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Quality Teaching by Quality Teacher - Coggle Diagram
Quality Teaching by Quality Teacher
Incentives and Infrastructure for Learning
Singapore : Singapore paid for 100 hours professional development (over 12 days). teachers connect to schools, through networks of teacher leaders, teacher leaders provide wide range of Professional Learning (PL) courses and activities, professional learning communities (PLCs), resources and expertise.
Australia:(1) 100 hours of continuing PL for every 5 years to maintain accreditation, and teachers need to show the learning addresses at least 1 standard in each of the 7 domains of national teaching standards. (2) The government pay for 5 school development days each years for teachers to work together on school-identified professional learning. (3) , teachers need to elect, complete and document 20 hours of professional learning annually. (4) Teachers are responsible for determining their professional learning within the context of their professional & career development needs and the priorities of their school. . (5) All teachers are required to complete their PL aligned to their management and development plan
China: All teachers to participate in ongoing PL for 240 hours every 5 years. The district and higher-education institutions provide workshops for teachers touching about educations theory, practice and educational technology.
Canada: (1) The MOE provide funding for PL activities including support for release time, travel & accommodations to create incentives for teachers.
The school boards also receive funding and support from MOE to conduct PL and capacity building related to priority strategies and needs each year. (2) Incentives of PL also include a salary structure that reward teachers for additional qualifications (AQs) that upgrade their knowledge and enhance their practice.
Finland: Osaava (“capable” or “skillful”), to promote PL. Funding from the ministry and municipalities to achieve 5 aims:- Promote lifelong learning, flexible learning paths at educational institutions, adoption of innovative PL models, improve networks and collaboration among educational institutions and development providers and mainstreaming successful professional development practices.
2) Time and Opportunity for Collaboration
• Time for Collaboration
• Opportunity for collaboration
Singapore: Teachers spend about 17 hours a week in teaching
Australia: 1) Additional time for novices and veterans teachers are given extra times for PL. (2) Collaborative learning is a rule. It normally use school networks for joint workshops & activities. The PL normally are in the form of in-school collective readings, professional learning teams, joint planning, student data analysis, classroom observations, & subsequent professional conversations to identify problems and improve practice & see how teachers incorporate PL learnt into own classroom teaching.
China: (1) Teachers spend about 15 hours a week. (2) Teachers share a large common space for their working area for teachers to learn from each other. (3) Teachers plan together and observe each other’s lessons. Teachers have peer observations in own school and in other schools. (4) Teachers immerse in the overall culture that allows them to observe other teachers to perform frequently & joint lesson preparation, so that they can improve their teaching.
Canada: (1) Teachers spend about 27 hours a week in teaching students directly. (2) PL conducted are related to local needs. The school-based programs work on specific problems of practice or school-improvement activities. (3) The activities varied widely. School-based programs include book study groups, “lunch & learn” mini workshops, school-based communities of practice & professional learning groups.
Finland: (1) In-school sharing for teachers to learn from each other. (2) The learning is organic (teachers share their expertise anywhere anytime) and widespread. Teachers learning from one another in a natural, local networks and communities. (3) This allows novice teachers get new ideas and useful tips for practical solutions immediately from his colleagues even during short break.
3) Curriculum Development and Lesson Study
• Curriculum and Assessment Development through collaboration
Singapore: (1) Teachers provide input to Singapore Examination & Assessment Board to develop Project based tasks, Essay & Problem-based examinations. Then it is marked /graded & moderated by the teachers for consistency. (2) Enable teachers to understand better the standards embedded in the curriculum and to plan more effective instruction
Australia: (1) Used teachers input to develop and score assessments, and offering training on marking moderation for consistency.
The teachers design the classroom-based tasks according to the syllabus expectation & graded according to the criteria set in the syllabus. (2) These developed assessment & marked / graded assessment will be inspected (QA).
Finland: (1) Using Classroom-based assessment but they use no external standardized testing. (2) Teachers / high school faculty members / board members are acknowledged as expert in pedagogy & have authority in decision making in curriculum and assessment. (3) Curriculum in Finland use school-based, student-centered, open-ended tasks. Finland’s national curriculum review is on regular periodic basis, and this gives opportunity for PL. It reflects the strong sense of shared vision among the teachers.
3) Curriculum Development and Lesson Study
• Lesson study
Singapore: (1) Teachers learn or refine their lesson study practice with help from their teacher leaders in schools (senior / lead teachers) and master teacher at the AST. (2) Teachers are supported to learn lesson study through workshops and networked learning communities.
China: (1) Forms grade-level lesson-planning groups ‘beikezu’ & focus on lesson planning and focus on bringing the curriculum to the appropriate grade level of the student. (2) In Shanghai, Lesson study is tightly planned / arranged activity that involves teachers input within the school. Teachers plan same lesson but with different objectives for different classes: what is being taught (textbook analysis), what students expect to learn, what depth (knowledge & proficiency analysis) and students may face difficulty (difficulty analysis).(3) Teachers brought forward lesson plans for discussion, then 1 taught in her classroom while other teachers and administrators observed, then the group provide feedback on how to improve the lesson.