Workshop on Use of the Induction Tool Kit

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Workshop on Use of the Induction Tool Kit
25, 26August 2008
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• Talk by
• Mr. CHEUNG Pak-hong,
• Chairman of ACTEQ

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Our Belief

• Teachers first-year experience matters!
• Induction can enable new teachers to
• adapt to new environment quickly
• enhance commitment, enthusiasm and positive
  feelings
• Build capacity and confidence for positive
  impact on student learning

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ACTEQs Recommendations

• Best way for teacher induction school-based,
  on-the-job
• Schools to establish a comprehensive induction
  system
• Each beginning teacher to be provided with a
  supportive, caring environment
• School as a learning organisation

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Beginning Teachers Common Problems

• Classroom management
• Handling learner diversity
• Communicating with parents and students
• Time management
• Students learning motivation

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Immediate and Long-term Needs of Beginning
Teachers

• On four fronts
• Personal
• Instructional
• Operational
• Professional

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Teacher Induction Scheme

• The Assumption
• first-year
• on employment
• post-qualification
• as a full member of the teaching profession

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Key Features of an Effective Teacher Induction
Scheme

• a scheme with clear objectives, concrete plans,
  committed human resources and effective
  coordination
• a mentoring system where each beginning teacher
  is given individual attention
• a planned effort to provide each beginning
  teacher with comprehensive learning experiences
• an element of self-reflection
• an instrument to document each beginning
  teachers path of development and
• evaluation to inform future development of the
  schools induction system.

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Induction Tool Kit

• Suggested instruments and tools to facilitate
  the interaction between mentors and mentees and
  the conduct of regular professional review
• As a reference for schools to adapt and
  integrate into their own systems
• Based on the Teacher Competencies Framework (TCF)

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Successful Induction

• A school climate of care and help
• Should be for teachers professional development,
  not for performance appraisal
• School as a learning organisation

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Talk by Mr. TSOI Heung-sang

• Introduction to the
• Teacher Competencies Framework and
• the Induction Completion Reference

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Teacher Competencies Framework

• Basic Values
• Learning and Teaching
• Student Development
• School Development
• Professional Relationships and Services

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Teacher Competencies Framework
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Teacher Competencies Framework
Core Professional Values
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Teacher Competencies Framework

• All Students Can Learn
• ???? ????
• Love and Care for Students
• ???? ????
• Respect for Diversity
• ???? ????
• Commitment Dedication to the Profession
• ???? ????
• Collaboration, Sharing Team Spirit
• ???? ????
• Passion for Continuous Learning Excellence
• ???? ????

Core Professional Values
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Domains Dimensions Strands
creating trust and rapport
meeting students diverse needs
subject matter knowledge
pedagogic content knowledge
student development
teaching learning
collaborative relationship in school
contribute to professional development
vision mission culture ethos
policies procedures practices
providing different learning experience
providing pastoral care of students
assessment and evaluation
media strategies skills
profess-ional services
school development
community voluntary services
response to societal values and changes
involve in education policy
home-school collaboration
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Teacher Competencies Framework

• as a framework
• as a map for schools and teachers reference
• as a tool for long-term planning
• as a starting point
• Not a road map
• Not a checklist
• Not for measurement and appraisal
• Not for uniform requirements

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Teacher Induction Reference

• In Chapter 2 of the Induction Tool Kit anchored
  on the Teacher Competencies Framework
• Core and optional items
• Interim and Final Reviews on
• Quantitative Evidence
• Individual Domains

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• Interim and Final Reviews on Quantitative
  Evidence

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Interim and Final Reviews on Individual Domains

• Teaching and Learning
• Student Development
• School Development
• Professional Relationships and Services

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• Teaching and Learning Domain

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• Student Development Domain

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• School Development Domain

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• Professional Relationships and Services Domain

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Workshop Activities on Use of the Induction Tool
Kit

• 240 -450 p.m.

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Activity A Beginning teachers needs, necessary
experiences and professional competencies
expected in the first year
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Group Activities

• Each group to work on ONE task
• (Tasksheet No. 1, 2 or 3)

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Brainstorming

• Task One
• Brainstorm on beginning teachers needs and the
  kinds of support schools are expected to provide
  to meet these needs

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Brainstorming

• Task Two
• Brainstorm on beginning teachers necessary
  experiences for acquiring the threshold
  professional competencies
• Refer to Chapter 2 of the Tool Kit and compare
  them with the points collected during discussion

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Discussion

• Task Three
• Discuss the most important professional
  competencies expected of a beginning teacher by
  referring to the Induction Completion Reference
  in Part III of Chapter 2
• Each group to concentrate on discussing one
  individual domain

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(For Mentors)(??????)

