CHAPTER 1 : CONCEPT TEACHING AS A PROFESSION Profession- refers to a job that performs an important social function. (level of proficiency, systematic knowledge experience, etc)- is a field which has characteristics such as intellectual finesse interest, adequate qualification training, solemn needed by the community, enjoy individual & group autonomy, quality service concerned, service manners @ code of ethics.- a distinctive line of works that requires educatioN & efficiency as well as high proficiency and specifies. ( eg; law, medical,teacher)- values of profession are being set up by the organization so that the members will follow.Characteristics of Profession - unique & important services with clear obj for society and country.- use a lot of intelectual ability & capability during services- get specific training in certain duration- expert in the work field- have the autonomy in carry out duty- concern about the quality of service- obey and follow the code of profession ethics- dedicated and not asking for rewards.

Professionalism - refers to the characteristics @ attributes in expert circles of a profession- according to Ornstein & Levine (1993), there are 4 attributes in a profession ;

1) master in-depth content of knowledge2) efficiency and expertise in a particular field3) the presence of ethics code to control behaviour 4) truth/approval was given to a profession by society to operate. a) Knowledge of the subjects taught Through teacher training Knowledge content of the subjects Knowledge of the basic pedagogical principles such as classroom management Knowledge of cuuriculum, including lesson, syllabus, textbooks, study guides and teaching materials Knowledge of school administration, school culture, and working style as a force within the organization Knowledge about the purposes, value, philosophy and history of edu.

b) Knowledge of the learner Knowledge about the development of children and teenager ( cognitive, social, physical, and emotion) Knowledge of understanding the diversity of students intelligence, culture, emotion to help develop their potential. Knowledge on how student learn and their need to provide suitable approach, task, and motivate after identify their strength and weaknesses. Knowledge of analyze and make the best decision for student (evaluate stud understanding, making reflection of t&l, improve the planning and process of teaching.

c) Increase the profesionalism of teacher Streamlined the skills and knowledge techniques @ method from time to time Complete themselves to the self-renewal and changes in curriculum Strive and make decisions in classroom Concern with achievement and welfare of the stud.

Characteristic of professional teacher Mohamad Sani (1998) : Attitude- devoted- good moral values- noble- commitment- +ve attitude- talented- leadership- knowledge culture practice- courteousSkill- t & L planning- t & L managing- T & L strategy- technology proficiency- generic proficiency- counselling proficiency- T & L evaluationKnowledge - content of lesson- content of knowledge- pedagogy- material- method- technology

Characteristics of Professional teacher Abdul Shukor Abdullah (1998) Act professionally Display strength charcteristic of theory Knowledgeable Actiong upon a foundation of ethics and framework Immoral firm Always trying to improve quality of teaching Concern with the discretion of stud and parents Able to evaluate stude strenght and weaknesses Complete themselves with skills that allign with current demands Ensure teacher teach pupils to learn situation in classroom Attempting to build stud brilliant mind in academic performance Obey and faithful to and maintain the profession dignity and service Demostrate loyalty to the government, the establishment of free and not parted. Professional and devote attention to teaching and learning at school

Professional teacher Vs Non-professional teacherProfessional Non-professional

-training programme- hve autonomy in classroom- be in organization and involve in all the act pro- expert in subj- not only for trainnee teachers only Eg : gstt,temporary teacher- limited autonomy- do not have power in fired techer

10 traits of effective teacher (McEwan, 2002) ;1) Encouragement & passionate- driven by mission ( to teach) & passion to help stud learn and develop.- high commitment & willingness to accept additional tasks- strive to achieve goals.2) Positive and true- display qualities such as respect, compassion, emphaty and fair.- democratic,easy & open with stud, adaptable to changes.- strengthen the power of studs and identifying stud issues.- always looking +vely and sincere in every challenge to develop noble personality human capital.3) Teacher as leader- influence stud to change, learn, and develop to achieve aims.- role model to stud, lead parents to active partnership, colleagues through mentoring, collaboration, sharing ideas and etc,- impressive moral proficiency, intellectual and social leadership for benefits others.4) With-it-ness- complete themselves with knowledge and have full control with classroom managemnt, stud involvement, and managemnt of time.- carry out duties perfectly, and act wisely in solving prob- create reflection during t & l to take action of current events.5) Style- display own style, full of interest,creative, humor, charisma, and bring renewal of teaching- form own style and be accepted and exampled by the students.6) Expertise in motivation- motivated and confident to change the stud lives and master academic standard & highest behaviour- motivate stud through personnel teaching efficacy with mission all stud should learn. - acted as instructional manager7) Instructional effectiveness - hve various techniques, teaching behaviour, and skills that depend on the stud need, subj and learing outcomes.- ability to communicate and teaching skills such as design and provide lesson, explaining clearly, preparing conducive environment, managing classroom, etc.Slavin Model (1989), 4 elements of effective teaching. - teaching qualities ( various teaching methods and materials), suitability level of teaching ( updated content and assessment sys according to stud ability), incentives ( designing instructional content and provide the same motivation either reward or punishment), and time (engaged time and time on task) 8) Content learning- complete knowledge of the subj content and always life-long learner.- need thorough knowledge of delivering content knowledge, principles of classroom management, curriculum materials, stud, purpose and value of reflection.9) Street smarts- use the knowledge of stud, school, and local community to solve probs of t & l in classroom.- always investigate and collect info on the causes of stud behaviour to devise effective t & l process.10) Mental life- active learner & hve individual direction- active & always focus on task- ability to think and make reflection, explain various ideas, issues and values on teaching.

CHAPTER 2 : TEACHING CODE OF ETHICS & ACCOUNTABILITYConcept of EthicsEthics = rules of behaviour, human customs in association with each other and this arrangement maintained what is right and wrong.= ethical moral principles that include knowledge about nature of good and truth.= ethical code of conduct identified in relation to human actions in certain areas (Nikki, 2009)= knowledge of duty (Bascom, 2007)Professions Code of Ethics

* regulation for professional help teacher comply with the principles set forth to take care of the good image of their profession.* ensure that teachers did not do anything untoward & tarnished the image of teaching profession.* 3 aspects that are key functions of professions code of ethics :1) Provide guidelines for every member of the profession on the principles outlined professionalism. - every member abreast of things to do and which should not be done.2) The social control of society related professions. - provide knowledge to the community so that they understand the importance of a profession that allows them to control professionals in their career field,3) Helps professionals to prevent interference outside the organization profession about ethical relationships in the membership of the profession.

