FACULTY OF EDUCATION

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FACULTY OF EDUCATION DR. RAMLI BIN BASRI ROOM
G28, TEL office 03-8946 8248, H/P 019 224 1332
(sms prefered) E-MEL ramlibasri_at_upm.edu.my
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L7 Supervisory options for teachers
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Content

• Supervisors generic and specific competency,
• Supervisory options towards developing and
  empowering reflective practitioners among
  teachers
• Teaching styles, teaching principles an authentic
  pedagogy
• School climate, culture and change

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National education aspiration the challenge

• BAHAGIAN 1

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SISC SIPARTNER

• about 10 years ago, the assistant to a
  struggling ICT business man, weary about the huge
  bills for smses the company sent, urged him why
  not make something that send smses for free!
• It was impossible then, but like countless ICT
  technologies invented, many that were conceived
  as impossible then, but now is a norm!
• In this regard, l see you have a similar role

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Quality aspiration Top third of countries in
international assessments by PISA rankings
In 15 years top third
Malaysia
United Kingdom
Australia
WAWASAN PEND NEGARA
Taiwan
Canada
Singapore
Bulgaria
Romania
Malaysia as the fastest improving education
system globally
Mexico
Malaysia
Today bottom third
Columbia
Kazakhstan
Trinidad and Tobago
Your mission is. Cabaran anda adalah.
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EDUCATION TRANSFORMATION (2013 2025)

• Provide equal access to quality education of
  international standard
• Ensure every child is proficient in Malay and
  English language
• Develop values-driven Malaysians
• Transform teaching into the profession of choice
• Ensure high performing school leaders in every
  school
• Empower JPN, PPD schools to customize solutions
  based on needs
• Leverage ICT to scale up quality learning across
  Malaysia
• Transform Ministry delivery, capabilities and
  capacity
• Partner with parents, community and private
  sector at scale
• Maximize student outcome for every Ringgit
• Increase transparency for public accountability.

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Guide empower teachers to produce students

• Who embodies the national students aspiration
• Who possesses the knowledge, skills and expertise
  needed to succeed in work and life it is a blend
  of content knowledge, specific skills, expertise
  and literacies.

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2 1ST C E N T U R Y SKILLS

• BAHAGIAN 2

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2 1 S T C E N T U R Y S T U D E N T O U T C
O M E S
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2 1ST C E N T U R Y SKILLS

• Every 21st century skills implementation requires
  the development of core academic subject
  knowledge and understanding among all students.
  Those who can think critically and communicate
  effectively must build on a base of core academic
  subject knowledge.
• Within the context of core knowledge instruction,
  students must also learn the essential skills for
  success in todays world, such as critical
  thinking, problem solving, communication and
  collaboration.
• When a school or district builds on this
  foundation, combining the entire Framework with
  the necessary support systemsstandards,
  assessments, curriculum and instruction,
  professional development and learning
  environmentsstudents are more engaged in the
  learning process and graduate better prepared to
  thrive in todays global economy.

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1. CORE SUBJECTS FOR THE 21ST CENTURY

• Mastery of core subjects and 21st century themes
  is essential to student success. Core subjects
  include English, reading or language arts, world
  languages, arts, mathematics, economics, science,
  geography, history, government and civics.

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1. CORE SUBJECTS FOR THE 21ST CENTURY

• In addition, schools must promote an
  understanding of academic content at much higher
  levels by weaving 21st century interdisciplinary
  themes into core subjects
• Global Awareness
• Financial, Economic, Business and Entrepreneurial
  Literacy
• Civic Literacy
• Health Literacy
• Environmental Literacy

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2. Learning and Innovation Skills

• Learning and innovation skills are what separate
  students who are prepared for increasingly
  complex life and work environments in todays
  world and those who are not. They include
• Creativity and Innovation
• Critical Thinking and Problem Solving
• Communication and Collaboration .

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3. Information, Media and Technology Skills

• Today, we live in a technology and media-driven
  environment, marked by access to an abundance of
  information, rapid changes in technology tools
  and the ability to collaborate and make
  individual contributions on an unprecedented
  scale. Effective citizens and workers must be
  able to exhibit a range of functional and
  critical thinking skills, such as
• Information Literacy
• Media Literacy
• ICT Literacy

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4. Life and Career Skills

• Todays life and work environments require far
  more than thinking skills and content knowledge.
  The ability to navigate the complex life and work
  environments in the globally competitive
  information age requires students to pay rigorous
  attention to developing adequate life and career
  skills, such as
• Flexibility and Adaptability
• Initiative and Self-Direction
• Social and Cross-Cultural Skills
• Productivity and Accountability
• Leadership and Responsibility

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2 1ST C E N T U R Y SKILLS

• To be delivered through
• Learning environment
• Professional development
• Curriculum and Instruction
• Standard and assessment.

