UNIVERSITI TERBUKA MALAYSIASEMESTER MAY 2014

WORKPLACE COMMUNICATIONOUMH 2203

NAME Durrah

MATRIC NO.

I/C NO.

PHONE NO.

E-MAIL

LEARNING CENTER

PREPARED BY:

NAME Durrah

MATRIC NO.

I/C NO.

PHONE NO.

E-MAIL

LEARNING CENTER

CONTENT

ITEMS PAGE

Part I: Introduction

1.1. What Is CPD? 3

1.2. Problem Statement 4

1.3. Rational 6

1.4. Objectives of CPD 7

Part II: Continuing Professional Development for Teacher

1.

2.

2.1. Present Situation 9

2.2. Benefits of CPD 10

2.3. Financial Consideration in CPD 12

Part III: End Matter

1.

2.

3.

3.1. Conclusion 14

References 15

Appendices 17

2

PART I: INTRODUCTION

1.1. WHAT IS CPD?

To help young people learn the more complex and analytical skills they need for the

21st century, teachers must learn in ways that develop higher-order thinking and

performance. However, effective structures to support and encourage the

professional development of teachers are required if this aim is to be realised. Thus,

Continuing Professional Development (CPD) is implemented to make schools and

teachers more effective and efficient in order to raise standards of attainment by

pupils.

CPD is a mandatory programmes conducted and aimed at maintaining and

improving the teaching knowledge and skill sets possessed by all lesson instructor

especially for teachers in all learning center. It is the ongoing process of knowledge

and skills transfer that must be planned, designed and implemented to add value. It

envisages a vast number of transfer options: attendance of an activity is only one.

Other activities may include teaching and mentoring; research, publications, etc.

CPD can take place in different formats: attendance, electronic learning, and

distance programmes.

Initial teacher education can do no more than lay the foundations of

teachers’ professional competence. Further development and training in the

probationary period and thereafter must build on these foundations. Thus CPD must

3

be construed as a continuum, offering opportunities for development at every stage

of teachers’ careers.

Basically, the dimensions and expectations of continuing professional

development can now be summarized as the following:

i) A systematic process

ii) Lifelong, ongoing throughout professional life

iii) Embracing formal education and informal learning, including on-the-

job learning

iv) Building on what is known, in order to

a. Assure competence

b. Develop personal qualities

c. Enhance professional and technical skills

d. Maintain, enhance and broaden professional knowledge

e. Expand and help fulfil potential

f. Have a positive impact on health outcomes

g. Maintain quality and relevance of professional services

h. Develop and enhance practice

i. Prepare for changing roles in service delivery (Alsop, 2000)

This paper sets out a number of ways in which continuing professional

development might be encouraged and developed. In particular, it is proposed that

the development of statements of the competences and the standards of performance

required for various aspects of teachers’ jobs and at different stages in their careers,

will enable teachers to target their development and prepare for new or expanded

roles.

1.2. PROBLEM STATEMENT

4

Teacher is the backbone for students to excel further towards the formation of

excellent and successful generation. In other words, the quality of education depends

on the quality of the teacher at school. An excellent teacher should continue lifelong

education, because self-education always undergo changes from time to time.

Various terms are also emerging in the world of education, innovation in advanced

teaching and learning techniques and numerous other challenges that had to be

overcome by teacher during their service period.

Teacher also act as the catalyst for students in developing analytical, critical

and creative thinking skills to develop individual who can adapt to the changes of

their surroundings. Thus, teacher themselves need to master the current skills and

knowledge. Teacher also should improve their own personal professionalism.

Professionalism is the result of a professional thinking process and action in lifelong

learning. The professionalism is an issue that is often associated with teacher,

especially new teacher. These issues are seen as an obstacle in producing an

effective and qualified teacher that ultimately can form an excellent student.

Lewin and Stuart, (2003) point out that many teachers do not have the

necessary language fluency and capability to teach well and are o

ten unable to engage adequately with in-service training materials. It is also clear

that many teachers in developing countries have an impoverished understanding of

learners and how they learn and a weak repertoire of strategies for dealing with a

wide variety learning situations. Little wonder then that many newly qualified

teachers require a great deal of support from more experienced colleagues during

their first year of practice (Lewin & Stuart, 2003).

Besides, nowadays, there also too many people fail to understand that the

major barrier to achieving what they really want lie in their own mind. Lack of self-

confidence or lack of determination are much more usually the reasons for under

achieving than any failure on the part of managers, employers and so on. On the

other hand, as we will see in the next chapter, both managers and employers have a

key role to play in helping individuals to realise their ambitions, but the starting

point has to be in the minds and imaginations of each one of those individuals

(Lorriman, 1997).