Code of Ethics Training Msia Teacher Code of Ethics is provided in the form of a pledge that all teachers will observe and protect the image of the teaching profession.

a) Responsibility towards the students

More concern for the welfare and safety of stud from othe things Be fair to all stud, regardless of factors of physical, mental, emo, politic, economic, scocial.. Keep ur professional @ confidential info about stud unless they are entitled to know, To assist or teach a stud in the classrrom itself @ in the sub, the sub being taught in the classroom without any charges. Demostrate how to dress, speech, and behaviour can give a good example to the students. Maintain & improve professional competence through study tours, and attending professional courses, conferences, meetings, @ seminar for teaching us to achieve highest quality.

b) Responsibility towards the parents

- respect the primary responsibility of parents- strive to establish friendly relations and cooperation between educational institution and households.- consider all the info provided by parents @ child as confidential and will not disclose to anyone- provide info to parents in the interest of their children and use the info received from parents carefully and sensibly.- refrain from using @ affected by the social and economic position of the parents- prevent urself from saying things or doing things that can affect the belief of stud to parents @ guardian.

c) Responsibility towards sociaty and country- prevent urself from spreading the teachings that could damage the interest of stud, community, nation @ opposite of the rukun negara.- foster the stud attitudes and valuea that can help & guide them to become loyal, responsible, helpful, and respectful to different race, religion, or culture.- respect the communities in which we serve and meet all responsibilities as a citizen and always participate in any community activities.- to promote cooperation and understanding between teachers and parents as well as educational institutions and the community.- provide active contribution to raise the moral life, culture, knowledgeable society.- adhere to proper behaviour accepted by society and live our days well.

d) Responsibility towardsa colleagues and teaching profession- refrain from making any statement @ comment that could discredit a teacher in front of studs @ their parents @ do something that can degrade a teacher.- do not engage in activities that could affect our efficiency as a teacher- strive fully discharge our responsibilities diligently and earnestly and keep it in line with the professional and social progress.- always ready to help colleagues, especially those who are new to the teaching profession- always monitor ourselves so as not to tarnish the reputation of the teaching profession- be a member of teachers organization.

Concept of Accoutability Accountability= to be responsible to someone or for any actions, decisions, etc and is prepared to provide an explanation and justificstion required= closely related to the discipline and the need to justify and accept responsibility, decision, or action taken.

= refers to the responsibility of a teacher to the teaching profession. Teaching responsibilities should be understood and implemented by a teacher for teachers professionalism.a) Accountability towards students Educate stud to a level of excellence in academic achievement as well as potential to form a whole produce stud with balance and harmonious JERIS. Shaping the personality of stud and teaching has a moral purpose as always give importance to the character of the studs. Use the practices of teaching and select materials for all studs of diff race, gender, religion, ability, etc. Develop a range of skills in order to accelerate stud learning and to create a classroom environment Accountable for stud performance and to provide an explanation if the academic achievement declined. Dedicated, priortize stud welfare and safety, fair, guiding and portray good values.

b) Accountability towards oneself Should be knowledgeable and competent in the subj area that being taught. Update themselves on new developments (explore & discover new knowledge,pedagogical content) Build good interpersonal skills Commintment to the task, pstve attitude, perform duties in a fair and equal leaning opportunity to all. Maintain good behaviour, have patience, empathy, sincerity, and honesty in carry out duties. Delivering info effectively, classroom management, discipline mangment, group dynamics process. Stud motivation & participation in t & l act.

c) Accountability towards parents For the development and progress of the studs in school. Sahping stud personality ( teaching & innstruction form stud character) Establish good relationship with parents to support them in prob associated with their children. Play a role in guiding stud as teacher character ( parents hope is high) Gain parents trust will encourage parents to talk about the prob and collaborate wit teacher.

d) Accountability towards community and country Fulfilling the country as Malaysians based on the principles enshrined in the National Principles. Perform best to achieve the ideals and aspirations of the National Philosophy of Education. Be positive to increase the prestige of teaching profession in public life. Sensitive to the environment and community affected abstain from the ve elements that may contaminate the good image of the school and community/country Update oneself by bringing changes to stud and future in line with the aspirations of NEP n Vision 2020. ( practice reading, acquire knowledge, tnet search skills, ict) Develop attitudes and values in the stud to guide & nurture them to become loyal citizens, responsibility, and respect all people. Encourge relationship with parents and comunity (adapt and adopt an attitude of modesty while participating in social act)

e) Accountability towards colleagues and teaching profession Cooperate each other to protect the image of profession Prepare to assist new collegues in the profession Master latest @ content knowledge, pedagogical skills, etc ( attend courses, intellectual discussion, AR, accessing tnet, etc to perform their duties) Use computer in learning, self-access, and means of treatment as a result of reading writing input virtual Take opportunity to make full use of existing facilities in teacher act cntres, resource centers, library to enhance quality of teaching and profession Acquire knowledge and skill in edu psychology, pedagogy, sociology of edu, tech, and assessmnt to find alternative to help stud.

Teacher Integrity Integrity wholeness @ completeness, soundness of moral principle which refers to sincerity and honesty (Nillsen,2004) Msia Institute of Integrity (2004), refers to the inherent superior quality and strong overall to individuals and organizations. The integrity of the teachers refers to the superior quality that exists as a whole and to individual members of the solid edu and edu organization based on ethics and charter organizations. Teacher practice and and understand Profession Code of Ethics and charter customers by creating a culture of systematic organization. Teacher will hve trust and loving concern of stud as well as high persistence in addressing the probs faced by stud. Teacher should be responsible and obligated to give the best of stud - fun learning environment make up human capital potential and admirable display. Teacher with faith, trust, caring nature of the stud will definitely get the best edu and emulate the character of the teachers. Teacher with good relationship with stud based on sincerity and compassion enable to provide the best edu for stud. Stud formed holistically depend on identity and integrity of teacher.

