Teachers : Reflections
However:
The use NPFTED attempted, but not yielded
intended results.
Quality : Definition
•Meeting the expectations of the client:
Customer Supply Relationships
•Not about Test Scores
Quality Education: Engendering the quality
of thinking, feeling and acting individuals
who are committed to development of self,
home, family, community and wider society.
Literature review
•Programmes are unsatisfactory
•Because they lack of collective analysis
•Absence of the role of HETs
•Limited access and involvement to PD
•Budget constraints
•Results: Have not met intended goals
Arguments for PD:
•Analysis of the continuing PD
•Improving teachers conceptual
knowledge
•Re-skilling and up-skilling of
teachers
PD:PD
FRAMEWORK
Process
PD Design Framework
Commit to a vision for the learning process
Analyze data
Set goals to establish benchmarks or milestones to assess
progress toward the vision
Plan the professional learning process
Do implement your PD plan
Evaluate to determine whether and in what ways the
learning process is successful (or not)
Use information from evaluation to inform future learning
processes
Act: Implementation
Literature
Professional education and development
of teachers work best when teachers
themselves are integrally involved in it,
reflecting on their own practice.
 When there is a strong school –based
component.
And when activities are well co-ordinated
Teacher development include
• Formal experiences such as attending workshops
and professional meetings like cluster systems
and mentoring.
• Teacher development must have as its core
process a “ community of learners” whose
members accept joint responsibility for the high
levels of learning of all students.
• The teachers in this community of learners must
meet regularly to learn, plan, and support one
another in the continuous improvement.
PD – Cont.
• PD: Itself is goal oriented
: Needs to be continuous, supported and promoted
Techniques to be contextualised according to specific needs
• Personal plans to represent learning goals
[SMART – GOALS]
• The focus: Improving learning and teaching
• Essence: Structure for professional growth
Planned Improvement: PD
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EPDSA Cycle
Evaluate: What is existing
Plan: Identify the needs - analysis
Do: Develop a plan
Act: Implement training – check the impact
Study: Evaluate the training
Effective PDs
•Engages teachers in on-going, extended
learning (contact hours plus follow-up)
•Provides access to new technologies for
teaching and learning
•Actively engages teachers in meaningful and
relevant activities for their individual contexts
•Promotes peer collaboration and community
building
Effective PDs
•Has a clearly articulated and a common vision for student
achievement
•Improve teachers’ knowledge of the academic subjects
that they teach
•Advance teacher understanding of effective instructional
and classroom management strategies

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