SBPD Asharf Ali Khaled ELT Supervisor

What makes a good English Teacher? (T) ELT Supervisor: Ashraf Khaled Task What makes a good English Teacher? (T) (1) A good knowledge of a variety of teaching techniques and activities (2) An ability to motivate the students and to create a positive learning environment (3) A good knowledge and use of the English language (4) An awareness of one’s own strengths and weaknesses (6) Being committed to learning and developing as a teacher (5) A love of one’s work (6) Think of one other thing !!!

Differences between Training and Development Task Differences between Training and Development Training is…. budget-dependent often time-bound imposed often driven by systemic change ‘dependent on a trainer possible only in groups based on an external agenda often problem-centred accountable to authorities Development is…. continuous an internal process optional a key factor in personal change independent of a trainer essentially individual based on an internal agenda person-centred and based on a growth view accountable mainly to self

What are the responsibilities of head of departments? Identify training and development needs.  Plan and design training and development. Deliver training and development. Review progress and assess achievement. Continuously improve the effectiveness of training and development.

Task Professional Development Teaching Planning What does Competence Based Curriculum require from the Teachers? Professional Development Teaching Planning Being actively involved in CPD programs to foster his/her teaching competences in order to operate with the new curriculum Generating and maintaining students' motivation by supporting each student to discover his/her potentials and providing sufficient opportunities to learn Participating actively in planning the learning units and the annual plan Reflecting on his/her performance as a teacher frequently Adapting the teaching style, methodology and selected activities to cater for learners' needs Choosing interactive methods of teaching on a daily basis to achieve the desired outcomes Accessing the experience of other teachers to exchange ideas Promoting student-centred learning by facilitating shared, cooperative and active learning and problem solving skills Choosing and designing a wide range of activities that represent best the curricular contents and help to achieve the curriculum standards Collaborating with other teachers of different subjects, school management and community Providing opportunities of real life interaction and authentic communicative situations inside and outside the classroom Planning the teaching-learning-assessment process within a larger period of time

Desirable situation/ CDP Current situation/TRAINING Desirable situation/ CDP Optional, addresed mainly to beginners/low performers (they see it as punishment) Compulsory for all teachers, structured and self-directed based on teachers’ needs, rewarding Subject-based Competence based, all range of experiences Low frequency in organization of events High frequency in organization of events Unattractive, low interest for teachers Very attractive, high interest for teachers Instructor focused, based on lecturing Teacher focused, based on interactive methods and individual reflection Theoretical, supervisor’s model Practical, best practices in classroom Low feedback High feedback on all aspects Knowledge transfer Competence aquisition Linked to supervision processes Linked to Self Development Managed at supervision level with unclear procedures Managed by a Central Institution with a long term strategy, clear objectives and procedures No data base to track teachers’ training personal record Individual CPD recorded and data used in performance evaluation

The Training and Development Cycle: Task The Training and Development Cycle:

The Training and Development Cycle:

The Training and Development Cycle: Identification of (T&D) needs Analysis of (T&D) needs Planning and designing of T&D Implementation of T&D Monitoring of T&D Evaluation of T&D and its impact

Identifying needs Training is the process of acquiring: What for? The knowledge The skills The attitude What for? To fill the gap between what people want to do or what we want them to do, and what they are able to do now.

Teachers’ Areas of Excellence Knowledge : Having a deep, rich understanding of your subject. Hard skills : The skills that enable you to ‘run’ a classroom efficiently. Soft skills The skills that enable you to connect to, motivate and make a difference for your students.

Task Soft skills Hard Skills Knowledge

Training Needs A training need exists when there is a gap between what is required of a person to perform their work competently and what they actually know. REQUIRED PERFORMANCE ACTUAL PERFORMANCE NEED

Task

“Training Needs Analysis”

“Training Needs Analysis” Questionnaires/surveys Observation Look at records and reports Read job description

Questionnaires/Interviews Very useful to elicit participants’ views of their need. BUT, staff members avoid mentioning those areas of their own practice where they feel least knowledgeable, skilled and competent. They are likely to be better at identifying WANTS rather than NEEDS.

ELT General Supervision Observation Monitoring of teaching, such as observation is useful in such cases.

The ranges of professional development activities. Mention some CPD activities. Which of these activities have you done? What’s been most useful to you? What would be most useful to other people?

Types of Continuing Professional Development activity There are many types of CPD, which can help teachers at every stage of their career, and suit their own interests and availability of time. The main areas of activity are: ■ developing a reflective approach to work ■ expanding skills and knowledge through working with resources ■ sharing and learning with other teachers ■ participating in training workshops and courses.

Types of Continuing Professional Development activity Task Types of Continuing Professional Development activity PD activities

PD activities Self-study Observing others Mentoring MOOCs Online groups Magazines Teaching materials Conferences Workshops Training

How to create a PDP

The process of (self discovery) really identifying where you are right now. What are your professional assets and strengths that you want to enhance in your career. What are your professional weaknesses that you want to minimize and hopefully even eliminate in your career.

Where you WANT TO GO. Nothing in life happens in a vacuum so we have to look at personal goals side-by-side with professional goals and really make sure that they're helping to support one another.

The research process is probably one of the most intense steps in building your PDP because it requires that you really understand what's truly involved in achieving your goals. At this stage, you identify the hard skills, soft skills, experience, and knowledge that you need and from where you get them.

