Teacher professional development

Topics/ areas
1.       The concept and Needs of Teacher Professional Development,

2.       The means of professional development

3.     Dimensions and skills for Teacher Professional Development

4.      Areas and strands of Teacher Professional Development

5.       Learning Styles, Strategies and Classroom Behaviour

The main objectives of this area are:
to develop among the participants the ability:


 * 1) to	observe and reflect in a structured way on their classroom practice.
 * 2) to	modify their teaching strategies in the light of self-evaluation.
 * 3) to	enable them to undertake sustained independent academic work.
 * 4) to	enable them to locate their teaching in the wider context and to	reflect on, discuss and evaluate the growing needs of English	language education.
 * 5) to	acquire specific trainer skills in order to further their	professional growth.
 * 6) to	enable them to horn their language and skills for classroom	transaction.
 * 7) to	develop confidence, self-esteem and belief in their own ability to	work independently.

Framework
Hargreaves and Fullan (1992, p.IX), “the teacher is the ultimate key to educational change and school improvement.” Teachers do not simply implement the curriculum. They define and refine the curriculum; they interpret and transform the curriculum in a way that makes learning more manageable for the learners. Hence, it is what teachers think and do at the classroom level that eventually determines what learners learn in the classroom. [Richards, J. C. & Renandya, W. A. (2002). (eds). Methodology in Language Teaching- an anthology of current practice. CUP.]

Professional development is ‘‘a process of continual INTELECTUAL, EXPERIENTIAL and ATTITUDINAL growth of teachers’’ (Dale L. Lange).

Dimensions of Teacher professional Development
Psychological: to look within or creating awareness of the strengths and weakness and developing positive attitude;

Professional: display of teaching skills: enhancement of skills, appreciation of language system, literature and culture of the target language.

Needs for Teacher Professional Development
Professional development is one’s evaluation of one’s own classroom performance and getting feedback and keep updating.

Needs for Updating
To increase knowledge base of the teacher

Content –(a) referencing, (b) research, (c) optimum reading (comprehensible input), (d) awareness lg elements, etc…

Pedagogy- (a) Inquiry learning, (b) creative and critical thinking, (c) problem solving, etc

Assessment- (a) CCA, (b) assess of learning, (c) assessment for learning, (d) Feedback

ICT integration and other soft skills (Soft Skills are a combination of Personal Attributes and Interpersonal Skills. Soft Skills are influenced by personal attributes and are directly dependent on interpersonal skills. While Personal Attributes, such as profession Integrity, usually cannot be changed for a professional person, Interpersonal Skills, such as Communications Skills, can be developed.)

Means for Teacher Professional Development

 * Attending	In-service Training, Workshops, Seminars, Conference
 * Academic	Writing- Papers, Articles
 * Creative	Writing- Story, Poems, novels, drama, etc
 * Peer	Observation- Reporting, Reflecting,
 * Reflective	Practices
 * Material	Preparation for Classroom Practices
 * Teacher	Development Groups


 * TESOL	International Group
 * Subsidiaries	of TESOL- ELTAI
 * Other	Social Networking Education Groups-

Teaching English to Teens,

English Language Teaching to 21st Century ELLs.


 * Connecting	to BC, RELO, etc
 * On-line	Courses- Short terms, medium term and Long-terms (E-Teacher	Scholarship Program)
 * Webinar-	Online Seminars (RELO) www.shapingenglish.ning.com	www.wow.org

Skills Development

Methodological Skills

Lesson planning,


 * Goals:		What the general goals of the lesson are,
 * Activities:		what kinds of things students will do during the lesson, such as		dialogue work, free writing, and brain storming,
 * Sequencing		: the order in which activities will be used, including opening and		closing activities
 * Timing:		How much time will be spent on different activities,
 * Grouping:		When the class will be taught as a whole and when they will work in		pairs and groups,
 * Resources:		What materials will be used, such as the textbook, worksheets, and		DVDs.