National Integrity Plan (NIP) Main aim to instil and build ethics and integrity culture to all. Allign with 4th challenges in Vision 2020 (create society that have strong moral values and ethics) 5 goals :1) reduce the bribe disturbance, corruptcy,misuse power effectively2) enhance the competency in delivering sys of public service and overcome birocracy3) enhance corporate administration and business ethics4) empower the family institution5) improve the life quality and harmonious society.

CHAPTER 3 : ISSUES ON TEACHERS ETHICS Ethics enable to protect secure the teacher profession accordance with the customs of the profession (civil servant) & not contrary with the human rights generally. To protect the imge of profession, every teacher must adhere to professional ethics, teaching ethics,ethical behaviour & ethical pub. Service (Abd Rahim,2007)

a) Teacher politeness Is conduct o behaviour that is able to make a good relationship with each other that make a society live in harmony and friendly. Courteous language teacher should have :1) Words contain meaning utterance honest, sincere and true2) Use appropriate voice intonation3) Select the use of personal pronoun and calling sys.4) Not interrupt the conversation of others, selfishness and has self views only.5) Use appropriate strategies to avoid misperception of others 6) Comply with the language that meets the community Characteristics of teacher politeness :1) Sincere,honest,kind, caring & willing to sacrifice2) Be grateful and thankful 4 the blessings and benefits derived (say thanks)3) Bold, assertive & able to correct the bad things from happening4) Valuing n respecting others despite the age, background, ability, etc5) Using words 4 good things & not hurt others6) Friendly, generous, and willing to improve weaknesses7) Wear appropriate attire by following the ethics8) Good communication skills considering the culture

Model Prinsip Kerjasama (PK) Grice 1975 Based on the usage of conversation implication in exploring the appropriateness Teacher give opinion @ speech as wanted only Have to consider the exactness of speech, place of discussion & the appropriateness of the speech Grice has 4 principles :1) Kuantiti (perfect) give the benefit info n ensure info not beyond the expectation2) Quality (correct) do not say somethin that they think of incorrect or not sure without proof3) Continuous (kesinambungan) have related and relevant info4) Ways of delivering (clear) avoid unclear perception 0 too smple, n implement systematically

Model Kesantunan Lakoff (1978) To maintain the harmonious & progress of conversation 3 principles : 1) Do not force2) Give choices3) Be a good listener Prinsip Kesantunan Leech (1983) Based on the quality of conversation 6 principles :1) Polite/prudent min cost & max benefit to others2) Wise min benefit & max cost to self3) Support- min insultation & max complment4) Humble min complmnt & max insultation to self5) Agreement min fight & max agreement to others6) Sympathy max to self & others

b) Teacher concern/caring A composite representation of the feelings, thought, and attention given to a particular issue o task. Combination of feelings, thoughts, and attention given by teacher of the issues encountered during his/her duty. Teacher concern is the power of changing process (Havelock, 1995). Teacher hve to :1) Realize the change2) Interested in change3) Identify the indicator of change4) Evaluate the changing effect5) Cooperate with collegues6) Make improvement Eg of issue: - do not care bout the stud, not focus in duty, take self-dev 4 granted Teacher care of the stud needs n act to meet the requirements, listen to stud voice, create conducive environment, understand stud emphaty Teacher show caring through Budaya Cut Apple A caring, understanding, trusting, accepting, patience, +ve thinking, listening, empathy, assertive

c) Appearance of teacher Refer to personal characteristics of the teacher, including attitudes,beliefs, interests, appreciation,and values. Standard that all teacher should know, act normally, and can perform tasks responsibly regardless of subj mtter o grade level taught (INTASC,2005) Teacher portray good values Teacher be creative n innovative Teacher show good appearance (style,expression) Teacher show +ve attitudes Teacher have a good interpersonal skill Howard (2007) describes 4 characteristics that stimulate appearance n personality of teachers :1) Appearance of difference Teacher deal with the diff of stud. Teacher have level of skill-based culture, an ability to identify & recognize certain realities created in the classroom with a variety of cultures. 2) Appearance for dialogue Teacher show passion n desire to know the other person & this refers to the willingness to xplore the similarities and diff between individu Dialogues between colleagues n dialogues between teachers and studs.3) Disillusionment Able to come to fce the frustation is showing openess teacher look outside of their own culture & the ability to examine beliefs n views beyond.4) Democracy Able to identify the importance of demo where all stud hve equal opportunity to engage in all act.

d) Business in school Direct selling in school/staffroom Enthusiastic business will forget & neglect their responsibilities Effect the image of profession Violated the ethics of public services and teacher are bound by General Order. Authorities should play a role by providing comments & take appropriate action against teacher profession

e) Part time career Gov official aubj to follow General Order of the Government Civil servants must obtain approval to do part-time work to supplement their income. Approval will given if the part-time job does not conflict with the regulations such as not done in working hours n does not affect their work. Eg : tuition @ online class, work in private institution Get permission from the department of edu in advance (tuition not more than 6 hours a week)

f) Time management Discipline for teacher Effective time planning either on daily, weekly or long term to allow time 4 acts of lect, learning, leisure, personal responsibility n break Time 4 themselves (pln t&l, punctual in entering class, not squander studs time stud misbehaviour

g) Financial management Manage finances while on the job at the school, teacher himself n fmily Teacher responsible for collecting special fees n magazine, produce receipt, arrange stud finance Teacher make purchases without following the procedure (without using order form) Principal have rights to refuse payment Teacher collect special fees from stud but not handing over the proceeds to the school (no receipt) Teacher hand over the collection a few weeks or months until all stud pay the fees. Teacher need to have accountability for the money collected & in charge. Teacher should always practice virtues & wisdom moderate severity prudent financial mag of self n fmly. Teacher need to be cautious in shopping, diff the needs n luxuries, spend wisely, save 4 future

