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U3 - model and approaches to PD (Nunan (1989) - client centred approach…

- - - - the school is viewed as learning community, whereby the decision-making process, and content and conduct of professional development activities are upheld by teachers.
        
        criteria for school based PD
        
        Common philosophy and values within the group
        
        Good working relationships
        
        Identification of staff and school needs
        
        Creation of tasks to meet these needs
        
        Genuine respect for teachers’ expertise
        
        Honest sharing of problems
        
        Evaluation summative and formative
        
        Modification of activities as a result of formative evaluation
        
        Clear aims and objectives
    - - emphasises teachers’ activities in relation to specifically identified innovations by schools, intended developments, and tasks and needs in a particular school.
        may involve a single teacher, a group of teachers or the whole teaching staff of a school, and might be conducted in the school itself (school-based) or at external sites
        
        example - to have all teachers be google educators
    - - strengths
        
        • Based on school needs
        • Schools can provide own programme
        • Enables schools to use outside expertise
        • May cope with different levels of professional development
        • Can use teacher expertise available in schools
      - weakness
        
        • Requires ability to identify needs clearly
        • Some schools may not have sufficient expertise or resources
        • May lead to parochialism/ narrow focus
        • May lead to an overemphasis on remedial or top-up approach leading to a lack of coherence
        • May ignore or undervalue individual needs while Over emphasising school needs
      - assumptions
        
        • That all schools can identify own needs
        • That schools have sufficient resources to meet those needs
        • Professional development will be linked to school-wide policies
    - - identification of needs -->
        
        implementation of programme to address those needs -->
        
        evaluation of programme--> identification of needs
        REPEAT
  - - - PD activities are effective both
        
        as part of the continuing process of managing the school, and
        
        as a contributing factor in igniting and supporting necessary changes.
      - -School improvement plan is a cyclical process with eight stages - see Figure 3.2).
        
        resource allocation - how staff resources need to be managed
        so that the target outcomes could be achieved.
        
        target outcomes - In order to ensure the success of these target outcomes, resources from within and outside the school may be needed
        
        tasks - setting tasks (pD activities) based on target outcomes
        
        set criteria for evaluation - may take into account the community’s demands
        
        perform self audit of review based on criteria for outcomes of tasks
        
        analysis of review - A further review, taking into consideration the national initiatives, could be done to evaluate the overall professional development programme how far the tasks have been achieved, have the resources been adequately and appropriately deployed, and have the activities been effectively carried out?
        
        results used to formulate next aims statement
        
        school development plan - update following new aims statement
        
        8 step cycle :aims statement ==>> school development plan ==>>resource allocation ==>> target outcomes ==>>tasks ==>> criteria for evaluation ==>> self audit of review ==>>analysis of review REPEAT
  - - - 3 types of inservice courses -
        
        enhancement of existing qualifications
        
        top-up courses, which are aimed at developing and specialising in existing professional skills;
        
        remedial courses, which intend to serve teachers’ needs in areas or fields they think they are experiencing difficulties.
      - comparisons
        
        advantages
        
        • Can increase knowledge
        • Can increase, improve skills
        • Teachers can make choices
        from what is offered
        • Provides opportunities to reflect on professional practice
        • May be full time
        • Can lead to further qualifications
        • Can enhance promotion
        prospects
        
        disadvantages
        
        • May be too theoretical
        • Choices determined by
        providers
        • May not reflect school needs
        • May not have practical
        application in classroom
        • Ignore teacher expertise
        • May be high cost
        • May require a lot of time
        
        assumptions
        
        cascade type of PD to bring desired effect - a few motivated teachers would be able to trigger a positive domino effect on other teachers, who would eventually bring about the desired changes in the school.
    - - effective only if teachers predetermined contribution includes
        
        2.an analysis of the needs and effectiveness of the school, and
        
        3.identifying and achieving a set of goals related to both levels of analysis.
        
        a self-analysis of professional needs and effectiveness,
      - types include 1. self-awareness and self-observation 2. reflective teaching 3. teaching journals 4. case studies 5. action research 6. peer observation 7. team teaching 8. mentoring and coaching 9. teaching portfolios
      - comparisons
        
        advantages
        
        • Immediacy
        • Relevance
        • Low cost
        • Available in school
        • Focus on individual needs
        • Teachers can make choices
        
        disadvantages
        
        • No coherent needs analysis
        • May be ad hoc
        • Needs may not be met
        • May not be developmental
        • Focus only on individual needs
        
        assumptions
        
        • That individuals can plan own development alone
        • That what is good for the individual teacher is good for the school
        • Individuals can effect change in school
- - - - FUNDAMENTAL IDEA
        --teachers must be meaningfully engaged in PD activities through interaction with others and worthwhile tasks; and technology i.e internet can facilitate such activities.
        -In engagement learning, great emphasis is placed on active cognitive processes such as creating, problem-solving, reasoning, decision-making, and evaluation.
      - assumption - teachers are intrinsically motivated to learn due to the meaningful nature of the professional development activities and programmes.
      - characteristics.
        
        promotes human interaction in the context of group activities, and not individual interaction with instructional programmes.
        
        computers are regarded as communication tools for teachers rather than some form of media delivery.
        
        also provides an authentic setting for teachers to learn and participate in meaningful professional development activities.
      - 3 emphasis to engage teachers with PD activities for creative,
        meaningful and authentic learning.
        
        emphasis on collaborative effort,
        
        project-based assignments, and
        
        non-academic focus.
        
        Collaboration, in the context of PD in/via Internet, is made easier with the use of email, web conference board and chat rooms and also the WWW, which plays an important role in acquiring information.
        
        For the purpose of project-based assignments, WWW provides a tremendous resource because of the huge amounts of knowledge and information made available.
        OPD projects such as action research, reading academic journals, conducting educational research, and publishing articles or websites are the immediate beneficiaries of the WWW.
        
        (the non-academic focus), teachers must identify professional development activities which are appropriate for the subject matter, familiar to the teachers, and within the school organisation.
      - advantage
        
        teachers learn new skills and knowledge, and enrich their existing ones.
        It thus provides a platform for the teachers to convert their skills and knowledge into classroom practices.
        
        educates the teachers on teamwork and interaction.
        
        it may lead to professional recognition, professional and personal satisfaction, and intrinsic-led motivation.