headteachers support on cpd of teachers in their schools

PowerPoint Presentation

Mombasa-6/25/2014 5:10:57 PMSchool Support Programme -ELM

Professional Learning for Educators SeriesP L E S

Gioko, M. (2014)School Support ProgramEducation Leadership and Management Mombasa, KenyaJune, 25, 2014Lead Facilitator Gioko, A. (DM Candidates)



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Objectives: Preparing Lead Facilitators

Learning opportunities Roles of CEOs in preparing teachersEffective Teacher Preparation ApproachesImproving Teacher preparation Skills




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PreambleEssential agreements.

EXPECTATIONSQuestionsAHA!WOW!Chat Line WhatsApp ICTEPL 2014




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Start TimeActivity 8:30Roles of CEO in CPL9:00Effective Training 9:30Theory Of Training Design10:00Training Design10.30Reflection of the Day




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What are our roles in teachers continuous professional learning as CEOs ?




Gioko, M. (2014)5. Your Own Personal Inquiry QuestionWhat do we know about continuous professional learning?How might we rethink continuous professional learning?What should we do differently?What will the different approach lead to?




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Continuous Professional LearningLooks like?Smells like?Are . in color.Has a symbol .




Gioko, M. (2014)As the group to think visibly about their role as digital ambassadors.

This should be an individual activity. (5 Minutes)

Ask them to share on each table (5 Minutes)

Ask them to choose one and share from each tableLooks, Smells, Color, Symbol

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What are our roles in teachers continuous professional learning as CEOs ?Point of View

PERSPECTVIVES




Gioko, M. (2014)Make five statements, Words or Phrases responding to How should we train our teachers to ensure transfer of skills?.Use nominal group techniquesFollow by galleryHave open discussionsNote Key points on Suggested Training Approaches

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Gioko, M. (2014)




Gioko, M. (2014)




Gioko, M. (2014)CEOs and responsibilities

THEORY, PRINCIPLES AND PRACTICE




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MAINTENANCE

CHANGEDonald, 1996




Gioko, M. (2014)Give Each group one role and responsibility.

Ask them to identify their roles and responsibilities under the title.

The Activity should take 10 Minutes on discussion and each group will be given 2 minutes to share their responses followed by input from the facilitator.

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What are your roles and responsibility as CEOs for Maintenance and Change

DiscussionMAINTENANCE

CHANGETrainer ProviderInnovatorConsultantManager




Gioko, M. (2014)Training cycle.The trainer: This role is primarily concerned with actual direct training. It is the role that involves the trainer in helping people to learn, providing feedback about their learning and adopting courses designs to meet the trainees needs.The provider: This role is primarily concerned with the design, maintenance, and delivery of training programmes. It involves training needs analysis, setting training programme objectives, designing courses, and choosing appropriate training methods, testing out and evaluating the programs and finally helping the trainers to deliver training.The consultant: This role is primarily concerned with analysis business problems and assessing/recommending solutions, some of which may require training. It involves liaising with the line managers, identifying their performance problems, advising on possible training solutions, working with trainers to establish the training programmes,etcThe innovator: This role is primarily concerned with helping organizations effectively to manage change and solve performance problems. It will involve working with managers at senior/middle levels, providing support and help to managers in coping with change, facilitating change and advising the training function on how it can best help in the change process. Such a role can be called change agent or a catalyst.The manager: This role is primarily concerned with planning, organizing, controlling and developing the training and development activity or function. It will involve setting training goals, policies and plans, liaising with other departments and with senior management about the contribution training can and should make to improving performance, ensuring that appropriate training activities are designed, developed, delivered and evaluated, acquiring and developing training staff,etc.

Two of these roles (trainer and provider) are concerned mainly with maintaining levels of performance. Another two (consultant and innovator) are more concerned with training for change. The fifth- the manager- is concerned with integrating the activities, beheviours and responsibilities. Each has a clear focus but relates to the other.(Shandler Donald,1996,p.52)

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The adult learner moves towards independence and is self-directing. The teacher encourages and nurtures this movement.The learner's experience is a rich resource for learning. Hence teaching methods include discussion, problem-solving etc.People learn what they need to know, so that learning programs are organized around life application.Learning experiences should be based around experiences, since people are performance centered in their learning.