CHAPTER 4 : DEVELOPMENT STAGES OF TEACHER Theory of Thoughtfulness (Fuller, 1969) Studying the prob faced by teacher pre-service & in service teacher Concern Theory - attempt to explin the prceptions, concerns, probs, grievances n satisfaction that faced by pre-service teacher (training prog)- Concern the impression of teacher/somethin that is consider to be a prob @ somethin that thinks teacher and would like to make somethin about it - 3 levels of concern :1) Ability of themselves ( Personal Survival) Refer to the ability to cope successfully teaching (classroom mngement, comments from others) Dimish after first few months of teaching

2) The values of teachers focused on their task Pay attention to the ways in which they can handle the task with good teaching Focus on how to implement n improve teaching, how to master the content cubj knowledge,classroom mangement) Cnfidence to tackle tasks n overcome prob

3) Impacts associated with their teaching to stud. Give attention to the impact of teaching on stud learning Concern on stud achievement See stud as individuals with own potential ; growth n dev

Dev of teachers as Natural Process Pre-service : thought, concern will focus on yourself, then task on teaching, and impact. Emo, social, n physical support needed by teacher to dev from one stage to another Time to shift from one stage to another for 2nd time take short duration compare the first one.

5 Development of Teachers (Trotter, 1986) one takes the interval between 10 & 15 years to shift from novice to expert in the field 5 stages : 1) The Novice level 2) The Competent level3) The Effective level4) The Expert level5) The Master level

1) Novice Teacher Begins when registered as a stud in teaching degree prog Learn the specific facts objectively & master the basic concepts n principles Leaning n trying to form a holistic view to understang the meaning of being teacher Acquire some basic skills, terminology in profession, n initial ideas about teaching. Collect n add factual knowledge, info on process of learning Expose to the actual situation of school (SBE) & prcticum Being mentored n clinical observations to support novice teacher to grow. Involve in socialization issue : a) Not expert in managing cocu/ sportb) Not understand school rules n disciplinec) Lack of confidence in controlling classd) Lack of theory n practicee) Lack of interpersonal com skill

Challenges faced by novice teacher :a) Known as passive,not creative & imaginativeb) Do not achieve the school indicatorc) Unable to adapt with the school environment/communityd) Unable to bear the workload as a teachere) Implement the teaching strategy

2) Competence Teacher Achieve the min skills in their respective field Able to understand the principles n concepts of learning in a variety of situations n special circumstances Ability to solve T&L problems Investigate practice through reflection Characterictics :a) Personal mission-driven, +ve, faith, n patienceb) Teaching own style, expert, mativate, with-it-nessc) Intellectual like to read, fresh mental life, self-actualization

Principles : a) Do It Right First Time efficient in doind work, less mistakesb) Teacher teach, stud learn teach, do preparation & motivate stud to learn c) Share the same vision teacher & schoold) On-going improvement processe) Prevent prob than solving prob be proactive

Requires between 2 n 5 years of teaching experience & open to new learning or ready to receive additional training in service

3) Effective Teacher Philip Van Hooser (1998), 3 elements of success :a) Knowledgeb) Skillc) Attitudes Characteristics :a) Professionalb) Portray strong/good theory in teachingc) Knowledgeabled) Act based on code of ethicse) Strong morality f) Keep improving the quality of teachingg) Concern on stud needsh) Identify stud strength n weaknessesi) Prepare self for current demandsj) Portray good image

4) Expert Teacher The best in the profession Involve fully in curriculum mngemnt Influenced stud lives positively n lasting impression T easily identify the key elements in a task T hve high cognitive ability to digest & analyze the learning environment in a creative n distinctive. Hve enough experience n can help understand the sItuation facedT exhibiting a distinctive teaching styles. T hve ability to guide n mentor novice teacher (shre experience, ideas, skills through discussion, training courses, etc) Need to :a) Good in communication stud dynamic learning environmentb) Effective motivationc) Increase the ability in using ICTd) Create @ plan proge) Able to manage classroom effectively ( values, relationships,environment) Skill required by teacher : Delivering Evaluating Stimulating Classroom managing Discilpine cntrol

5) Master Teacher To acknowledge teacher who have skill, expertise, n excellence in subj @ opsyen T is a star in its field understand n deal with many n varied info & still be able to exhibit a smooth teaching style Ideas & skills affect the policy related to conduct classroom teaching Own the ability to carry out the duty n function as teacher max. GC (guru cemerlang) Role model to other teacher Increase teacher motivation n school excellence Master @ phd holder Good & +ve personality MOE role to produce mster teacher :a) Collaborate with abroad unib) Twinning prog with other unic) Plan In-service coursed) Train teacher (sc math in eng)e) Provide vocational n technical teacherSimilarities & differences of Master teacher (Trotter) & GC (excellent teacher)Similarities Be a role model Alert, concern towards stud Wise in managing time, material, snd resources Empowering subj content learningDifferences Taught for 5 & three years Free from blck listedDifferences between Novice teacher & master teacherNovice Expert

Content knowldge learn separte @ discrete- limited pedagogical- teache based on curriculum-know n understand the content narrowly- use wide pedagogical strategy- change curriculum based on its need

CHAPTER 5 : THE ROLE OF PRIMARY SCHOOL TEACHERTeachers Role1) Practitioner Knowledge and Skill2) Consultant/guider 3) The reflective Practitioner4) Researcher5) Agent of socialization6) Agent of Change7) Substitude Parents8) Behaviour Shaper 9) Learning Manager

1) Practitioner Knowledge & skill Responsible to always seek knowldge n prctice to meet the edu needs Teacher love,mastre, always looking n improving knowldge, use @ apply knowledge Teacher practitioner of pedagogical & content knowledge Teacher structured the t&L and integrated the elements of skills n values. Teacher role to deliver knowledge n enhance the stud ethics o values Teacher practice the culture of learning ( read, think, research, new idea) Plan the t&l process Teaching skill (pedagogical) Keep improving self