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21st century interdisciplinary themes

• a) Global Awareness
• Using 21st century skills to understand and
  address global issues
• Learning from and working collaboratively with
  individuals representing diverse cultures,
  religions and lifestyles in a spirit of mutual
  respect and open dialogue in personal, work and
  community contexts
• Understanding other nations and cultures,
  including the use of non-English languages

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21st century interdisciplinary themes

• b) Financial, Economic, Business and
  Entrepreneurial Literacy
• Knowing how to make appropriate personal economic
  choices
• Understanding the role of the economy in society
• Using entrepreneurial skills to enhance workplace
  productivity and career options

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21st century interdisciplinary themes

• c) Civic Literacy
• Participating effectively in civic life through
  knowing how to stay informed and understanding
  governmental processes
• Exercising the rights and obligations of
  citizenship at local, state, national and global
  levels
• Understanding the local and global implications
  of civic decisions

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21st century interdisciplinary themes

• d) Literacy
• Obtaining, interpreting and understanding basic
  health information and services and using such
  information and services in ways that enhance
  health
• Understanding preventive physical and mental
  health measures, including proper diet,
  nutrition, exercise, risk avoidance and stress
  reduction
• Using available information to make appropriate
  health-related decisions
• Establishing and monitoring personal and family
  health goals
• Understanding national and international public
  health and safety issues

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...21st century interdisciplinary themes

• e) Environmental Literacy
• Demonstrate knowledge and understanding of the
  environment and the circumstances and conditions
  affecting it, particularly as relates to air,
  climate, land, food, energy, water and ecosystems
• Demonstrate knowledge and understanding of
  societys impact on the natural world (e.g.,
  population growth, population development,
  resource consumption rate, etc.)
• Investigate and analyze environmental issues, and
  make accurate conclusions about effective
  solutions
• Take individual and collective action towards
  addressing environmental challenges (e.g.,
  participating in global actions, designing
  solutions that inspire action on environmental
  issues)

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2. Learning and Innovation Skills

• Learning and innovation skills increasingly are
  being recognized as those that separate students
  who are prepared for a more and more complex life
  and work environments in the 21st century, and
  those who are not.
• A focus on creativity, critical thinking,
  communication and collaboration is essential to
  prepare students for the future.

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a) Creativity And Innovation

• i) Think Creatively
• Use a wide range of idea creation techniques
  (such as brainstorming)
• Create new and worthwhile ideas (both incremental
  and radical concepts)
• Elaborate, refine, analyze and evaluate their own
  ideas in order to improve and maximize creative
  efforts

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a) Creativity And Innovation

• ii) Work Creatively with Others
• Develop, implement and communicate new ideas to
  others effectively
• Be open and responsive to new and diverse
  perspectives incorporate group input and
  feedback into the work
• Demonstrate originality and inventiveness in work
  and understand the real world limits to adopting
  new ideas
• View failure as an opportunity to learn
  understand that creativity and innovation is a
  long-term, cyclical process of small successes
  and frequent mistakes

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a) Creativity And Innovation

• iii) Implement Innovations
• Act on creative ideas to make a tangible and
  useful contribution to the field in which the
  innovation will occur

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b) Critical Thinking And Problem Solving

• i) Reason Effectively
• Use various types of reasoning (inductive,
  deductive, etc.) as appropriate to the situation
• ii) Use Systems Thinking
• Analyze how parts of a whole interact with each
  other to produce overall outcomes in complex
  systems

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b) Critical Thinking And Problem Solving

• iii) Make Judgments and Decisions
• Effectively analyze and evaluate evidence,
  arguments, claims and beliefs
• Analyze and evaluate major alternative points of
  view
• Synthesize and make connections between
  information and arguments
• Interpret information and draw conclusions based
  on the best analysis
• Reflect critically on learning experiences and
  processes

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b) Critical Thinking And Problem Solving

• iv) Solve Problems
• Solve different kinds of non-familiar problems in
  both conventional and innovative ways
• Identify and ask significant questions that
  clarify various points of view and lead to better
  solutions

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c) Communication And Collaboration