Gioko, M. (2014)We often focus too much on the content of the information we provide and too little on the processes through which adults can be motivated to make life changes.Andragogy is the antonym of pedagogy. In pedagogy, the concern is with transmitting the content, while in andragogy, the concern is with facilitating the acquisition of the content. Andragogy is a theory developed by Knowles (1913-97) which differentiates the needs of adult learners from those of juveniles and uses the term andragogy to describe the specific metAdult learners bring life experiences to the learning process that should be acknowledged.Adults need to know why they need to learn something, and how it is relevant to their lives.Experiential, hands on learning is effective with adult learners.Adults approach learning as a problem solving.Adults learn best if the topic is of immediate value to them in their lives.16




Gioko, M. (2014)The training process is important. experiences that require progressively more active participation in, and responsibility for, own learning. Opportunities to broaden networking such as education communities of practice.




Gioko, M. (2014)The training model that would articulate that process.The effective training model would be simple, so that upon repetition and training over several months facilitators could commit to memory.The model would have the capacity to be developed and expanded at future training session.The practical application of the model would be easily understood.The training process is important. Although quality, accurate information and curricula are important to the success of training, experienced facilitators agreed that the training process itself is of equal importance. Sessions with facilitators verified the importance of not just delivering information to participants, but also providing them with hands- on experiences in applying new learning and practical skills. Participants in the training programs need that experience that require progressively more active participation in, and responsibility for, their own learning. Learning should include opportunities for practicing decision making, recognizing ones own learning needs, identifying resources to meet those needs, and planning and organizing ones own learning.Participants need opportunities to broaden their networks in the mainstream work community. This includes development of social skills and strengthening self efficacy to broaden their comfort zone in a variety of community work settings and volunteer activities

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Gioko, M. (2014)Appreciating Preparation TypesTake the TTIWhat are your strengths COACH DIRECTOR INTERPRETOR LISTENER




Gioko, M. (2014)

How does the TTI relate with your learning Styles.

What is your roles to make sure that you are reaching all the participants.20

Facilitation Dimensions Effective Facilitators Balance their focus in three dimension

RESULTSRELATIONSHIPSPROCESS




Gioko, M. (2014)Training is a systematic process to foster the acquisition of skills, rules, concepts or attitudes that result in an improved match between employee characteristics and employment requirements ( Milkovich and Boureau, 1994, p 190).

Training is a planned process to modify attitude, knowledge or skilled behavior through learning experience to achieve effective performance in an activity or range of activities. (Ljubljana, 2004)




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Offer real life experiences during training




Gioko, M. (2014)In 5 groups (repeat 1) shared examples of what you do?Effective training is learner focused. Effective training identifies and addresses issues important to the learner, while building on the learners strengths. It includes opportunities for active participation by the learner while recognizing and drawing on the knowledge and experience of the learner. Learning is facilitated through peer exchange, and is culturally and ethnically meaningful. All participants are drawn into the discussion.Effective training demonstrates productive behavior and effective life skills, Effective training integrates decision- making, planning, organization, organization and implementation skill building. It models and reinforces working ethics and productive use of time. Local and community resources are an integral part of the learning environment. Opportunities for learners to expand social networks are provided. Learners are challenged to take responsibility for their own lifelong learning.Effective training inspires and motivates. Effective training increases the learners knowledge about the subject matter, and reinforces worthwhile values and principles.it provides opportunities for human and fun during learning, while maintaining a positive focus. Learners leave the session with a feeling of accomplishment.Effective training celebrates personal and group achievements. Incentives to mark learning milestones are incorporated into effective training. On- going assessment and learner based feedback is critical to the success of any training session. Learners are acknowledged and recognized for their contributions by the larger community. Opportunities to include children and other household members in the learning process are also made available. Community leaders who can bring other resources to bear on the issue at hand included an integral part of the learning process. Pass the paper around

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Conduction of TrainingReview of Training NeedsSuggestion for ImprovementAfter completion of training delivery




Gioko, M. (2014)Training Cycle24

Performance Gap analysis

Actual

Gap

Responsibilities Required Target




Gioko, M. (2014)To summarize assessing participants prior to the beginning of the program is important for three major reasons:It helps you to determine the training content.It allows you to obtain case material.It permits you to develop a relationship with participants.A pre- course participant feedback. What are your expectations of the course?Based on the course description outlined in the catalogue, how do you perceive this program helping in your current position?What additional objectives or the needs would you like the course to address?Knowledge, skills and attitudes of the participants.How familiar are participants with the content of your training program.How much opportunity have they had to practice or utilize skills that have been demonstrated to them previously?What are their views about the kind of training you are planning?Find out any conditions that will affect participant involvement in the training program.What kind of support are participant likely to obtain in implementing the training they will receive?Are they worried about their level of competence relative to each other?Do they feel that they have been sent to the program because someone thinks they need to be fixed?Are they accustomed to the active learning methods you hope to employ?

