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Cynthia Crump-Russell
February 18, 2010
Vision and Mission • Ministry of Education (MOE)
Quality education and training
Human resource development
• Curriculum Development Unit (CDU)
Teacher Professional development
Sharing best practices
Monitoring
Bare walls
Certified
teacher
Novice
teacher
Training
• To improve teachers’ thinking and behavior. To enhance teachers’ competencies by exposing them to a repertoire of practices they can replicate in their classrooms (Sparks & Loucks-Horsley, 1989).
MENTORING
• To help to reinforce teacher competencies in training sessions, as their mentors provide them with constant guidance and feedback; improving the teaching practice especially of uncertified teachers (Hooker, 2009).
OSERVATION
ASSESSMENT
• To guide implementation. To provide support and gather and analyze data as a result of observation and assessment of instruction to promote teacher reflection of (own) practice and the improvement of student achievement (Hooker, 2009; Sparks & Loucks-Horsley, 1989).
TRAINING
1920s-1940s: progressivism and experiential learning.
1960s-1980s. Elementary and Secondary Education Act
2000- Present. Emphases on training come out of recurring criticisms;
MENTORING
1699. Homer’s Odyssey shared the role of the mentor selected to watch
over Telemachus
1969. Modern usage by the French
1750. The word seemed to appear in the English language
2000. A shift to a more inclusive approach.
In recent times, the role of mentoring based on reflective
learning
OBSERVATION/ASSESSMENT
1850s. Coach referred to persons who helped students prepare for
examinations
1950s. YMCA sponsored programs to provide counseling and learning
1960s. a heavier focus on academic methodologies
In modern times coaching propelled by constructivism –
TR
AIN
ING
Demonstration and modeling by experts and/or supervisors (trainers).
*simulation of skills, feedback, and coaching.
Practicum-based experiences by trainees
peer observation and coaching
ME
NT
OR
ING
More experienced teachers or practitioners in the school community guide and assist younger novice teachers.
OB
SE
RV
AT
ION
Teachers and/or practitioners work in peers
sharing lesson plans, videos of teaching, notes, and other forms
Observation/Assessment
The observed teacher might not feel she is working in isolation and the feedback received can improve practice
The success of the model might depend on the expertise of the facilitator; Distinguishing between assessment and
evaluation of instruction might be problematic.
Mentoring
The novice teachers have access to role model and instructional practices, and their personal support.
Conflict can arise in relationships. It might be costly to pay the mentor
Training
Training is a cost-efficient means since an institution can have a large number of teachers trained at a time.
Tendency to rely on expert when peers can be effective trainers.
Tra
inin
g
•schools obtains detailed Conduct needs analysis; especially assessment among novice teachers and low performing profiles of teacher behaviors;
•Develop training material;
•Create implementation plan
•Deliver the training;
•Evaluate
Me
nto
rin
g
•Conduct needs assessment to confirm developmental needs;
•Train participants – self management of learning stage;
•Support the learning stage;
•Assist with evaluation (Bloom, n.d.)
Ob
serv
ati
on
/ass
essm
en
t
•Design aims and objectives based on observed needs
•Plan with participants to clarify roles;
•Conduct pre-observation conference;
•provide training in strategies and coaching;
•work in pairs, alternating roles
•Observation, feedback and reflection;
•Analyze data
•Conduct post-observation conference
Professional development
Professional training
Staff development
Teacher training
Developmental mentoring
Sponsored mentoring
Workplace mentoring
Life mentoring
teacher evaluation,
peer-coaching;
clinical supervision
10 minute snapshots
learning walk
Teachers working with local facilitators,
[experts], or master teachers to engage in
more gradual processes of learning, building
master of pedagogy, content and technology
skills. Site-based TDP often focus on the
specific, situational problems that individual
teachers encounter as they try to implement
new techniques in their classroom practice.
(Hooker, 2009, p. 5).
Bloom (n.d.).
Curriculum Implementation Pilot Report. (2008).
Harvey, A., & Kamvounias, P. (2006).
Hooker, M. (2009).
Kezar, A. J. (2001).
Knowledge Base. http://www.socialresearchmethods.net/kb/intreval.htm
Lewis, L.K., Schmisseur, A. M., Stephens, K. K., & Weir, K. E. (2008).
McCabe, H. (2008).
National Curriculum policy Framework (2009).
Vacilotto, S., & Cummings, R. (2007).