Teachers Continuing Professional Development

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Teachers Continuing Professional
Development????????
19 August 2009
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Teachers Continuing Professional Development
(TCPD) andTeacher Competencies
Framework??????????(TCF)
http//www.acteq.hk
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Aim of TCPD Framework

• To institutionalise the practice of teachers CPD
  to encourage all teachers to engage in learning
  in various domains and so enhance their
  professionalism.

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Teaching as a Profession

• Conviction to strive in every way for
  improvement so as to fulfil society
  expectations of a profession
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• Section 2.1.1 of the Code for the Education
  Profession of Hong Kong ???????? (1990)

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Teachers Professional Development

• A continuum comprising phases of initial teacher
  education, induction for beginning teachers and
  in-service teachers CPD

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First TCPD document in Nov 2003

• Teachers CPD Framework

• Soft target of 150 CPD hours / 3 years
• Teacher Competencies Framework (TCF)
• 3-year try out
• Soft-landing approach
• Broad definition of CPD all kinds of learning
  opportunities for strengthening teachers
  professional practices

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Structured Learning ?????

• Short courses
• Seminars/conferences
• Workshops
• Offshore study visits
• Degree-awarding programmes

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Other Learning Modes ????

• Sharing of practices within and across schools
• Sharing of professional readings and ideas
• Study circles
• Mentoring
• Serving in education-related committees
• Presenting as speakers/facilitators for
  professional development programmes

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Brainstorming I

• How can you identify the professional development
  needs of your teachers?

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Teacher Competencies Framework ?????????? (TCF)
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Teacher Competencies Framework
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Teacher Competencies Framework
School Development
Professional Relationships Services
Student Development
Teaching and Learning
Core Values
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Teacher Competencies Framework

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

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Six Core Values???????

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

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• Where are you now?
• Where do you want to go?
• How to get there?

• Teachers to assess their own development needs
• Schools to formulate plans for teachers
  professional development according to school and
  teachers needs

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Teacher Competencies Framework

• as a map for schools and teachers reference
• as a mirror for self-reflection
• as an evolving reference 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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Content and Applications of TCF

• Multi-dimensional hierarchy of domains (??),
  dimensions (??), strands (??) and descriptors
  (??) which takes into account the complex nature
  of teachers work.
• Illustrates what teacher competencies (abilities,
  knowledge and skills) should broadly embrace
  during different stages of teachers professional
  growth and developmentthreshold (????),
  competent (????), accomplished (????)

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Content and Applications of TCF

• Enable teachers to make self-evaluation of their
  learning needs over a spectrum of professional
  experience for setting long-term professional
  development plans
• Enable schools to address the professional
  development of their entire staff consistent
  with established theory and effective practice

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Teaching and Learning Domain

• Four dimensions
• Subject Matter Knowledge
• Curriculum and Pedagogical Content Knowledge
• Teaching Strategies and Skills, Use of Language
  and multi-media
• Assessment and Evaluation

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Subject Matter Knowledge Dimension

• Three items
• Command of subject matter knowledge
• Updating of subject matter knowledge and search
  for new subject matter knowledge
• Sharing and exchange of subject teaching practice

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Brainstorming II

• How can your school make effective use of the TCF
  to facilitate the professional growth of teachers
  for meeting personal and schools development
  needs?

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Second TCPD document - the Interim Report (April
2006)

• Teachers and schools actively participated in a
  wide range of CPD activities
• Teachers generally supported the CPD framework.

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Third Report June 2009

• To view progress
• To set out recommendations for future development
  of TCPD

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Third Report

• Four main themes
• professional autonomy and school-based decisions
• school-based CPD
• the quality and focuses of teachers CPD and
• school leadership and support for CPD.

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Principals role

• To set due priority to teachers CPD on school
  development agenda
• To formulate school-based professional
  development plans by referring to TCF
• To implement appropriate policies and allocate
  resources required
• To conduct evaluation as part of the cycle for
  school development planning

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Principals role

• To exercise professional leadership to
• provide all staff with ample opportunities to
  engage in professional development activities
• To create opportunities that address the
  aspirations and development of teachers at
  different career stages

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Principals role

• To ensure balance between teachers professional
  needs and schools development needs promote
  school as a learning organisation
• Strengthen school-based CPD activities and
  facilitate collaborative CPD activities inside
  and across schools - development of
  school/teacher networks (district and SSB)

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Teacher Induction

• Mentoring and early professional development of
  beginning teachers are an integral part of TCPD

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Teacher Induction

• 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

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Beginning Teachers Common Problems

• According to research findings, they are
• 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 (Psychological, health)
• Instructional (Classroom teaching and management)
• Operational (Day-to-day work)
• Professional (Standards and requirements)

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Support

• Comprehensive school-based induction system
• Guidance and support from mentor(s)
• Administrative arrangements
• Formal and informal training programmes and
  sharing
• An environment encouraging collegiality,
  collaboration and reflection
• Reference Q. 3 of Pamphlet

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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

• Based on the Teacher Competencies Framework (TCF)
• 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

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Teacher Induction Reference

• In Chapter 2 of the Induction Tool Kit
• Core and optional items
• Interim and Final Reviews on
• Daily responsibilities
• Individual Domains

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Interim and Final Reviews on Daily
Responsibilities

• Teaching 360 periods (210 hrs)
• Observing 2 lessons taught by peers/mentors
• Having 2 lessons observed by peers/mentors (pre
  and post-lesson conferencing)
• Reflection on teaching and learning
• Case study on student development
• Setting exam papers and doing evaluation
• BIT /lesson with multi-media strategies observed
• Class-teacher
• ECA/functional group/members of professional
  organisation

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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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Portfolio Tasks

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

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School-based Processes

• Set school-based induction time-table to fit in
  schools established systems, TCPD planning
• Make professional discretion in using different
  approaches to meet schools diverse needs

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• Provision of on-line resources for schools

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EDB webpage

• EDB webpage
• http//www.edb.gov.hk/
• Teachers Development gtTraining Qualifications
  gt Continuing Professional Development of Teachers

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ACTEQ webpage

• ACTEQ webpage http//www.acteq.hk

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HK EdCity Webpage

• EdBlogs on HK EdCity webpage
• EdBlog on Teacher Induction Scheme
• http//edblog.hkedcity.net/tis/
• EdBlog on Teachers Continuing Professional
  Development
• http//edblog.hkedcity.net/tcpd

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Future Contact

• Telephone [phone]
• Fax [phone]
• Email pdotpd2_at_edb.gov.hk
• spdotpd1_at_edb.gov.hk

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Sharing

• Mr. CHEUNG Man-wai
• Shatin Tsung Tsin Secondary School

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Questions-and-Answers
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• Thank You