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Types of Training Design




Gioko, M. (2014)ABC-Three major types of learning Affective learning.Behavior learning.Cognitive learning.




Gioko, M. (2014)Affective learning.This involves the formation of attitudes, feelings and preferences. Such a type of goals is the priority when there is a lack of desire to use new knowledge or skills (wont do situation).Behavior learning.This includes the development of competence in the actual performance of procedures, operations, methods and techniques. Such types of goals is the priority when there is a lack of skill (cant do situation)Cognitive learning.This includes the acquisition of information and concepts related to the course content. Such type of goals is the priority when there is lack of knowledge (Dont know situation)

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Gioko, M. (2014)Theory of Designing a training program?Triads Mingle and Chat




Gioko, M. (2014)Individuals share their take individually 5 MinIndividuals to discuss in tables. 10 MinutesWhole group to design a poster -10 MinutesGallery Poster Presentation-2 Minutes presentation then Rotate and Change the presenter Total 18 Minutes

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Preparing for the SessionWhat is the purpose?What is the desired outcome? Who needs to attend (also indicates number)?What information do participants need before the session?Venue logistics - Location, seating arrangement,equipment, props, refreshments?How long will the session be?What is the planned agenda?How much time should be dedicated to each topic on theagenda?Will presentations or guest speakers be included on the agenda?If yes to above, what needs do they have in addition to theprevious questions?




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Gioko, M. (2014)




Gioko, M. (2014)Break Dance



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ADBE

AAAA

CA




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Gioko, M. (2014)Training Delivery

Guiding questions-What is the topic of the video-Training methodology is ___________-What are the three things to consider in your methodology?-Give examples from your own experiences.-Complete the Quote TRAINING WITHOUT LEARNING=__________




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ELAPSED TIMEHigh Risk of Transfer FailureLow Risk of Transfer FailureINTRODUCTION TO TRASFER

INITIATION

PARTIAL TRANSFER

CONTINOUS MAINATENANCEUNCONCIOUS MAINATENANCE

TransferAcceptable TransferOptimal TransferFoxon 1993




Gioko, M. (2014)The intention to transfer, as the first stage, depends upon end-of-the trainingmotivation level of the trainee in using knowledge and skills learned during training, atthe workplace (Noe, 1986). The stages of transfer are relevant to such an extent that, forexample, at the first stage even a partial transfer is contingent upon the other stage,initiation, depending upon trainees effort in using various aspects of training (Laker,1990). The next stage is partial transfer, a critical phase in its nature since a number offactors inhibit optimal transfer of training. Partial transfer by itself indicates thatknowledge and skills learned during training are not being fully used. The final stageinvolved during optimal training transfer is the maintenance stage with its two subdivisions,conscious and unconscious maintenance. Maintenance refers to the ability oftrainee to retain learning during training, and subsequently retain it over a longer periodof time.39

What are our roles in teachers continuous professional learning as CEOs ?




Gioko, M. (2014)

Objectives: Preparing Lead Facilitators

Learning opportunities Roles of CEOs in preparing teachersEffective Teacher Preparation ApproachesTheory of Training Design




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5. Your Own Personal Inquiry QuestionWhat do we know about continuous professional learning?How might we rethink continuous professional learning?What should we do differently?What will the different approach lead to?




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INQUIRY QUESTIONSUpload your responses in WhatsApp




Gioko, M. (2014)Will the knowledge of CEOs R&R on CPD influence your Leaderhip?If so, why? If not, why not?




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Facilitators Contacts http://www.agakhanacademies.org/mombasa giokomaina@ +254722721656 gioko1 Gioko1 anthonygioko.blogspot.com mainawagioko Maina Wagioko

Gok, A.



Gioko, M. (2014)