faculty of education d r. r amli b in b asri room g28, tel: office 03-8946 8248, h/p 019 224 1332...

FACULTY OF EDUCATION

DR. RAMLI BIN BASRIROOM G28, TEL: office 03-8946 8248, H/P 019 224 1332 (sms prefered)

E-MEL: [email protected]

L7: Supervisory options for teachers

Content1. 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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National education aspiration: the challenge

BAHAGIAN 1

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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

Today…bottom third

Bulgaria

Kazakhstan

Romania

ColumbiaMexico

Trinidad and Tobago

MalaysiaUnited Kingdom Australia

Taiwan CanadaSingapore

Malaysia

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Malaysia as the fastest improving education system globally

Your mission is….Cabaran anda adalah….

WAWASAN PEND NEGARA

EDUCATION TRANSFORMATION (2013 – 2025)1. Provide equal access to quality education of international

standard2. Ensure every child is proficient in Malay and English language3. Develop values-driven Malaysians4. Transform teaching into the profession of choice5. 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 Malaysia8. Transform Ministry delivery, capabilities and capacity9. Partner with parents, community and private sector at

scale10. Maximize student outcome for every Ringgit11. 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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2 1ST C E N T U R Y SKILLS

BAHAGIAN 2

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2 1 S T C E N T U R Y S T U D E N T O U T C O M E S

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• 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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To be delivered through1.Learning environment2.Professional development3.Curriculum and Instruction4.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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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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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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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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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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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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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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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 multi-lingual)

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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 media-suffused environment, marked by various characteristics, including: 1) access to an abundance of information, 2) rapidchanges 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 competentlyii) 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 issues surrounding the access and use of information 36

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 39

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 prioritiesii) 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 multi-cultural environments 41

b) Initiative And Self-direction

i) Manage Goals and Time•Set goals with tangible and intangible success criteria•Balance tactical (short-term) and strategic (long-term) goals•Utilize time and manage workload efficientlyii) 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 43

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 ResultsDemonstrate 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 47

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:•21st Century Standards •Assessments of 21st Century Skills •21st Century Curriculum and Instruction •21st Century Professional Development •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 50

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 competency-based approach to learning

• Enables innovative learning methods that integrate the use of supportive technologies, inquiry- and problem-based 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 face-

to-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 56

Malaysian response to 21st Century skill challenge

BAHAGIAN 3

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EDUCATION TRANSFORMATION (2013 – 2025)1. Provide equal access to quality education of

international standard2. Ensure every child is proficient in Malay and English

language3. Develop values-driven Malaysians4. Transform teaching into the profession of choice5. Ensure high performing school leaders in every school6. Empower JPN, PPD & schools to customize solutions

based on needs7. Leverage ICT to scale up quality learning across Malaysia8. Transform Ministry delivery, capabilities and capacity9. Partner with parents, community and private sector at


SUPERVISORS, SISC+ & SIPARTNER+ mission

BAHAGIAN 4

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EDUCATION TRANSFORMATION (2013 – 2025)1. Provide equal access to quality education of international

standard2. Ensure every child is proficient in Malay and English language3. Develop values-driven Malaysians4. Transform teaching into the profession of choice5. 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 Malaysia8. Transform Ministry delivery, capabilities and capacity9. Partner with parents, community and private sector at


KBAT

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Supervisors, SISC+ & SIPARTNER+ generic and specific competency,

and training needs to wards developing and empowering a reflective practitioners among

teachers

BAHAGIAN 5

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A) Generic Competencies

a) Knowledgeb) Interpersonal skillc) 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 CompetencyThose 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 CompetencyThose 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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• 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

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.

•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 self-perception 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.

c) Self Directed Supervision

Steps inSelf-Directed Supervision In School

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 study?

1. Lesson plan engage students. 2. Collaborative planning. 3. Consistent with the aims of the school 4. 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

e) Lesson Study

continue

• 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.

e) Lesson Study

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

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.


c) They make implications for future teaching: mini- lessons

After making implications, group members collaboratively create mini-lessons to support the students learning.


• 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)


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.


• 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 problemStep 2 : Formulate hypothesis Step 3 : Test the formulated hypothesisStep 4 : Collect evidence based on hypothesisStep 5 : Organize, Analyze and draw generalization from the collected dataStep 6 : Draw conclusion

Steps involved in IBS/AR

H) Instructional Leadership

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1) Direct• Staff Development• Teacher Evaluation and Supervision2) Indirect• Resource Acquisition and Building

Maintenance• Instructional Facilitation• Student Problem Resolution

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

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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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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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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Teaching styles, Teaching principles & Authentic pedagogy

BAHAGIAN 6

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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 enforced2.Similar expectations are consistently maintained for activities and behavior at all times for all students3.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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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 work7. Pacing, information is presented at a rate appropriate to

students ability to comprehend

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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 schoolsa) Construction of KnowledgeStandard 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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Newman & Wehlage : Standard For Authentic Pedagogy:b) Disciplined InquiryStandard 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 understandingStandard 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.

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Newman & Wehlage : Standard For Authentic Pedagogy: Instruction c) Value beyond schoolStandard 4: Connection to the world beyond classroom:Students make connections between substantive knowledge and either public problem or personal experience

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School climate, Culture and Change

BAHAGIAN 7

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a) School Climate

Improving schools at :i)Structural level-altering arrangements, do things differentlyii)Normative level-altered belief involving teachers view, belief, what they want, what they know, and how they do things that can change outcome.

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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.

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a) Dimensions of School Climate

1. Conformity to externally imposed rules, procedures, policies and practice* (autonomy)

2. Personal responsibility3. Challenging standards4. Members are

recognized & rewarded

5. School has a well defined goal

6. Warmth & supportive7. Members accept and

reward leadership based on expertise

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b) Dimensions of School Health

1. Goal focus2. Communication

adequacy3. Optimal power

equalization (collaboration)

4. Resource utilization5. Cohesiveness

6. Morale7. Innovativeness8. Autonomy9. Adaptation, innovation10.Problem solving

adequacy

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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 practitioners2.Assuring of future certainty3.Providing collaboration4.Change at their own pace and control.

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SummaryTo 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

Thank You…

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faculty of education d r. r amli b in b asri room g28, tel: office 03-8946 8248, h/p 019 224 1332...

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