• Tasksheet 1A (Use about 25 minutes for
  discussion)
• What do you think are the needs of a beginning
  teacher in his/her first year of experience? What
  support could be provided to meet these needs?
• ??????????????????????????????

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(For Mentees)(??????)

• Tasksheet 1B (Use about 25 minutes for
  discussion)
• What kinds of support do you expect from your
  school in your first year of experience?
• ??????????????????

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(For Mentors and Mentees)(???????????)

• Tasksheet 2 (Use about 25 minutes)
• (A)What do you think are the necessary
  experiences that a beginning teacher has to
  undergo for acquiring the threshold professional
  competencies?
• ?????????????????????????

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(For Mentors and Mentees)(???????????)

• Tasksheet 2
• (B)Please compare and contrast your views
  collected during the discussion with the list of
  daily responsibilities and descriptors on
  individual domains for beginning teachers
  induction as set out in Chapter 2 of the
  Induction Tool Kit.
• ?????????????????????????????,??????????????????
  ???????

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(For Mentors and Mentees)(???????????)

• Tasksheet 3(Use about 25 minutes)
• Please concentrate on one individual domain
  (Teaching and Learning, Student Development,
  School Development or Professional Relationships
  and Services) in Part III of Chapter 2, and
  discuss in the group what you think are the most
  important professional competencies expected of a
  beginning teacher.
• ?????????????????????????(??????????????????????
  ?),?????????????????????

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Group presentation and debriefing
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• New Grouping Arrangement
• Mentees
• Principals, mentors and other school
  representatives

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Activity B - Portfolio Tasks

• Tool Kit - Chap 2 (Parts IV to VII)
• Personal Statement on Philosophy of Education,
• Professional Development Activities,
• Reflective Journal on Teaching, Learning and
  Assessment, and
• Case Study on Student Development

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(For Mentor Groups)(??????)

• Tasksheet 4A (Use about 10 minutes)
• Read through the four portfolio tasks in Parts IV
  to VII of Chapter 2, and discuss briefly the
  importance of each task for beginning teachers
  professional development.
• ????????????????????,???????????????????????

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(For Mentee Groups)(??????)

• Tasksheet 4B (Use about 10 minutes)
• Read through the four portfolio tasks in Parts IV
  to VII of Chapter 2, and discuss the importance
  of each task for your early professional
  development.
• ????????????????????,????????????????????

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(For Mentor Groups)(??????)

• Tasksheet 5A (Use about 20 minutes)
• Choose one portfolio task (Personal Statement on
  Philosophy of Education/Professional Development
  Activities/ Reflective Journal on Teaching,
  Learning and Assessment/Case Study on Student
  Development)
• Discuss the strategies you would employ to
  support your mentee(s) in accomplishing it.
• ???????????????,??????????
• Before mentees work on the task
• ?????
• In the process of mentees work on the task
• ????????
• After mentees work on the task
• ?????

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(For Mentee Groups)(??????)

• Tasksheet 5B (Use about 20 minutes)
• Choose one portfolio task (Personal Statement on
  Philosophy of Education/Professional Development
  Activities/ Reflective Journal on Teaching,
  Learning and Assessment/Case Study on Student
  Development)
• Discuss the preparation and support you would
  need in accomplishing it.
• ??????????,??????????
• Preparation needed
• ?????
• Support that would be required from
  mentor(s)/other colleagues/school
• ?????/????/???????

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Group Presentation/Feedback
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Activity C Induction Timetable
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Tasksheet 6 - ????????

• Please indicate in the table below the suitable
  period for conducting the key tasks for teacher
  induction.???????????????????????

Held bi-monthly
At least once a term
At least once a term
At least once a term
At least once a term
Interim Review and formal meeting between mentor
mentee
Complete Section A
Reflection
Reflect by completing Section B
Identify teaching topics
Follow up on relevant issues
Complete Proforma
Mentee to record all CPD activities (Section A)
Reflect by completing Section C
At least one case study in a school year
Final Review and Summative Review mentee
Principal
Final Review by Mentor Mentee
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Debriefing and Questions-and-Answers
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Thank You