Department of Education

Leading and Managing Teacher Development through In-house TrainingMelanie Cooke and Henry J Peterson Department of Education

Mentor and Coach Henry Petersen Advisor, Counsellor, Guide, Guru. Change , Growth, becoming successful Training where a skill is acquired Teacher, Trainer, Instructor, Tutor, (Trains,& Instructs)

Teacher Training vs. Teacher Development • Freeman, 1982 cited by Bayrakci, (2009) • Teacher Training: • Empowered with teaching skills. • Teacher Development : • Personal and Professional growth.

1: Objectives • Establishing needs in Teacher Training.

2. Objectives • Comparing the needs in Teacher Training with international trends. • Thailand. “ Kalyanamitta Model”

Examine how schools could become learning organizations, where learning is School Basedand facilitated through School Based training programmes. 3. Objectives

4. Objectives • Identify the role of the School Management Team in School Based, Training.

5. Objectives • Identification of possible processes in the planning cycle of School Based, Training Programmes.

In Service Training • Trained over of period of 2 years 29 principles for 32 days. • Training day = 6 hours

In Service Teacher Training • In-service training are generic and focuses on listening and discussions. • Training is organised around a fixed programmes as decided by the department and is transferred by lecturers. Borg, Kallanback, Kelly & Langer1970 cited by Bayrakci, (2009) • Principals found courses on leadership weak and removed from the real world. Davis, S (2005)

In Service Teacher Training • Teachers experience in-service training as unimportant • There are no relations between needs and outcomes. Schmidt & Scranton, 1972 and Yan, 2005 cited by Bayrakci, (2009) Lack of participation and activity. Attendees loose attention

Formal Discussions • Where dialogue and conversations are key.(Senge:2004) • True dialogue where conversations are developed around powerful questions • ( J Heroldt)

Increase • Peer Engagementlooking at eyes not heads R Reddy Springs Secondary

In Service Training • Future Collaboration Sessions (Teamwork)

In Service Teacher Training • Teachers intellectual capital, beliefs and needs should be considered. Hargreaves, 1992; Fullan, 2001 as cited by Bayracki, 2009. • Teachers training must be organised through collaboration and networking sessions. Fraser et al, 2007 cited by Bayrakci, (2009) Networked learning

In Service Teacher Training • Teacher training must be structuredso that it includes cohort groupings to enable collaborative activities between teachers. Waters et al; Knapp et al, (2003) as cited by Davis, (2005).

Office of the Education Council in Thailand • Puntumasen (2004) • In-service training is based on shared expertise and collaboration • School Teachers train university teachers based on their professional knowledge. • University teachers inform school teachers about the latest research findings.

Pilot Project : The Office of the Education Council in Thailand ( 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.

Pilot Project: The Office of the Education Council in Thailand ( 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.

Factors for Successful School Based Training • Puntumasen (2004) • Principals must support all training. • Teacher trainers must be accepted by their teacher networks. Trust in collective credibility

Principles: School Based Training (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.

Key factors for Successful School 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.

Model for School Based 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.

The role of the School Management Team in School 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: School Based, In-house Training Programmes. 1.Understanding the context of the School 2. Collecting and Analysing Data 3.Setting of objectives 4.Principles in Training Design. 5.Identifying Resources 6.Preparing the Training Schedule 7.Invitation to the training 8. Evaluation of training R Reddy Springs Secondary

Understanding the Context of the School • 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

1: 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 Formal Needs GDE Informal Information School Management Team and School Development Team In-House Training Feedback Needs and Wants of Teachers Invitation to in-house –training Master Teachers and Teachers Improved Performance in delivering of Teaching Output: Learning Results of Learners

2: Collecting and Analysing 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.

3. Categories of Objectives for Training. • Objectives that results in improved performance in teaching • Innovative objectives that improves performance to levels of excellence in teaching

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 IQMS • Establishment of the (Staff Development Team) SDT. • Ensures that all documentation is correct and delivered in time. • Internal moderation of evaluation results.

4. Principles in Training Design Principles 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

4: Resources , 5: Training Schedules 6: Invitations

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

Values: Puntumasen (2004) “ Kalyanamitta Model • Appreciation and the need for teacher training . • Collaboration between trainer and trainees • Commitment • Open-mindedness resulting on self -improvement

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