2) Consultant / Guider Teacher cover a persons entire moral dev Ensure that stud master the skills needed to address the prob @ challenges T work with school n parents to guide stud toward quality n healthy life T provide advice, guidance, instruction, n assistance Cultivate the interest & motivation of academic subj. Guide stud to identify strength n weakness, support their interest Instill passion & healthy attitudes toward school n relate it with daily practices Identify n assist stud who experiencing prob of edu/social/emo/physical

3) Reflective Practitioner Help teacher to structure thinking toward mastery pedagogical content & general knowledge T evaluate, understand, & learn from experience T always question themselves. Increase T professionalism Improve t & L act Enable T to think critically n creatively. Able to identify strength n weaknesses within himself Fulfil the stud needs Teaching process become effective Action & decisions based on knowledge & pedagogical knowldge effctively. Contribution to new ideas

4) Researcher T apply research to understand the culture, prctice of learning environment and actions to improve the quality of professionalism T make decision in classroom managemnt ( plan lesson, assessing stud work, etc) Increase the quality of lesson Carry out the research regarding t&L practice Implement the new ideas or strategy to overcome prob Advantages : Adding theoretical clarity, languange n learning Increase knowledge & understanding of classroom prctice n improve teaching skill Facilitate collaboration with stud n others Opportunity to expand commitment towards the improvement n enhance the profession

5) Agent of Socialization T imparting knowledge, attitudes, values, personality to stud accordance their needs n society expectations T serve individual socialize and high emo intellignce to stud adapt working world. T show empathy nature n help stud to dev emotionally healthy T easy to adapt, caring, n respect individual differences T involve in community act organize by local community contribute time, energy, money socialize with parents, residents, communities T enhance the quality of life patterns, preserve n maintain the culture n norms of the community T willing to learn n adapt to new tech in communication (email,chat,blog)

6) Agent of Change T face the changes in performance in duty ( new curriculum,new instructional method, new organizational struct,etc) T must be able to manage the transition from the old to the new, help others to release existing ways n try new ways,show +ve spirit, with the ability of self-confidence, & willingness to engage the face of change T be responsive n strive to lead the change in line with the aspirations of the country through his duties accordance with the current demands T action of changes ensure the edu process more effective, relevant, meaningful n appropriate to current demands T adopt the concept of Life-long learning ; changes be generative, new ideas n innovation. Use learner-centered strategy T be procative

7) Substitute Parents T need to understand that a child is taught by their parents, understand fmly structure n fmly function in the culture n practices of diff customs. T give more attention & strive to create schools n classroom more conducive, concern of child bout the outside world. T demostating the love, warmth, and provide learning experience that are meaningful. T support stud without being discrimination . T alert with stud needs, emo, attitudes changes.

8) Behaviour Shaper T mold the required behaviour (+ve) T understand the learning goals to be achieved T provide focus on behaviour change T provide focus on thoughts, feelings, psychological & emotional needs of the individual T provide opportunities for individuals to master the control of his own behaviour T deliver values, beliefs to shape stud behaviour T create effective classroom

9) Learning Manager T strive to create a learning environment that encourages collaboration among stud to make learning process meaningful n productive. T planning, organizing, directing, n controlling the t& l act T manage the classroom (rules,routine) T manage physical environment (furniture, lighting,etc) T manage the psychosocial environment of the classroom (communication) T manage the process of assessment (question, examination, monitoring,etc)

CHAPTER 6 : TEACHER LEADERSHIPConcept of Leadership Ability to lead Ability to influence the members of the group to achieve goal A persons ability to inspire confidence and support among the group of people that are needed to achieve organizational goals.

Types of LeadershipLewin's Leadership Styles1. Autocratic make decisions without consulting their team members, even if their input would be useful. This can be appropriate when you need to make decisions quickly, when there's no need for team input, and when team agreement isn't necessary for a successful outcome.

2. Democratic make the final decisions, but they include team members in the decision-making process. They encourage creativity, and people are often highly engaged in projects and decisions. As a result, team members tend to have high job satisfaction and high productivity.

3. Laissez-faire leaders give their team members a lot of freedom in how they do their work, and how they set their deadlines. They providesupportwith resources and advice if needed, but otherwise they don't get involved. This autonomy can lead to high job satisfaction

1) Natural Leadership Appear as influential person The oldest, most experience, high interpersonal skills Appoint naturally

2) Charismatic Leadership Leader has special or unusual quality Demostrate ability to solve prob or face crisis successfully. Personality traits :a) Oriented achievementb) Creative n innovativec) Highly energetic n self-involvementd) High self-confidencee) Willing to risk

3) Bureaucratic Leadership Structured n operates under specific procedures as established in an organization, Use official power to lead organization Aim to max efficiency through rational management approach. Emphasis on aspects :a) Goal-oriented orgnzationb) The hierarchical structurec) Concern 4 rules n discplned) High technical procedures Organization : 1) The structure of hierarchical orgnzation of the school headmaster 2) T hve their own areas of expertise3) There are rules of school n academic tmtable for compliance Accountable for its work, ensuring quality, preserve obj. Task-oriented and less focussed on the needs of individuals

4) Distributed Leadership Leadership act distribute in interactive network Create spirit of cooperation (large num of member are professional) Closely related to the concept of effective schools n school improvement

5) Islamic Lead the organization based on the religion beliefs Al-Quran n Hadith

Leadership Theory Trait Theory (Teori Perlakuan) Assumes people already hve characteristic or traits,inherited traits, and specific traits to be leader Identify what traits of effective leader is. Set of characteristic that can be apply in all situation By study trait : successful leader similar traitTrait Skills

Cooperative, dcision mker,not easily gve up, self-confident, ambitiousHighly intelligence, social skills, creative,organize, knowledgeable

Issue : no diff between leader n follower ( leader are not leader = trait of leader n members) Trait can be learned n master Implications : (effective teachers trait)a) Encourage mission n spirited teacherb) +ve n realc) With-it-ness, classroom mngemnt skilld) Teacher styleBehavioural How leader behave in the process of leadership Can be trained or learn formally n informal

Theory X and Theory Y Represent the way a leader thinkks of his/her staff in an organization. Theory X (-ve)a) Eg: consider the staff, lazy, incorporate, motivated by money.b) Leader will be autocraticc) Not give space n opportunity 4 staff to max the ability n potential

Theory Y (+ve)a) Leader thought the staff hardworking, look work as matter of natural, ambitious, +ve attitudes towards workb) Staff want the resposibility bcoz bring satisfactionc) Leader lose control even empowering them in the performnce of duties

Implications of Theory X & Y :a) X not accurate to describe human behaviourb) Cause something less & stimulating unmet needc) X assume the needs of the low-level determinants of human bhaviour, Y needs of higher level.d) Involve T in decision making,encourage integration, prcticing T abilities in classroom.