• i) Communicate Clearly
• Articulate thoughts and ideas effectively using
  oral, written and nonverbal communication skills
  in a variety of forms and contexts
• Listen effectively to decipher meaning, including
  knowledge, values, attitudes and intentions
• Use communication for a range of purposes (e.g.
  to inform, instruct, motivate and persuade)
• Utilize multiple media and technologies, and know
  how to judge their effectiveness a priori as well
  as assess their impact
• Communicate effectively in diverse environments
  (including multi-lingual)

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c) Communication And Collaboration

• ii) Collaborate with Others
• Demonstrate ability to work effectively and
  respectfully with diverse teams
• Exercise flexibility and willingness to be
  helpful in making necessary compromises to
  accomplish a common goal
• Assume shared responsibility for collaborative
  work, and value the individual contributions made
  by each team member

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3. Information, Media and Technology Skills

• People in the 21st century live in a technology
  and media-suffused environment, marked by various
  characteristics, including 1) access to an
  abundance of information, 2) rapid
• changes in technology tools, and 3) the ability
  to collaborate and make individual contributions
  on an unprecedented scale.
• To be effective in the 21st century, citizens and
  workers must be able to exhibit a range of
  functional and critical thinking skills related
  to information, media and technology

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a) Information Literacy

• i) Access and Evaluate Information
• Access information efficiently (time) and
  effectively (sources)
• Evaluate information critically and competently
• ii) Use and Manage Information
• Use information accurately and creatively for the
  issue or problem at hand
• Manage the flow of information from a wide
  variety of sources
• Apply a fundamental understanding of the
  ethical/legal issues surrounding the access and
  use of information

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b) Media Literacy

• i) Analyze Media
• Understand both how and why media messages are
  constructed, and for what purposes
• Examine how individuals interpret messages
  differently, how values and points of view are
  included or excluded, and how media can influence
  beliefs and behaviors
• Apply a fundamental understanding of the
  ethical/legal issues surrounding the access and
  use of media

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b) Media Literacy

• ii) Create Media Products
• Understand and utilize the most appropriate media
  creation tools, characteristics and conventions
• Understand and effectively utilize the most
  appropriate expressions and interpretations in
  diverse, multi-cultural environments

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c) ICT Literacy

• Apply Technology Effectively
• Use technology as a tool to research, organize,
  evaluate and communicate information
• Use digital technologies (computers, PDAs, media
  players, GPS, etc.), communication/networking
  tools and social networks appropriately to
  access, manage, integrate, evaluate and create
  information to successfully function in a
  knowledge economy
• Apply a fundamental understanding of the
  ethical/legal issues surrounding the access and
  use of information technologies

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4. Life and Career Skills

• Todays life and work environments require far
  more than thinking skills and content knowledge.
  The ability to navigate the complex life and work
  environments in the globally competitive
  information age requires students to pay rigorous
  attention to developing adequate life and career
  skills, such as
• Flexibility and Adaptability
• Initiative and Self-Direction
• Social and Cross-Cultural Skills
• Productivity and Accountability
• Leadership and Responsibility

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a) Flexibility and Adaptability

• i) Adapt to Change
• Adapt to varied roles, jobs responsibilities,
  schedules and contexts
• Work effectively in a climate of ambiguity and
  changing priorities
• ii) Be Flexible
• Incorporate feedback effectively
• Deal positively with praise, setbacks and
  criticism
• Understand, negotiate and balance diverse views
  and beliefs to reach workable solutions,
  particularly in multi-cultural environments

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b) Initiative And Self-direction

• i) Manage Goals and Time
• Set goals with tangible and intangible success
  criteria
• Balance tactical (short-term) and strategic
  (long-term) goals
• Utilize time and manage workload efficiently
• ii) Work Independently
• Monitor, define, prioritize and complete tasks
  without direct oversight

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b) Initiative And Self-direction

• iii) Be Self-directed Learners
• Go beyond basic mastery of skills and/or
  curriculum to explore and expand ones own
  learning and opportunities to gain expertise
• Demonstrate initiative to advance skill levels
  towards a professional level
• Demonstrate commitment to learning as a lifelong
  process
• Reflect critically on past experiences in order
  to inform future progress

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c) Social and Cross-Cultural Skills

• i) Interact Effectively with Others
• Know when it is appropriate to listen and when to
  speak
• Conduct themselves in a respectable, professional
  manner

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c) Social and Cross-Cultural Skills

• ii) Work Effectively in Diverse Teams
• Respect cultural differences and work effectively
  with people from a range of social and cultural
  backgrounds
• Respond open-mindedly to different ideas and
  values
• Leverage social and cultural differences to
  create new ideas and increase both innovation and
  quality of work

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d) Productivity and Accountability

