Ti-aie school Leadership ti-aie transforming teaching-learning process: leading teachers’ professional development



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TI-AIE   School Leadership

TI-AIE
Transforming teaching-learning process: leading teachers’ professional development

This publication forms part of the Open University module [module code and title]. [The complete list of texts which make up this module can be found at the back (where applicable)]. Details of this and other Open University modules can be obtained from the Student Registration and Enquiry Service, The Open University, PO Box 197, Milton Keynes MK7 6BJ, United Kingdom (tel. +44 (0)845 300 60 90; email general-enquiries@open.ac.uk).

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ISBN XXX X XXXX XXXX X

X.X

Contents


  • What this unit is about

  • What school leaders can learn in this unit

  • 1 Perspectives on teacher development

  • 2 Teachers’ professional learning and development

  • 3 Models of teachers’ PLD

  • 4 Keeping a record of development activities

  • 5 Systematising PLD in your school

  • 6 Summary

  • Resources

    • Resource 1: Template for discussion with individual teachers

    • Resource 2: Storytelling, songs, role play and drama

    • Resource 3: An introduction to action research in the classroom

    • Resource 4: Template for action planning

  • Additional resources

  • References

  • Acknowledgements

What this unit is about

The National Curriculum Framework for Teacher Education: Towards Preparing Professional and Humane Teacher (NCFTE) (National Council for Teacher Education, 2009) emphasises the importance of developing a professional workforce. Professional development is a lifelong process and is a key element in developing professionalism. The District Primary Education Programme (DPEP) and Sarva Shiksha Abhiyan (SSA) have put into place a number of sites to provide professional development to all public sector school teachers through block and cluster resource centres. In addition, the Institutes of Advanced Studies in Education (IASEs), Colleges of Teacher Education (CTEs), the State Council of Educational Research (SCERT), District Institutes of Education and Training (DIETs) and some non-governmental organisations (NGOs) conduct in-service training programs for teachers. Development takes place not only through in-service training but through instructor-led workshops, Cluster Resource Centre (CRC) meetings, conversations in the corridor, peer coaching, group learning activities, etc.

As a school leader your leadership role implicitly includes providing support to teachers to enable them improve their practice (including leading teacher professional development). This is not straightforward because there are certain constraints (including budgets) that are not within your control. However, there are opportunities for you to maximise teachers’ effectiveness through school-based support strategies, which is the focus of this unit.

Learning Diary


During your work on this unit you will be asked to make notes in your Learning Diary. If you have not already started one, this is a book or folder where you can document thoughts and plans together in one place.

You may be working through this unit alone but you will learn much more if you are able to discuss your learning with another school leader. This could be a colleague with whom you already collaborate, or someone with whom you form a new relationship. It could be through an organised activity or on a more informal basis. Notes you make in your Learning Diary will be useful for this, as well as mapping your learning and development.


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