5

Thus, to face today's modern technology, the development of knowledge

and skills in core subjects as well as innovation in pedagogy demand that teacher be

trained again while in service. This is to enhance and strengthen their

professionalism other than expanding individual potential to the desired level.

Besides, the primary challenge for the national education system is to produce

citizens who are resilient, dynamic, progressive, knowledgeable, creative,

innovative, and competitive on national and international levels (Kementerian

Pendidikan Malaysia, 2001).

1.3. RATIONAL

Skilled and practicing teachers has been eroded in recent years for a number of

reasons: more and more teachers enter the field with a master degree already in

hand; the "clock hours" provided by districts or ESD are cheaper and have more

readily accessible alternative for many teachers; more agencies and organizations

now provide in-service programs than was the case a few years ago.

This programme may significantly change what teachers need to know and

do; there is an increasing interest among faculty in other academic departments of

the UW to be involved with teachers' in-service development; and there are new

formats for instruction (distance learning, Internet-based courses) that would require

revision of our existing practices. This program of continuing education enabling

them to acquire knowledge and achieve professionalism through a series of training

activities and learning workshop environment.

The teacher’s role as an educator is not only through direct teaching, but

also for fostering the schooling experience for the students to obtain the maximum

possible developments and growth of their pupils (Rahimah, 1999). As an effort to

6

produce qualified teachers, teacher educational program has ensured that initial

teachers are given adequate theoretical and practical exposure and also to develop

superior teachers' personality. Important agenda that has been cultivated by the

Malaysian Ministry of Education to improve the quality of teacher education is to

develop professional for teachers. Apart from the serving teacher, the newly

appointed teachers or 'initial teachers' should always enhance their knowledge and

skills to improve their teacher professionalism.

One of the effective ways is to send the initial teacher or teacher in-service

to courses or workshops that appropriate with the current developments such as

Teacher Professional Development Course and ICT skills courses besides providing

courses related to teaching, learning as well as communication skills with others. An

in-depth studies should also be done so that the planned program can be

implemented effectively designed and provide a useful guide to the teachers

involved to carry out their duties. Therefore, as one who is responsible for the effort

to improve and enhance the qualities of teachers, I suggest to forward the ongoing

Professional Development Course for Teachers as well as be discussed again in

terms of time and content.

1.4. OBJECTIVES OF CPD

According to Abu Bakar Nordin, (1994), there are eight areas of weakness for initial

teacher which are less skilled at managing extra-curricular activities, less skilled to

carry out sports activities, do not understand the rules and discipline of the school,

less confident in controlling discipline of the classroom, lack of experience on the

issues that exist in schools, less theory and practice exercise, not enough skill to the

library and less skilled in socializing (Abu Bakar Nordin, 1994). If this scenario is

left protracted, it will certainly demonizing teacher’s professionalism.

The purpose of this report is to give an overview of information about how

useful the continuing professional development for teachers and explores how

professional development opportunities can be used by teachers to enhance and

develop their practice, demographic information about the state's teachers, summary

7

of current situation about CPD that have been done by learning center in the state,

descriptions of the CPD program model for the teacher including activities, benefit

and the cost involved. It would be a valuable aid to local authorities and schools in

taking decisions on the allocation of resources for development and training and it

would help provide more information on development activities and qualifications.

Thus, among the reasons why the course is necessary to be proceed is for: -

i. Adding the knowledge and experience of professional education

related to teaching for novice teachers.

ii. Spreading the information transformation of the national education

to novice teachers.

iii. Improving communication skills and mastery of information

technology (ICT).

iv. Implementing the building efforts development program for teachers

as facilitators and learning manager.

v. Developing and controlling teacher professional standards and

teacher development program standards.

vi. Undertaking the research and development to innovate teacher

professional development program.

vii. Planning, coordinating and managing recruitment of training pre-

service teacher candidates and in-service training participants that

meet the criteria.

8

PART II: CONTINUING PROFESSIONAL DEVELOPMENT FOR TEACHER

2.

2.1. PRESENT SITUATION

Over the last decade there has been increasing emphasis on the importance of CPD.

Responsibility for teachers’ CPD lies with teachers themselves and with schools and

local authorities as their employers. Teachers undertake a variety of in-service

training and development activities, within and outwith schools. Teachers also

undertake specialist award-bearing courses, e.g. in early education, special

educational needs, guidance, and in the use of new technology. At present, however,

most professional development and training falls out with the system of award-

bearing courses.