• i) Manage Projects
• Set and meet goals, even in the face of obstacles
  and competing pressures
• Prioritize, plan and manage work to achieve the
  intended result

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d) Productivity and Accountability

• ii) Produce Results
• Demonstrate additional attributes associated with
  producing high quality products including the
  abilities to work positively and ethically,
  manage time and projects effectively, multi-task,
  participate actively, as well as be reliable and
  punctual, present oneself professionally and with
  proper etiquette, collaborate and cooperate
  effectively with teams, respect and appreciate
  team diversity, and be accountable for results

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e) Leadership and Responsibility

• i) Guide and Lead Others
• Use interpersonal and problem-solving skills to
  influence and guide others toward a goal
• Leverage strengths of others to accomplish a
  common goal
• Inspire others to reach their very best via
  example and selflessness
• Demonstrate integrity and ethical behavior in
  using influence and power
• ii) Be Responsible to Others
• Act responsibly with the interests of the larger
  community in mind

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21st CENTURY SUPPORT SYSTEMS

• The critical systems necessary to ensure student
  mastery of 21st century skills are
• 21st Century Standards
• Assessments of 21st Century Skills
• 21st Century Curriculum and Instruction
• 21st Century Professional Development
• 21st Century Learning Environments

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a) 21st Century Standards

• Focus on 21st century skills, content knowledge
  and expertise
• Build understanding across and among core
  subjects as well as 21st century
  interdisciplinary themes
• Emphasize deep understanding rather than shallow
  knowledge
• Engage students with the real world data, tools
  and experts they will encounter in college, on
  the job, and in life students learn best when
  actively engaged in solving meaningful problems
• Allow for multiple measures of mastery

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b) Assessment of 21st Century Skills

• Supports a balance of assessments, including
  high-quality standardized testing along with
  effective formative and summative classroom
  assessments
• Emphasizes useful feedback on student performance
  that is embedded into everyday learning
• Requires a balance of technology-enhanced,
  formative and summative assessments that measure
  student mastery of 21st century skills
• Enables development of portfolios of student work
  that demonstrate mastery of 21st century skills
  to educators and prospective employers
• Enables a balanced portfolio of measures to
  assess the educational systems effectiveness in
  reaching high levels of student competency in
  21st century skills

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c) 21st Century Curriculum and Instruction

• Teaches 21st century skills discretely in the
  context of core subjects and 21st century
  interdisciplinary themes
• Focuses on providing opportunities for applying
  21st century skills across content areas and for
  a competency-based approach to learning
• Enables innovative learning methods that
  integrate the use of supportive technologies,
  inquiry- and problem-based approaches and higher
  order thinking skills
• Encourages the integration of community resources
  beyond school walls

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d) 21st Century Professional Development

• Highlights ways teachers can seize opportunities
  for integrating 21st century skills, tools and
  teaching strategies into their classroom practice
  and help them identify what activities they can
  replace/de-emphasize
• Balances direct instruction with project-oriented
  teaching methods
• Illustrates how a deeper understanding of subject
  matter can actually enhance problem-solving,
  critical thinking, and other 21st century skills
• Enables 21st century professional learning
  communities for teachers that model the kinds of
  classroom learning that best promotes 21st
  century skills for students

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d) 21st Century Professional Development

• Cultivates teachers ability to identify
  students particular learning styles,
  intelligences, strengths and weaknesses
• Helps teachers develop their abilities to use
  various strategies (such as formative
  assessments) to reach diverse students and create
  environments that support differentiated teaching
  and learning
• Supports the continuous evaluation of students
  21st century skills development
• Encourages knowledge sharing among communities of
  practitioners, using face-to-face, virtual and
  blended communications
• Uses a scalable and sustainable model of
  professional development

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e) 21st Century Learning Environments

• Create learning practices, human support and
  physical environments that will support the
  teaching and learning of 21st century skill
  outcomes
• Support professional learning communities that
  enable educators to collaborate, share best
  practices and integrate 21st century skills into
  classroom practice

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e) 21st Century Learning Environments

• Enable students to learn in relevant, real world
  21st century contexts (e.g., through
  project-based or other applied work)
• Allow equitable access to quality learning tools,
  technologies and resources
• Provide 21st century architectural and interior
  designs for group, team and individual learning
• Support expanded community and international
  involvement in learning, both face-to-face and
  online

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Malaysian response to 21st Century skill
challenge

• BAHAGIAN 3

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EDUCATION TRANSFORMATION (2013 2025)

• Provide equal access to quality education of
  international standard
• Ensure every child is proficient in Malay and
  English language
• Develop values-driven Malaysians
• Transform teaching into the profession of choice
• Ensure high performing school leaders in every
  school
• Empower JPN, PPD schools to customize solutions
  based on needs
• Leverage ICT to scale up quality learning across
  Malaysia
• Transform Ministry delivery, capabilities and
  capacity
• Partner with parents, community and private
  sector at scale
• Maximize student outcome for every Ringgit
• Increase transparency for public accountability.

