1. Kuliah 5 Reka Bentuk Program Pembangunan Staf

2. HASIL PEMBELAJARAN EDU5822 Pelajar dapat: 1. Mempelbagai kaedah untuk latihan dan pembangunan staf (C6) 2. Mereka bentuk program latihan dan pembangunan staf (P6, CTPS) 3. Mempamer perlakuan profesional dalam mengendali program latihan dan pembangunan staf (A5, EM).

3. Tajuk Pembentukan objektif Pemilihan kaedah Penyediaan bahan pengajaran Faktor mempengaruhi reka bentuk program

4. Professional Development Models of Learning for HE Teachers T&L are assumed to take place within a discipline are often not rationalised or examined, and are accepted as a set of mutually accepted givens. HE teachers are inducted over a long time into these social processes, first through their own academic experiences as successful students and then as lecturing staff and researchers.” (Cooper, 2004:88) Professionalism is defined by Universities UK (2004)’ document Towards a Framework of Professional Teaching Standards as “Individual’s adherence to a set of standards, code of conduct or collection of qualities that characterize accepted practice within a particular area of activity.”

5. Professional Development Models of Learning for HE Teachers A.‘Rational-Cognitive’ Approaches (Trowler & Knight, 2000:36) B.‘Situated Work-Based’ Approaches (Lave & Wenger, 1991)

6. Professional Development Models of Learning for HE Teachers ‘Rational-cognitive’ (Trowler & Knight, 2000:36) - learning is considered to be ‘individual, private, cumulative, permanent, context independent, acquired and predominately rational in nature’ Centralized, rely on behaviorist & individual assumptions “Teaching Curriculum” - dependent on transmission pedagogies whereby participants have to transfer de-contextualized knowledge, translate generic ideas on teaching and learning practice into the specific work based disciplinary contexts

7. Professional Development Models of Learning for HE Teachers ‘Situated Work-Based’ Approaches (Lave & Wenger, 1991). Composed of ‘social, provisional, situated, contingent, constructed and cultural’ (Trowler & Knight, 1999:188) interactions which make the notion of practice transferability from one context to another problematic. Decentralized, situated pedagogy (Malcolm & Zukas) based on “Learning Curriculum” Focus on social and participative activities View that university organizations as ‘systems of practices existing in the world of tacit knowledge View teaching as “intellectual activity’ where teachers ‘play a participatory role in the creation and use of knowledge (Palincsar, 1999:272) Teaching knowledge is not taken as given - as encapsulated within a national framework of professional teaching standards - but that it should be problematized, and is socially constructed by individual teachers within their respective communities of practice.

8. Planning Program for SD (Caffarella, 2002) 1.Identify;  The planners,  Sponsors,  Purposes & Outcomes,  Program planning models 2.The model details;  Basic assumptions,  Sources,  Users 3.The model application;  Identifying personal beliefs about program planning,  Developing upfront parameters,  Determining which model components and tasks to use,  Technology application in program planning

9. Planning Program for SD (Caffarella, 2002) 4. The model components;  discern the context,  build a solid base of support,  identify program ideas,  sort and prioritize program ideas,  develop program objectives,  design instructional plans,  devise transfer-of-learning plans,  formulate evaluation plans,  make recommendations and communicate results,  select formats, schedules and staff needs,  prepare budgets and marketing plans, and  coordinate facilities and on site events.

10. Program Objective Learning, Action and/or Condition? Standard and standardization? Measurable? Improvement?

11. Program Learning Outcome Learning Behaviour (action) Results (Condition)

12. a. Learning This level concerns what and how much the participants learned from the training program (cognitive, affective, psychomotor, social domains) The participants’ responses to items suggesting for an increase in related knowledge, skills and positive attitudes after undertaking the training.

13. b. Behaviour Transfer of learning into instructional practices. It is about whether or not the participants have changed their instructional behaviors, resulting from the training they received. The level is associated with whether they apply the newly acquired knowledge and skills in their teaching.

14. c. Results This level primarily aims to evaluate if the training lead up to outcomes of relevance to the institutions. Whether the training contributes to the functioning of the participating school/institution. Some of the valued outcomes of HE training are the rating of the quality of learning and teaching, graduate employment rate, and recognition in terms of expertise, research and publication.

15. Program Inputs What we invest: Staff Volunteers Time Money Research base Materials Equipment Technology Partners

16. Program Activities What we do; Conduct workshops, meetings Deliver services Develop products, curriculum, resources Train Provide counseling Assess Facilitate Partner Work with media

17. Program Participation What we reach; Participants Clients Agencies Decision-makers Customers Satisfaction

18. Designing Professional Development That Works Birman, Desimone, Porter & Garet, 2000) To identify effective staff development National Survey, probability sample of > 1000 teachers + 6 case + 10 in-depth case studies in 5 states Structural and Core features

19. Designing Professional Development That Works Birman, Desimone, Porter & Garet, 2000) Structural Features; a.Form – Activity as a ‘reform’ or ‘traditional’ workshop/conference b.Duration – Hours spend in the activity and over what span of time c. Participation – Teachers from the same institution participate collectively or teachers from different schools participate individually?

20. Designing Professional Development That Works Birman, Desimone, Porter & Garet, 2000) Core Features; a.Content Focus – To what degree did the activity focus on improving and deepening teachers’ content knowledge? b.Active Learning – Opportunities to actively engaged in a meaningful analysis of L&T c.Coherence – Did the activity encourage communication and incorporate experiences that are consistent with teachers’ goals, standards and assessments?