Richard-Amato (2009) suggest five phases:

 * Opening:		Links are made to previous learning or the lesson is previewed,
 * Simulation:		A lead into the main activity is provided to create interest in the		lesson,
 * Instruction:		The main activity of the lesson is taught,
 * Closure:		The lesson may be reviewed and future learning previewed,
 * Follow-up:		Independent work or homework is assigned.
 * Using		technology,
 * Correcting		learners’ mistakes, etc

Social Skills

 * Interactive	skills,
 * Communication	skills (with parents, peer groups, others, etc

Decision Making Skills

 * Decision	related to planning:

What do I want my learners to learn from this lesson?


 * Interactive:	Are my instructions clear?
 * Evaluative:	Was this lesson successful?

Enabling Skills

 * Professional	reading skills

(Scaffolding and triggering)


 * Investigating	and theorizing skill (ability to acquire, refine, evaluate, and use	theories for improvement of practice,)

Other Skills

 * Explanation	skills
 * Skills	of voice modulation
 * Skills	of using examples
 * Skills	of enhancing participation
 * Skills	of using body language
 * Skills	of integration of ideas.

Identity: by developing a Repertoire of Teaching Skills:
a repertoire of routines and procedures for such things as


 * opening		the lesson,
 * introducing		and explaining tasks,
 * setting		up learning arrangements (group work, pair work, whole-class		learning),
 * checking		students’ understanding,
 * guiding		student practice,
 * monitoring		students’ language use,
 * making		transitions from one task to another, and
 * ending		the lesson.

The Domain of Disciplinary Knowledge
Knowledge that is considered to be essential for a language teacher

history			of language teaching methods, contemporary linguistic theories,			psycholinguistics, critical pedagogy and sociolinguistics

The Domain of Pedagogical Knowledge
Knowledge that provides a basis for language teaching (Shuman 1987). It includes


 * curriculum			planning, assessment, reflective teaching, teaching children,			teaching the four skills, and so on.
 * Learner				needs, learners’ learning problems, plan suitable instructional				goals for lessons, to select and design tasks.

Theorizing of Practice

 * Teacher	learning involves developing a deeper understanding of
 * what		teaching is,
 * of		developing ideas,
 * concepts,		theories, and principles based on personal experience of teaching		known as theorizing of practice.

Teacher Classroom Behaviour

 * 1) With your	partner, go over the following list of teacher behaviours. Which	ones are “dos” and which ones are ‘don’ts’?
 * 2) Think	about the best teacher you have had. Who was he/ she? What level did	they teach? Why did you like them? Share your thoughts with your	partner.
 * 3) Imagine a	teacher who does everything wrong. Prepare a short skit with	your partner about a really ‘bad’ teacher.

Teachers Do’s

 * Be	organized and focused.


 * Do	Speak clearly and slowly.
 * Use	vocabulary that is appropriate.
 * Do	make eye contact.
 * Do	move around.
 * Do	use hand gestures.
 * Do	allow them to ask questions.
 * Plan	lesson carefully.
 * Speak	less.
 * Have	an understanding of their mother tongue.
 * Hone	your students’ skills in English on a daily basis.
 * Keep	the class lively and fun.

Teachers Don’t.

 * Give	negative comments.


 * 1) Interrupt	while your student is trying to express himself.
 * 2) Forget	to review and assess your students regularly.

Characteristics of great teacher

 * 1) Inspires	students
 * 2) Sees	teaching as a calling not a job.
 * 3) Knows	her subject
 * 4) Is	a good human being
 * 5) Is	self reflective, willing to change
 * 6) Has	high expectations of themselves/ students
 * 7) Values,	studious, creativity, and talents
 * 8) Uses	all tools and resources available
 * 9) Appreciates	individual differences of children
 * 10) Is	 open minded and unbiased
 * 11) Is	a moral person.