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SUPERVISORS, SISC SIPARTNER mission

• BAHAGIAN 4

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EDUCATION TRANSFORMATION (2013 2025)

• Provide equal access to quality education of
  international standard
• Ensure every child is proficient in Malay and
  English language
• Develop values-driven Malaysians
• Transform teaching into the profession of choice
• Ensure high performing school leaders in every
  school
• Empower JPN, PPD schools to customize solutions
  based on needs
• Leverage ICT to scale up quality learning across
  Malaysia
• Transform Ministry delivery, capabilities and
  capacity
• Partner with parents, community and private
  sector at scale
• Maximize student outcome for every Ringgit
• Increase transparency for public accountability.

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KBAT
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Supervisors, SISC SIPARTNER generic and
specific competency, and training needs to wards
developing and empowering a reflective
practitioners among teachers

• BAHAGIAN 5

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A) Generic Competencies

• Knowledge
• Interpersonal skill
• Technical skill
• Glickman et al (2010)

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a) Knowledge

• SISC SIPARTNER need to have knowledge in
• Education ethics, School culture and work
  environment
• Effective school theory
• Teachers background (major, experience)
• Teaching effectiveness
• Teaching improvement

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b) Interpersonal Skill

• SISC SIPARTNER need to have skills in
• Personnel and body language
• Effective communication
• Networking

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c) Technical Skill

• SISC SIPARTNER need to have technical skill
  in
• Planning, implementing and monitoring
• Development of instrument for supervision
• Data collection, analysis and interpretation
• Research
• Instructional improvement.

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B) Specific Competency

• Those who provide school-based teacher
  development are often called mentors, coachers,
  instructional coordinators, and lead teachers.
• To help, lead, facilitate and empower teachers in
  understanding and improving their teaching
  towards providing effective teaching and towards
  becoming reflective teachers and members of
  learning communities, SISC SIPARTNER needs to
  skillful in

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B) Specific Competency

• Those who provide school-based teacher
  development are often called mentors, coachers,
  instructional coordinators, and lead teachers.
• To help, lead, facilitate and empower teachers in
  understanding and improving their teaching
  towards providing effective teaching and towards
  becoming reflective teachers and members of
  learning communities, SISC SIPARTNER needs to
  skillful in
• Supervising and coaching teacher clinically
• Making teachers collaborates through
• peer supervision,
• self directed supervision, and
• mentoring

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B) Specific Competency

• To help, lead, facilitate and empower teachers in
  providing effective teaching and towards becoming
  reflective teachers, SISC SIPARTNER needs to
  skillful in
• Leading teachers through
• Lesson study
• Looking at students work
• Self directed supervision
• Inquiry based supervision
• Action Research
• Instructional leadership, and
• Teacher leadership

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a) CLINICAL SUPERVISION

• CS Goal the professional development of
  teachers, with an emphasis on improving teachers
  classroom performance
• CS is design to engage supervisors teachers in
  supportive and interactive process
• 1. provide objective feedback on instruction
• 2. diagnose and solve problems
• 3. assist teachers in developing strategies
• 4. professional development for teachers.

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Basic Steps of clinical supervision approach

• PLANNING CONFERENCE meeting between the
  supervisor and supervisee, agree on the focus of
  classroom visit and a method for collecting data
  for later analysis.
• CLASSROOM OBSERVATION supervisor observes a
  lesson systematically and nonjudgmentally,
  collecting data related to the objectives agreed
  upon during the planning conference.
• FEEDBACK CONFERENCE supervisor meets with the
  teacher to analyze the data collected. The
  supervisor and supervisee interpret the data from
  the teacher's perspective with an eye towards
  diagnosing and solving instructional problems.

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b) Peer Supervision

• A approach as a moderately formalized process by
  which two or more teachers agree to work together
  for their own professional growth, usually by
  observing each others classroom, giving each
  other feed back about the observation, and
  discussing shared professional concern.

