Workshop on Teacher Induction Scheme

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Workshop on Teacher Induction Scheme
15 July 2009
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Time Programme
300 pm 315 pm Continuing Professional Development of Teachers and Teacher Competencies Framework
315 pm - 400 pm Use of the Induction Tool Kit
400 pm 415 pm On-line resources on the Teacher Induction Scheme
415 pm 500 pm Sharing and Q-and-A Session
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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

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Brainstorming

• Task One
• Please think of three most common problems of
  beginning teachers in their first year.

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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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Brainstorming

• Task Two
• 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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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

• 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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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
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• Love and Care for Students
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• 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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Core Professional Values
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Brainstorming

• Task Three
• 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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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

• In Chapter 2, Part III
• The necessary experiences for teachers early
  professional development
• Core and optional items to fit into schools
  setting and systems
• To facilitate self-reflection and interaction
  between mentor and mentee

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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
In Chap 3, Part III

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

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Individual Domains

• The four domains are anchored on the generic
  Teacher Competencies Framework
• Teachers CPD Career-long professional growth
• ThresholdgtCompetentgtAccomplished
• Refer to P.24 41 of Towards a Learning
  Profession 2003

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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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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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Discussion

• Task Four
• Read through the four portfolio tasks, and
  discuss briefly the importance of each task for
  beginning teachers professional development.

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Induction Tool Kit

• Interim and Final reviews on individual aspects
• Summative review Chap 3
• Overall induction processes plus recommendation
  (completion or extension) and principals
  endorsement
• Documentation schools own format and choice

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Induction Timetable
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• 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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School-based Processes

• Set your own induction time-table to fit in
  schools established systems
• Schools to make professional discretion in using
  different approaches to meet their diverse needs

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Teacher Induction Scheme

• To facilitate the professional growth of both
  beginning teachers and mentors
• To transform schools into a learning organisation
• To make effective use of the Scheme in the
  interest of school development
• Planning, Implementation and Evaluation

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Questions-and-Answers
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Thank You