Situation Theory Assumes that diff situation of organizational environment requires a diff way of leadership to perceive effectiveness Factors of effective leadership : follower, leader, situationFiedler Contingency Theory (1967) No one best way to lead organization Leadership style might be effective in one situation,but rather occur in other situation Act based on situation (contigency), n act to environment conisting of :a) The size of organization, how leader adapt the envirnmntb) Resources n operation in diff waysc) The notion of leader,staff,vce vrsad) Use of tech Subj to the correspondence btween two variables ; (the leadership style n support environment) Leader behaviour motivated by task or relationship btween people :a) Leader-member relationsb) Task structurec) Power position

Hersey and Blanchard Theory (!977) Leadership effectiveness based on situation 4 leadership sytles n issues :1) Telling2) Selling3) Participating4) Delegating Style vary match the maturity of groups : a) Psychological confidence,ability, n safety of members to accept the responsibilities givenb) Low maturity leader encourage members to accept their work through persussivec) High maturity leader facilitate n maintain good com,t8 appropriate leadership style

Issues :-a) The appropriateness of leadership styles to be applyb) Only discuss the relationship of leader n members, not other issuec) Notion that man are more task-oriented leader & women sentivive n aware

Similarities of both theory :a) No best way to lead organization

Differences :a) Contigency broader perspective, the determinants of leadership effectiveness (ability of leader n support environmentb) Situation theory practiced based on environmental (maturity of members)

Implication : a) Teacher view the issue/organization wisely by review the current environment & determine the style of leadership b) Build good relationship with school community effectivec) Let the school community know their roles to enable the situation support leadershipd) T hve authority to discipline, suspend, appoint stud in appropriate situation

Transformation Theory Describe an ideal situation btween leaders n followers L able to move follower to achieve goals based on motivation, desire,expectations of both parties L make full use of power & influence to persuade followers to bring change in organization L provide transaction as exchange barter reward to a job well done, Follower agree to work (acting) bcoz expecting the reward (receive) frm org L inspired n give individual consideration based on operation & influence the followers to shift the attitudes to high level Key driver of org & follower work together to achieve goals L view prob from diff perspective,consult b4 acting, n raise awareness, concern for followers Change n innovation in org is inevitable Lead followers to higher moral action level The best leadership style involve transaction & transformation, Transformation a value added to the efficiency of the transaction n not its successor leadership Transaction (exchange) act or effective tool to all leadership styles (negotiation) Implication : a) Mobilize the motivation, increase self-awareness, influence stud to achieve goalb) Relationship among others are friendly, accurate n familiarc) Show strong comitment of school effort to acept responsibility n accountabilityd) Stimulate stud to accept the ideology n school visione) T be the source of inspiration to be followedf) Demostrate concern, respect the diversity of indu to grow n dev wellg) Have set expectation of high achievement to stud (motivational words, practice, guidance)h) Generate consensus, promote collaborative work, importance of teamwork to produce the best outcome.

Moral Leadership A form of worries that motivate others through the principles and holding the aLdmirable L not find ways to benefit themselves but act fir the betterment of mainkind L earn trust of the members of organization gradually n inspire loyalty to leadership style L embeded moral way of life (exhibit ethical value) to be followed Enable follower to act through self-motivation, self-confidence, empowering to dev the potentials

Leaderpship Schools & Teachers Leadership School Ability of the leadership of school headmaster (power n control in organization) Professional teachers, Can be seen in the context of the management Friendly relationship & harmonious environment Aspects :a) Planb) Conductc) Instructd) Control

Teacher Leadership A model of leadership in which teacher are involve in T&L has the opportunity to lead Contribute expertise to teach the stud Guide or motivate other teacher to work together to enhance professionalism & stud achievement level Do not wait 4 order from top, clever use the opportunity to encourage T&L, n gain support from authorities Have knowledge, skills, expertise in subj Dedicated n motivated to perform the duties and responsibilities The roles & responsibilities of teacher in teacher leadership Create lesson plans, implement teaching skill highest std by MOE Lead n assist in the curriculum n co-curiculum task related to the field of expertise Being a resource, provide advice, n guidance in the subj field Conduct research, explore innovations & new discovery Perform task as directed by District Edu Officer, Director of MOE

The Leadership Challenges Community litercy rates rising, advance in ICT T be dynamic n able to adapt to the skills to manage change n innovations that happen from time to time

a) Vision of Education Aim to provide direction to educational leaders to jointly perform the role n responsibilities for achieving goals of Vision 2020

b) Teaching & Learning of Sc and Math Use Eng language in Sc n Math PPSMI

c) Transformation of Primary School Curriculum Integrated Curriculum for Primary Schools (KBSR) Primary School Std Curriculum (KSSR) Structure of content, pedagogy, time allocation, assessment, etc

d) Malaysian Educational Blueprint (MEB) 2013-2025 11 shifts

Lack of teachers in school Class size Organization system Rappo with school community.

CHAPTER 7 : ORGANIZATIONAL STRUCTURE OF EDUCATION MOE Vision Generation Generator Ideal School Distinction Superior power should be in school either in terms of academic excellence and co-curricular or political, infrastructure, and school environment MOE mission develop individual Potential through High Quality of Education edu that enable to build strong community, facing the challenges in globalization era n allign with the National Pillar

Organizational Chart

MOE headed by Minister of Edu n have 2 Deputy Minister and Parliamentary Secretary (Buku Merah ms 284) MOE supported by 31 section, 2 part of badan bkanun, 16 of State Educaton Department(JPN) which under Deputy Secretary General and led by Deputy Director General of Edu (TKPPM).