The Implementation of Malaysian Education Development Plan (PPPM)

2013-2025 is an educational transformation plan towards providing quality

education into the 21st century. In addition, era of globalization and changes in the

Malaysian Education policy that moving towards socio-economic development also

proves that teachers themselves need to enhance professionalism to keep pace with

changes and developments of current world information. Government

Transformation Programme also has proposed teacher’s new charter which covers

CPD.

9

In many professions the professional body or institution plays a significant

part in the initial education and CPD of its members. Teacher Education Division

(BPG) also has developed a training program to provide new and basic competencies

that should be mastered by teachers. The target group of teachers will be determined

in stages and is required to attend this course. It can be described as in PPPM. This

course should be attended once only in that grade and is conducted on full-time

within 30 hours.

In 2014, BPG has targeted the PPP DG41 and DG44. Each teacher in grade

DG41 appointed in 2009, 2010 and 2011 as well as teachers in grade DG44

appointed in 2011 and 2012 must attend full-time courses within 30 hours (by

package). This course is held only once in that grade.

For the record, the teachers who have attended CPD Courses / PPB in 2013

don’t need to apply this year. Online registration has been done by this division in

February 2014. But starting from March 2014, BPG has submitted the program to

the Malaysian Institute of Teacher Education (IPGM). IPGM has planned the

implementation of this program in collaboration with twenty-seven Malaysian

Institute of Teacher Education Campus (IPGK) based on participants who have

registered online1.

While we have established some courses for CPD which are well supported

by teachers, the arrangements for CPD are not generally systematic or well directed.

The Government believes this situation would be improved if development and

training were to be underpinned by a formal structure of competences and standards

which was clearly stated and made widely available. At present, there is no general

obligation on teachers to undertake professional development, or training leading to

further qualifications, either before or after taking on new assignments. Furthermore,

there is no financial recognition by employers, or formal recognition by Malaysian

Ministry of Education for those who achieve additional qualifications, nor is there

any change in job title or description to reflect the additional qualifications.

1 (Kursus Pembangunan Kompetensi Guru Mengikut Gred Pegawai Perkhidmatan Pendidikan (GURU), KPM, n.d.)

10

2.2. BENEFITS OF CPD

Regardless of any statutory requirements for professionals to take steps to remain

competent, every professional should see the personal benefits to be gained from

engaging in development activity. CPD will only be of real benefit if the learning

takes place as a voluntary activity, as part of a process of lifelong learning and as a

part of a personal commitment to self-development. No amount of legislation on

CPD will ever ensure that learning will support competent practice unless the

individual him or herself actually wishes to learn (Alsop, 2000).

Teaching is a profession that requires high degrees of skill in subject

knowledge, pedagogy, and methodology in managing relationships with a wide

range of people. Gaining qualified teacher status (QTS) is only the start of a

professional development journey that teachers take over the course of their working

lives.

Teachers and other education professionals ensure that they need to

maintain and refresh their repertoires of teaching and learning skills and knowledge

in a changing landscape. The notion of continuing professional development is

therefore an important one. Education professionals undertake a commitment to

manage their own development over the span of their careers.

There are undoubtedly costs attached not least in terms of time

commitment, so benefits must be identified in order to provide the motivation to

pursue relevant development activity. Continuing professional development can be

thought to have many benefits (Alsop, 2000). For example, it

i. Ensures your capabilities keep pace with the current standards of

others in the same field.

ii. Ensures that you maintain and enhance the knowledge and skills

you need to deliver a professional service to your customers, clients

and the community.

11

iii. Ensures that you and your knowledge stay relevant and up to date.

iv. Helps you continue to make a meaningful contribution to your team

and become more effective in the workplace. This will help you to

go forward in your career and move into new positions where you

can lead, manage, influence, coach and mentor others.2

v. Allows you to up-skill and engage in innovate solutions.

vi. Enables you to plan and achieve your career goals.

vii. Enables you to recognise your knowledge gaps and helps you to

address problems.3

2.3. FINANCIAL CONSIDERATIONS IN CPD

The forms of support to teachers' professional development can consist

in paid working time and substitutions (often discouraged for budget and

organizational could be better), funding of CPD costs sustained by teachers,

salary incentives, CPD as condition for salary progression and promotion,

national policies and campaigns.

The proposed framework will also generate a number of on-going costs.