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b) Peer Supervision

• When two teachers observe each other, the one
  teaching is the coach and the one observing is
  the coached.
• Showers B. Joyce, 1996

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Five different forms of Peer Supervision

1. Professional dialogue guided discussion and
   focus on teaching as a process of thinking, to
   enhance reflective practice.
2. Curriculum development teachers working
   together on how to operationalize the existing
   curriculum, adapt the curriculum to the wide
   variety of students and situation faced in the
   classroom, and enriching the existing curriculum
   by inventing and developing new curriculum units
   and materials.

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• 3. Peer supervision observation of each
  others teaching follow by analysis and
  discussion.
• 4. Peer Coaching collaborative development
  and practice of new teaching methods and skills
  in both workshop settings and under actual
  teaching conditions.
• 5. Action Research the study of problem being
  faced and the development of feasible solution
  that result in changes in ones teaching pratice.

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c) Self Directed Supervision

• A process of supervision or evaluation where
  teachers develops and carries out an
  individualized plan to improve their own
  performance or for professional growth.
• Based on teachers self-reflection on
  instructional effectiveness and leadership
  regularly.
• Self-reflection involves two basic components,
  which are self-observation and self-assessment.

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c) Self Directed Supervision

• Being aware of personal needs, having an accurate
  self-perception in terms of strengths and
  weakness and able to find solutions.
• Supervisor plays a supportive role and does not
  take an active or controlling part.
• Collaboration support from colleagues is
  essential for teachers professional growth plan.

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Steps in Self-Directed Supervision In School
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d) MENTORING

• Purpose of mentoring is to help a novice
• become independent.
• successfully learn their role.
• establish their self-images as teachers.
• figure out the school and its culture.
• understand how teaching unfolds in real
  classrooms.
• improve their effectiveness in demonstrating the
  schools' standards for teaching.

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MENTORING SKILLS

• needs analysis
• negotiation and conflict solving
• giving and receiving positive and negative
  feedback
• observation and assessment
• report writing and target setting
• confidence in communication skills
• (Shaw 1992)

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SUCCESSFUL MENTORING

• When
• mentoring relationship evolve quickly from one of
  tutelage to one of mutuality
• novices ask less and mentors tell less and when
  both settle down to solving problems together.
• mentoring relationship becomes reciprocal.

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MENTOR (EXPERIENCED TEACHER)

• Teacher entrusted with tutoring, educating, and
  guiding another person ( mentee) who is typically
  new to teaching or new to a given school.
• Presumed to know more not only about matters of
  teaching but also about the school's culture so
  that the novice can navigate through this culture
  successfully
• The general role of a mentor involves providing
  resources and opportunities for development,
  helping learners to set high but achievable
  goals, making realistic plans, monitoring
  progress, providing feedback, passing on skills,
  assisting the learner in solving problems and
  providing personel support and motivation

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MENTOR (LEADING ROLES)

• In the context of training a new teacher, the
  following are mentor leading roles
• Training new teacher to teach their particular
  subjects.
• Developing their understanding of how pupils
  learn.
• Training them to manage classes and assess
  pupils.
• Supervising them in relation to school-based
  elements of the course.
• Assessing their competence in subject
  application and classroom skills . (Kirkham,
  1993 Wilkin, 1992)

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e) Lesson Study

• Lesson Study is an effort to improve the process
  and outcome of collaborative learning is
  implemented and sustained by a group of teachers.
• Lesson Study is a systematic and collaborative
  research on teaching and learning to enhance the
  learning experience and improving teaching.
• Usually Lesson Study involves a group of teachers
  who plan collaboratively by title study, the
  teaching of the classroom, data collection
  observation, analysis and discuss data.

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What is lesson study?
e) Lesson Study

• Lesson plan engage students.
• Collaborative planning.
• Consistent with the aims of the school
• Reviewing the recording video, audio, and
  records relating to with the learning and
  training
• Discussion among teachers, invite observers and
  consultant.
• 
  -PROF JIM Stigler

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continue
e) Lesson Study

• Lesson Study is actually not just review the
  study of instructional material (IM) and build a
  worthwhile lesson. LS also exploring the idea of
  ??improving thoughts and undergo the process of
  thinking thus helping them find description of
  the problem, understand the topic, broaden
  understanding of the skills and capabilities.

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f) Looking At Student Work

• Process used to analyze what a student is able to
  do independently in order to identify strengths
  and struggles.
• Aides teachers in providing learning
  opportunities that match the needs of the child.

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Why look at student work?

• Gaining a more comprehensive understanding of
  what students know and are able to do over time.
• Embedding professional development in teachers
  daily practices to improve student achievement.
• Building a sense of community
• Fostering a culture that collaboratively assesses
  the quality and rigor of teacher work
• Developing shared, public criteria to assess
  student work.