Organization Structure of MOE :1) Excecutive (Minister and Director)2) Management ( State Director & Admin Officer)3) Supervision ( supervisor of edu officer)4) Technical ( Headmaster & headmaster assistant)5) Implementation ( Teachers) The structure categorized into 4 parts admin : federal, state, district, school

School Organization Chart Refer to School Organization Chart (Buku merah ms 288) Headmaster been assisted by senior Assistant, Senior Assistant of Stud Affair (HEM) & Co-curriculum. Headmaster will also assisted by counselor. Under the 3 Sr Assistant will be all teachers.

1) PK 1 Curriculum & administrative management Curriculum T&L, timetables,examinations & resource centre. 4 sr subj teacher : GKMP Eng, GKMP Social sc, GKMP technical & vocational, GKMP sc & math Under GKMP There are Panel Head of the subj offered at the school. Administrative personal finance, staff dev, safety n security,school festivals, etc

2) PK 2 (HEM) Discipline, scholarship, admission list, certificates, Text book Loan Scheme (spbt), stud welfare. Manage Stud Info Sys (SMM), 3K Prog ( Cleanliness, Safety, n Fun), Integrated Prog, etc

3) PK 3 Manage the dev of co-curricular affairs, Malaysian School Sport Council (MSSC), organizing n staging sport games, etc Manage matter related to society n school magazine.

Teachers Responsibilities & Duties Spread the knowledge Practitioner Knowledge/Skill Value practitioner Role model Mentor referrence expert consultant researcher Agent of Socialization Agent of Change National Nation builders

Teacher Expectations Teacher hope @ desire to gain reward or outcomes after the task 4 expectations :

1) Expectations on students Teaching meets the learning outcomes & stud performance standards are at the expected level. T expect pupils hve behavioural n perfect manners when stud mentored, nurtured, and taught with good things.

2) Expectation on School Administrator or Manager Appreciate the hard work and efforts (no bias n fair) Able to lead with trust, integrity, and hard T expect superior welfare of teachers with tolerance, understanding, caring, sensitive, kind, and fair.

3) Expectation on Parents & Community Parents and Teacher Association (PTA) Help teacher to ensure stud success Participate controlling stud behaviour, motivate stud, offer help n moral support in all act Expectation on police, RELA and community to participate in the control of stud safety of stud and school. Plan strategy to build a bridge between parents and teacher in school community.

4) Expectation on Self T expect they will hve many opportunities & incentives in career path Eg : courses. T prove that the chances of the courses & the opportunity to pursue a Doc of Philo needed to improve the national edu system. Achieve the Key Performance Indicator (KPI), prform duties with quality of work.

CHAPTER 8 : DEVELOPMENT OF TEACHER PROFESSIONALISM Concept of Lifelong LearningSeeking knwledge from cradle to the grave Islam : anyone that is on path to seek knowledge, Allah will point the way to face for up to heaven knowledge important in building human being, bring people with good things. Means self-motivation towards search & knowledge enhancement voluntary o personal needs T must hve passion & strong ambition to cont n increase knowledge T updte knowledge n skills to in line with changes (globalization n ICT ) The program of Lifelong learning :a) Seminarsb) Workshopsc) Short @ long coursesd) Engage in consultatione) Readingf) Researchg) Project h) Field trip

Personal Learning Plan LL (lifelong learning) is a prctice that is very accurate & teachers need to prctice in their lives. LL can no longer limit the pursuit of knowledge across time n place (Ict, LL requires teacher to prepare with a personal learning plan that includes the following :

a) Learning at Home Handled by parents o tutors Supervision of a curriculum that has been approved Allow someone to learn without be at the class. Eg : online Learning , learning modules

b) Adult Education Learning among adults through courses or advanced studies prog whether at college o uni Workplace : Staff Dev Training Adult wo retired : study religion To address the prob of illeteracy among Msia Adult volunteer to attend class held at community hall

c) Continuing Education Similar to adult edu Focus on effort to pursue studies at a college to earn certificate, dgree (part time o full time) Opportunity to achieve higher edu Ways : classroom, cd-rom, interactive course on9, on9 learning, internet

d) Knowledge Worker Focus on professional dev n career training Knowledge n ability to analyze, design, n dev their area of expertise. Eg : Action research

e) Self Learning Environment Learning sys that requires stud to manage n control their own learning Stud undrstand learning goals, own learning, n willing to interact with others Stud hve social skills Eg: e-Learning

Reading Culture Reading Knowledge Bridge Read book, newspaper, magazine, on9. T make reading as routine n discuss issue without hesitation T abilty throw ideas, grasp issue shows briliant educator, knowldgable, and insightful. Ways o strategies :a) Allocate ime to read every day b) Bring book to anywherec) Find quiet space n not be disturbed while readingd) Visit the book fair n book stores to foster interest

Investigate Culture Act that effective in LL since research allow T to think, plan, conduct surveys to read variety materials, especially the findings of other studies, providing the quest, analyze n write report Research allow T to have high order thinking skill, sensitive, critical thnikig, uncover new things AR implement to improve the quality of products n services. T enable to identify issue n prob related to T&L, discipline n attitude, leadership, mangement Teacher Edu Division (BPG) provide space for institution involve in research n present it Definition AR Kemmis (1988), AR be a form of self-reflective inquiry undertaken by participants such as teachers n stud in a social situation such as edu, to improve the social practices & enhance their understanding of the practice Steps in AR :1) Identifying issue/prob2) Identify objectives / questions3) Plan an action (model, data collection method, data analysis)4) Implementation of action5) Collecting data6) Analyze data7) Conclusion 8) Reflection