After going through all that great research to figure out WHAT YOU NEED TO DO IN ORDER TO REACH YOUR GOALS, you need to choose WHICH WAY is best for you because there are always multiple ways for you to get there. You have to know all of your options. You need to basically map all of the possible routes to get you to your goals

Now, you need to define the specific step-by-step actions required Now, you need to define the specific step-by-step actions required. So perhaps you need to take a class to learn a new skill, or maybe you need to get a mentor, perhaps you need to join a professional association to expand your network. Whatever it is, you need to define the development steps involved and break them down.

You look at the resources like money, time, approval and support You look at the resources like money, time, approval and support. You need to go through each action item and ask yourself what is needed for each action.

You then need to establish specific deadlines for each action item You then need to establish specific deadlines for each action item. This is an essential part of this process. It forces you to make the commitments.

This is the doing part. The big thing that you're going to need in this step is a support system as you work through your plan. This is going to include members of your family your superiors or coworkers.

PDP is not a one-time thing PDP is not a one-time thing. It's an endless process of review and revision. You need to go through it regularly and make updates when needed.

By tracking your progress along the way you're really making this more of an active process as you move forward. You will be able to really quickly shift your focus when you need to make changes. The more you track something the easier it is to make improvements and also to stay motivated because you're going to see your progress right there in front of you so this step is a critically important component that you don't want to neglect.

Now Design your PDP

What Should a PD Plan Include? Task What Should a PD Plan Include?

What Should a PD Plan Include Macro Planning Objective: Teachers’ Needs Assessment : Action Plan: When? Where? Who is responsible? Content: Methodology: Learning Environment: Evaluation: What? How?

Macro Planning Objective: By the end of (the year) teachers will have demonstrated an ability to implement the new curriculum effectively. Teachers’ Needs Assessment : Interviews Questionnaires Class visits Action Plan: When? (two successive periods / along the scholastic year) Where? (Staff Meeting Room/IT or Language lab) Who is responsible? (Principals as managers/HODs as coordinators and trainers / Experienced Teachers as coaches/mentors)

Macro Planning Content: The targets and structure of the Kuwait National Curriculum Planning the teaching and learning Creating learner- and learning-centered curriculum environment Using ICT for learning Classroom assessment: attaining curriculum standards School-based professional development Methodology: The training approach is based on principles of adult learning. A focus on peer review during all the steps. The course models a variety of effective training methodologies, including demonstration, practice, discussion, brain-storming, groups, case studies, role play, games and presentation. TOT in Training Methodologies

Macro Planning Learning Environment: An environment where trainees feel both physically and psychologically comfortable. Physical surroundings (temperature, ventilation, overcrowding, light) No distractions. Evaluation: What? (Reaction/behaviour/learning/result) Kirckpatrick/Guskey. How? (questionnaires/interviews/direct observation/Students’ performance)

Micro Planning Content: Classroom assessment: attaining curriculum standards Sub-content 1. What is Assessment? 2. How can teachers assess? 3. Types of Assessment 4. Using the Appropriate Assessment Strategy 5. Marking Informal Assessment Strategies Write the specific objectives for this training course and then design, in a brief format, a SBCPD Program.

Monitoring and Evaluation The final stages are monitoring and evaluating the impact of professional development and training on teacher behavior and on pupil learning outcomes. Monitoring activities are essentially about ensuring that things are going according to plan and, if they are not, taking appropriate actions to ensure they do. Evaluation is necessary to provide a sound basis for improving and upgrading programmes and processes. Monitoring and evaluation are usually the responsibility of CPD coordinators.

Monitoring and Evaluation The monitoring of professional development consists of checking that what has been planned has happened. Coordinators need to have evidence of the actual impact of PD.

Monitoring and Evaluation The most common forms and sources of evidence of impact are: Evaluation sheets Discussion following training to CPD leaders Discussion at staff or subject area Written reports Interviews, either formal or informal Observing practice such as observing lessons. Performance data The pupil voice Self-evaluation/reflection

Monitoring and Evaluation Models of evaluating impact: One of the first and perhaps the best known is the framework for evaluating training developed by Kirkpatrick and first published in 1959 in the Journal of the American Society of Training Directors. The Kirkpatrick's model explores the relationship between training and the workplace at four levels: reactions, learning, behavior and results.

Monitoring and Evaluation ELT General Supervision Monitoring and Evaluation The first three are essentially trainee based, while the fourth changes emphasis and centres on the effectiveness of the training for the organization (school).

Monitoring and Evaluation Level 1: Reactions By evaluating reactions, you find out if participants enjoyed the training, If the training environment was suitable and comfortable and if the trainees were capable and credible. In short, you are trying to learn what participants think and feel about training. Did they like it? Was their time well spent? Did the material make sense? Will it be useful? Was the leader knowledgeable and helpful? Were the refreshments fresh and tasty? Was the room the right temperature? Were the chairs comfortable?

Monitoring and Evaluation Level 2: Learning By evaluating learning, you determine the extent to which trainees have done the following three things as a result of their training: changed their attitudes, improved their knowledge or increased their skills. Level 3: behaviour By evaluating behaviour, your determine if the trainees are using or transferring their newly learned knowledge, skills and behaviours back on the job. In other words, what behaviour changed because people took part in a training session?

Monitoring and Evaluation Level 4: Results (Students learning outcome) By evaluating results, you determine if the training has affected school results or contributed to the achievement of an objective. What was the impact on students and colleagues? Did it affect students’ performance or achievement? Are students more confident as learners? (How does the new learning affect other aspects of the organization?)

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