1 Leading and Managing Teacher Development through In-house Training Melanie Cooke and Henry J Peterson Department of Education.

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Leading and Managing Leading and Managing Teacher Development Teacher Development

through through

In-house TrainingIn-house TrainingMelanie Cooke and Henry J PetersonMelanie Cooke and Henry J Peterson

Department of Education

Mentor and Coach Mentor and Coach Henry Petersen Henry Petersen

Advisor, Counsellor,

Guide, Guru.

Teacher, Trainer, Instructor, Tutor,

(Trains,& Instructs)

Change , Growth,

becoming successful

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Teacher Training vs. Teacher Training vs. Teacher Development Teacher Development

1: 1: ObjectivesObjectives

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2. 2. ObjectivesObjectives

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3. 3. ObjectivesObjectives

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4. Objectives4. Objectives

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5. Objectives5. Objectives

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In Service TrainingIn Service Training Trained over of period of 2 years 29

principles for 32 days. Training day = 6 hours

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In Service Teacher In Service Teacher TrainingTraining

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In Service Teacher In Service Teacher TrainingTraining

Lack of participation and activity.

Attendees loose attention

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Formal DiscussionsFormal Discussions

R Reddy Springs Secondary

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In Service TrainingIn Service Training Future Collaboration Sessions

(Teamwork)

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In Service Teacher In Service Teacher TrainingTraining

Networked learning

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In Service Teacher In Service Teacher TrainingTraining

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Office of the Office of the Education Education Council in ThailandCouncil in Thailand

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Pilot Project : The Office of Pilot Project : The Office of the Education Council in the Education Council in ThailandThailand ( Kalyanamitta Model ) ( Kalyanamitta Model ) Puntumasen (2004)

Master teachers receive a subsidy to create 10 teacher networks. At present 586 Master teachers who train 8,848 teacher networks.

Outstanding teachers receive a subsidy to conduct research. They also train and network 50 teachers over three years. Present 26 teachers have trained 1 500 teachers.

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Pilot Project: The Office of Pilot Project: The Office of thethe Education Council in Education Council in ThailandThailand ( Kalyanamitta Model ) ( Kalyanamitta Model ) Puntumasen (2004)

School-Based Training project where selected teachers is provided with a subsidy to train 10 other teacher from the same school or nearby schools.

Similar training programmes in New York where teachers teaching load was reduced. They then opened their classrooms for professional development.

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Factors for Successful Factors for Successful School Based Training School Based Training

Trust in collective credibility

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Principles: School Based Principles: School Based Training Training

(SBT) (SBT) Pruet Siribanpitak & Aurapan Pornsima, 2003, as cited by Puntumasen (2004)

Training must : Be based on real situations. Enhance competence Take place at schools. Be voluntary Practical Done on a continuous base. Be enhanced by teachers or

groups of teachers, who are familiar with teaching and learning.

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Key factors for Successful School Key factors for Successful School Based Training (SBT) Based Training (SBT) Puntumasen (2004)

Principals must provide support Training co-ordinators should take into

consideration needs of teachers in the formulation of the training objectives.

Trainers must be accepted. Trainees must be interested and

committed. Training must be long term and done

on a regular basis. Training schedules must be flexible. Budgetary provisioning. Teachers who train must receive a

subsidy. All training should be evaluated.

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Model for School Based Model for School Based Training (SBT) Training (SBT)

In-house training offered to teachers in a particular school or cluster, where the training is planned and organised by the School Management Team/s.

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The role of the School The role of the School Management Team in School Management Team in School Based, (In-House Training)Based, (In-House Training)..

Sauer and Holland (1981)

Data collector an analyst. Designer and Resource Planner. Scheduler and supervisor. Proposal writer and host. Evaluator.

R Reddy Springs Secondary

Processes: Processes: School Based, In-house School Based, In-house Training Programmes.Training Programmes.

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1.Understanding the context of the School

2. Collecting and Analysing Data3.Setting of objectives 4.Principles in Training Design.5.Identifying Resources 6.Preparing the Training Schedule7.Invitation to the training 8. Evaluation of training R Reddy Springs

Secondary

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Understanding the Context of the Understanding the Context of the SchoolSchool

Fundamental questions Sauer and Holland (1981)

Why does the training function exist?

Where does the training fit in? Is there a training policy? Who wants the training to happen

and for what? What resistance to training exists? How important is training? To

Whom? Why R Reddy Springs Secondary

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1: Understanding the Context of the School1: Understanding the Context of the School

Management

Principal and School Governing Body,

Resources, Budget, People, Associates, Other Schools Training Policy, Copying, printing, Meeting Space, borrowed staff

School Development Plan

School Improvement Plan

In-House Training Plan and Budget Memo’s Correspondence

Evaluation reports

School Management Team and School Development Team

In-House Training

Formal Needs GDE

Informal Information

Needs and Wants of Teachers

Invitation to in-house –training

Feedback

Master Teachers and Teachers

Improved Performance in delivering of Teaching

Output: Learning

Results of Learners

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2: 2: Collecting and Analysing Collecting and Analysing Data Data Training is informed by data. (PGP) Evaluation of communication

integration networks externally with other schools and teachers was not explored.

Categorizing of Data Data for planning a training event.

(PGP) Data useful for another training event Data that might be reported to

management Data that could be discarded.

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3.3. Categories of Objectives Categories of Objectives for Training.for Training.

Objectives that results in

improved performance in teaching

Innovative objectives that improves performance to levels of excellence in teaching

IQMS IQMS The IQMS document outlines the following

roles for the Principal in the implementation of the Policy:

IQMS is implemented. Provided educators with a copy of the

IQMS documentation.Responsible for advocacy and training.Workshop educators on the IQMSEstablishment of the (Staff Development

Team) SDT.Ensures that all documentation is correct

and delivered in time. Internal moderation of evaluation results.

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4. 4. Principles in Training Principles in Training DesignDesignPrinciples in training design: Sauer and Hollard, 1981:80

Harmony: By agreement

Contrast : Comparisons What? How?

Balance: Activities loosely planned. E.g. Workshops on Stress

Order: Training before Data Analysis

Unity: Disjunction between Vision/ Mission/

Objectives and Training Activities

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4: Resources , 4: Resources , 5: Training Schedules 5: Training Schedules 6: Invitations6: Invitations

7: Evaluation of the 7: Evaluation of the Impact of Training on Impact of Training on Teaching and Learning Teaching and Learning ??

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Values: Values: Puntumasen (2004) “ Puntumasen (2004) “ Kalyanamitta ModelKalyanamitta Model

•Appreciation and the need for teacher training .•Collaboration between trainer and trainees•Commitment•Open-mindedness resulting on self -improvement

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