Competences, standards and qualifications will have to be kept under review and

updated as necessary. The framework and the associated support arrangements will

involve administrative costs for schools, education authorities and District Education

Office (Pejabat Pendidikan Daerah - PPD). The largest cost, however, is likely to be

the cost of training and developing teachers to achieve the standards and

qualifications.

At this stage it is not possible to quantify these costs or to say what the

resource implications of these proposals might be. The government has already

allocated RM 54.6 billion in education sector for Budget 2014. It also goes to local

education authorities each year for activities related to staff development and

appraisal. In addition to a redirection of these monies there may be other sources of

funding which might be utilised. Both costs and funding issues will have to be

2 (Kloosterman, n.d.)3 (The benefits of Continuing Professional Development (CPD), n.d.)

12

considered further when we have a clearer idea of what proposals are thought to be

desirable and practical.

The costs of developing a framework for CPD would involve:

i. additional guidance for teachers and schools on how to plan and

monitor CPD, including the effective use of professional

development portfolios;

ii. development of statements of the standards for: very good

classroom teachers; teachers of guidance and Special Educational

Needs; and teachers who lead and manage a stage of the school or

an area of the curriculum;

iii. development of a statement of the standard for teachers with

responsibility for senior management; and

iv. where appropriate and practical, development of associated

qualifications.

13

PART III: END MATTER

3.1. CONCLUSION

National Key Result Areas (NKRA) stated that an increase in student achievement

and any significant increase in education is a measuring scale of education system in

our country. Therefore, education has been identified as one of the key to make

Malaysia an advanced country by 2020.

Lorriman, (1997) said that most of us are limited in our careers much more

by the barriers in our minds than by any external barriers (Lorriman, 1997). That is

why only mastery of 3M (reading, writing and arithmetic) is not enough for student

who will finish school. Instead, the main focus is to create a generation with higher

thinking skills and not just with knowledge alone. Apparently, positive correlation

between qualified teacher and student achievement, act as the most important factor

for school in improving their performance.

The teachers not only act as an educator by direct teaching but also helping

students in building their school experience so they can achieve the maximum

possible development and growth (Rahimah, 1999). Our next step is to ensure that

both the schools and teachers understand the true meanings of CPD, the importance

of engaging in quality-based activities, and have both school administrators and

teachers involved in formulating the teachers’ CPD plans as well as developing a

14

CPD recognition system. To make these mission possible, the contributions from the

government, the schools, and the teachers are indispensable, and it cannot be done if

any one of them is missing (Chi-kin Lee & Ling-po, 2008).

REFERENCES

Abu Bakar Nordin. (1994). Cabaran pendidikan Guru: Falsafah dan Strategi Dalam pembentukan Guru yang Unggul. In Rashidi Azizan, & Abdullah Mohd. Noor, Pendidikan Guru: Cabaran, Falsafah dan Strategi Dalam Pembentukan Guru yang Unggul. Malaysia: Masa Enterprise.

Alsop, A. (2000). Continuing Professional Development: A Guide for Therapists. USA: Blackwell Publishing Inc.

Chi-kin Lee, J., & L.-p. S. (2008). Developing Teachers and Developing Schools in Changing Contexts. Hong Kong: The Chinese University of Hong Kong.

Kementerian Pendidikan Malaysia. (2001). Pembangunan Pendidikan 2001-2010. Malaysia: Kementerian Pendidikan Malaysia.

Lewin, K., & Stuart, J. (2003). Researching Teacher Education: New Perspectives On Practice. Performance and Policy. London: Department for International Development (DFID Educational Paper 49a.).

Lorriman, J. (1997). Continuing Professional Development: A Practical Approach. United Kingdom: The Institution of Electrical Engineers.

R. A. (1999). Pendidikan Guru Untuk Sekolah Berkesan: Prosiding Seminar Jawatankuasa Penyelarasan Pendidikan Guru. Kuala Lumpur: Universiti Malaya.

15

INTERNET:

Kursus Pembangunan Kompetensi Guru Mengikut Gred Pegawai Perkhidmatan Pendidikan (GURU), KPM. (n.d.). Retrieved from IPG Kampus Temenggong Ibrahim: http://cpd.ipgkti.edu.my/index.php/program-cpd-2014

The benefits of Continuing Professional Development (CPD). (n.d.). Retrieved from The Chartered Institute for IT: http://www.bcs.org/category/17016

16

APPENDICES

Figure 1: Budget 2014

17

Figure 2: CPD activity examples

18