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Steps In Looking At Student Work

• Organize a group of people (teachers, assistants,
  support providers, administrators, etc..)
• The group decides which academic area they will
  focus on reading, writing, math, etc.
• Each member of the group brings three samples
  each of student work

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Steps In Looking At Student Work

• A member of the group is chosen to record
  findings on a chart.
• The chart is divided into three sections
• a) What they see (evidence in student work)
• b) They make interpretations about the work
  of the student-the group makes inferences on
  what the student did and what the teacher may
  have taught.

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Steps In Looking At Student Work

• c) They make implications for future teaching
  mini- lessons
• After making implications, group members
  collaboratively create mini-lessons to support
  the students learning.

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G) Inquiry Based Supervision/ Action Research

• IBS is a research
• It represent an individual initiative or
  collaborative efforts as pairs or team of
  teachers work together to solve problems
• IBS emphasis is on the problem solving nature of
  the supervisory experience.
• In this Model, teachers be engaged in problems,
  generate new ideas, discover new insights and
  practices and develop conceptual knowledge.

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G) Inquiry Based Supervision/ Action Research

• In IBS, teachers act as teacher-researcher
• A teacher-researcher is an observer, a
  questioner, a learner, and as result a more
  complete teacher (Glenda L. Bissex, 1986)

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G) Inquiry Based Supervision/ Action Research

• Two approach of IBS -
• Individual initiative
• A teacher work closely with supervisor in sorting
  out problems and developing strategies for its
  resolution and in sharing findings and
  conclusions.
• Pair or team of teachers
• It involves collaboration with other teachers,
  problems are co-researched, findings are shared
  and together find out implications for changes in
  their teaching practices.

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G) Inquiry Based Supervision/ Action Research

• The prime purpose of IBS is to alter the teaching
  practices of the teachers themselves.
• A process aimed at discovering new ideas and
  practices as well as testing old ones, exploring
  and establishing relationship between causes and
  effects, or of systematically gaining evidence
  about the nature of a particular problem
  (Florence Stratemeyer et.al)

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Steps involved in IBS

• the following are basic steps in IBS/AR
• Step 1 Identify the problem
• Step 2 Formulate hypothesis
• Step 3 Test the formulated hypothesis
• Step 4 Collect evidence based on hypothesis
• Step 5 Organize, Analyze and draw
  generalization from the collected data
• Step 6 Draw conclusion

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Steps involved in IBS/AR
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H) Instructional Leadership

• Direct
• Staff Development
• Teacher Evaluation and Supervision
• Indirect
• Resource Acquisition and Building Maintenance
• Instructional Facilitation
• Student Problem Resolution

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BECOMING A TEACHER LEADER
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HOW DO TEACHER BECOME LEADER or CHARACTERISTIC OF
TEACHER LEADER

• Collaborate With Peers Facilitate Team Meetings
• Participate in School Decisions Contribute
  Agenda Items
• Demonstrate Expertise and Share Knowledge Invite
  Colleagues and Community Into the Classroom
• Frequently Reflect on Work Establish Study
  Groups or Professional Learning Communities

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WHAT ARE THE ROLE OF TEACHER LEADER
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WHAT ARE THE ROLE OF TEACHER LEADER
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C) Training Needs for SISC

• 1. Training for Content
• What are SISC purpose or job functions?
• What do SISC need to accomplish?
• How will teachers do in classroom change?
• What effect do we want on students achievement?

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C) Training Needs for SISC

• 2. Training in process
• How will SISC accomplish their goal?
• How do we win commitment for change from
  teachers?
• How must we work together as colleagues or as
  members of communities of practice?

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C) Training Needs for SISC

• 3. Training in culture
• What changes will be needed in the norms system?
• How will expectation change?
• What will be accepted ways of doing things?
• How will we work together?
• How will our purposes, values, and commitments be
  used to point the way and to evaluate our work?

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Teaching styles, Teaching principles Authentic
pedagogy

• BAHAGIAN 6

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A) Teaching styles

• Authoritarian or direct teacher directs all
  activities in class
• Democratic or indirect teacher encourages group
  participation and is willing to let students
  share in decision making process
• Laissez-faire teacher provides no goal and
  direction for group and individual behavior in
  class

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A) Teaching styles

• Flander (1954 1970) found
• Students in indirect classrooms learned more and
  exhibited more constructive and independent
  attitudes than students in direct classrooms
• All types of students in all types of subjects
  learned more with indirect or flexible teachers.