Importance of ARa) Improving the practice of R&D, T&L processb) Promote collaboration with other culturec) Focus on a study of more specific about one of the aspects of teaching thst is also an aspect that pay attention ( study the issue n find new approach.d) Documentation n evidence of a statement made possible through AR (Data collection)e) AR inducing culture that make self-reflective n open minded, able to receive n admit weaknessess, also willing to improve n changef) AR provide opportunity to add value of professionalism, latest approach o strategies for improvement

Reflective Practice Practice to think @ reflect on an experience that we experience and recognize its implication for us Help T to balance our beliefs wih the needs of stud T evaluate n identify strength n weaknesses Schon (1993), learning process that involves a HOTS about practice-based learning to gain a new perspective to renew the judgement & increases the inquiry to be an assemblage. The importance of Reflective Practice :a) Enhance stud n teacher manage the classroom effectivelyb) Improving the professionalism of teachers in servicec) Ideal 4 trainee teachers to strike a balance between their own experience with the success of the previous (lec/ sr teacher)d) Include in AR; developing curriculum tha led to the finding or ongoing feedback related to the issues that arise in the school n classroom mngemente) Lec guide n train stud teacher in the implementation of T&L mangemnt effectively through reflectionf) Self learning for teacher Types of Reflective Practice : Occur in situations where our actions affect unexpected n not part of our action plan

Instant Reflective Practice ( Reflection-in-Action) While T acting in classroom Eg: T try new action to xplore new unexpected events in classroom Influencing the way we evaluate, think, restructuring strategies, generate new understanding, n new ways of looking at prob

Reflective Practice Up Action (Reflection-on-Action) Done after an action is taken and can occur in verbal & non-verbal Quickly realize the things that happen in classroom

Reflective Practice in Reflection ( Reflection-on-Action) Occurs after action is taken and help teacher gain new way of performing a task, learn new knowledge, n build theory

Ways/ Process of Reflective Teaching Reflective Journal Writing Act that promotes reflective thinking among teachers n studs. Writing that lead to improvement of an action Steps :1) Identifying the prob2) Act and observe what is happening3) Determine action to change n fix the prob More than a thought Requires rational thinking to propel change n bring improvement (realistic)

Portfolio Management A tool to stimulate reflective thinking, and reflections done in systematic and analytical thinking Wolf (1996), portfolio as a collection of info about a teacher teaching practice consists of lesson plans, stud work, n other materials related to T&L Dev sense of responsibility towards the achievement of the stud themselves, encourage independent learning As evidence for T to reflect n think as teacher Allow T to document, xplain their actions, the evidence of their professionalism n their awareness of their actions Stud recognize their achievement Tool to encourage stud to build knowledge n skills to stimulate their duties in teaching

Discussion ( Budaya Musyawarah) Working with others to achieve the same goals Increase success when collaborate together Discussion is done to reach consensus or agreement on any action taken Musyawarah is used to determine decision together for excellent results. Facctors of musyawarah :a) same goalsb) continuous n open dialoguec) make decision based on members agreemntd) systematic actione) have reflective prctice n feedback

Collaboration and Consultation relationship with others in performing duties n responsibilities. Working with other to achieve goals Importance : a) Develop knowledge, understanding,n skill to improve quality of students learningb) Grow teacher profession c) Solve prob in schoold) Share, try, new ideas, reflection on prctice & dev new knowledge. Elements of effective Collaborationa) Working relationship dev & maintain through teacher beliefb) Working together : voluntaryc) Appreciate directly to who involvedd) Working as a scheduled act that show status of work to be donee) Increase skills n initiative as continuous process. Ways teacher collaborate : a) Team teachingb) Collaboration through ICT (Info n Com tech)c) Collaboration between organization/institution/agencies

In-Service Training Training In Service (LDP) highlighted in Edu Dev Master Plan (PIPP) Increasing knowldge n skills in variety areas for 21st century Provide opportunity for teacher to renew,improve n bring pradigm shift in their self-edu issues. Teacher Edu Division (BPG) tasked to perform in-service training (INSET) or In-Service Course (KDP) to teachers Short course in 3-4 days within 1 year The objectives of course : a) To expose teachers to the latest innovations in the field od edub) Intend to meet current demands n requirementsc) Improve the quality of teaching by offering related courses to the issuesd) Equip teacher with the competence to enable to create an effective learning environmente) Inculcate Lifelong Learning in teacherf) Enable teacher to cope with the challenges that exist in edu fieldg) Complete knowledge n awareness of teachers on educational policies h) Enhancing teaching profession

Authentic Learning Act-based learning in the real environment that allows stud to focus on the knowledge n skills such as thinking n prob solving skills Task-based act that relevant to actual situation, across the crriculum,n provide an appropriate level of complexity to enable them to choose their own level of difficulty. Features :a) Stud complete task by identifying n researching assignments that allow stud to interpret openlyb) Stud inspect n review tasks within a certain timec) Stud are given the opportunity to study n understand their assignmentsd) Stud opportunity to collaborate with otherse) Integrated n implemented across a variety of subj n cross-discipline that allowa stud to play their rolesf) Stud feel motivated n try to solve the prob

Access Information from Multiple Sources The dev of ICT provide changes to master variety of info. Programmes : a) Prog Adobe b) ERIC prog c) E-learningd) E-library, E-Books, E-Journals

Ethical Code of Teaching Profession :1) principle of equality2) principle of confidentiality3) principle of loyalty4) principle of keterbukaan5) principle of ketekunan6) principle of mgelakkan conflict kpentingan

Excellent Teacher (GC) Plan T&L process, implement the process, build stud potential to high level as required by MOE Be the reference, provide advice services, n guide teacher in the expertise field Carry out research, produce academic writing, explore innovation,n new ideas Guide n help in curriculum n co-curiculum based on subj expertiseElements of Humanity in teacher leadership practice :1) Treat all teacher as worker2) Stud as a parents n country responsibility3) Deliver instruction in diplomatic way4) Appreciate the follower opinion5) Give trust to the follower6) Keep the follower welfare n safety

MOE strategies to enhance teaching profession :1) Prog pensiswazahan guru sek ren - PGSR 2) In-service course (KDP)3) Prog Conversion bg guru bkn opsyen4) In-house training at school or institution5) etc