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B) Teaching principles

• Evertson-Emmer Model for effective teaching and
  students learning, the basic principles of
  teaching are
• Rules and procedures are established and enforced
• Similar expectations are consistently maintained
  for activities and behavior at all times for all
  students
• Prompt management of Inappropriate behavior
• All students works (classwork, homework, and
  papers) is corrected, errors discussed, and
  feedback provided promptly

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B) Teaching principles

• Interactive teaching ..includes presenting and
  explaining new material, questioning sessions,
  discussions, checking for students understanding,
  actively moving among students to correct work,
  providing feedback and reteaching.
• Academic engaged time to manage students work
• Pacing, information is presented at a rate
  appropriate to students ability to comprehend

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B) Teaching principles

• Smooth transitions from one activity to another
  to eliminate confusion
• Lesson Clarity, lesson are presented logically
  and sequentially. Clarity is enhanced by the use
  of instructional objectives and adequate
  illustration and by keeping in touch with
  students

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C) Authentic Pedagogy

• Newman Wehlage Standard For Authentic
  Pedagogy
• Construction of knowledge, Discipline inquiry and
  Value beyond schools
• a) Construction of Knowledge
• Standard 1 High Order Thinking
• Instruction involves students in manipulating
  information and ideas by synthesizing ,
  generalizing, explaining, hypothesizing, or
  arriving at conclusions that produce new meaning
  and understanding for them

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C) Authentic Pedagogy

• Newman Wehlage Standard For Authentic
  Pedagogy
• b) Disciplined Inquiry
• Standard 2 Deep knowledge
• Instruction addresses central ideas or topic or
  discipline with enough thoroughness to explore
  connections and relationships and to produce a
  relatively complex understanding
• Standard 3 Substantive conversation
• Student engage in extended conversational
  exchanges with teachers and their peers about
  subject matter in ways that builds an improved
  and shared understanding of ideas or topics.

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C) Authentic Pedagogy

• Newman Wehlage Standard For Authentic
  Pedagogy Instruction
• c) Value beyond school
• Standard 4 Connection to the world beyond
  classroom
• Students make connections between substantive
  knowledge and either public problem or personal
  experience

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School climate, Culture and Change

• BAHAGIAN 7

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a) School Climate

• Improving schools at
• Structural level-altering arrangements, do things
  differently
• Normative level-altered belief involving teachers
  view, belief, what they want, what they know, and
  how they do things that can change outcome.

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a) School Climate

• School climate as enduring characteristics of a
  school ...factors on attitudes, beliefs, values,
  and motivation of staff students
• is the climate promotes or hinder learning and
• School climate is a basis for predicting school
  outcome-new direction for school.

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a) Dimensions of School Climate

1. Conformity to externally imposed rules,
   procedures, policies and practice (autonomy)
2. Personal responsibility
3. Challenging standards
4. Members are recognized rewarded

1. School has a well defined goal
2. Warmth supportive
3. Members accept and reward leadership based on
   expertise

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b) Dimensions of School Health

1. Goal focus
2. Communication adequacy
3. Optimal power equalization (collaboration)
4. Resource utilization
5. Cohesiveness

1. Morale
2. Innovativeness
3. Autonomy
4. Adaptation, innovation
5. Problem solving adequacy

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b) School Culture

• Levels of school culture
• Artifacts (what can bee seen in behavior and
  looks of pupils, teachers, classrooms)
• Perspective of members of school hold (shared
  rules and norms..)
• Values (management, philosophy, vision, mission)
• Assumptions (the tacit beliefs that school hold)

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c) Planning for Change Teacher by Teacher

• Teachers resist change when their basic needs are
  threaten, handle teachers resistance by
• Providing clear information about their
  functions, what is expected of them how they
  are going to be evaluated Developing teachers
  into reflective practitioners
• Assuring of future certainty
• Providing collaboration
• Change at their own pace and control.

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Summary

• To help, lead, facilitate and empower teachers in
  understanding and improving their teaching
  towards providing effective teaching and towards
  becoming reflective teachers and members of
  learning communities, SISC SIPARTNER needs to
  have
• Generic competency knowledge, interpersonal and
  technical skills
• Specific competency are the nine skills proposed
  relevant?

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ASSIGMENT 2 (22/11/14)

• Choose one supervisory option for teachers and
  prepare an essay explaining this options
  (imagine you are presenting and trying to
  convince your fellow teachers in your school)
• Format of essay
• Topic of supervisory option.
• Summary of the supervisory option (5 marks).
• Describe how this option is implemented OR how
  this option can be implemented at your
  institution (10 marks).
• Present your reflection on this option (5 marks).

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Terima Kasih
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Thank You