Cynthia Crump-Russell

February 18, 2010

Vision and Mission • Ministry of Education (MOE)

Quality education and training

Human resource development

• Curriculum Development Unit (CDU)

Teacher Professional development

Sharing best practices

Monitoring

Bare walls

Certified

teacher

Novice

teacher

Training

• To improve teachers’ thinking and behavior. To enhance teachers’ competencies by exposing them to a repertoire of practices they can replicate in their classrooms (Sparks & Loucks-Horsley, 1989).

MENTORING

• To help to reinforce teacher competencies in training sessions, as their mentors provide them with constant guidance and feedback; improving the teaching practice especially of uncertified teachers (Hooker, 2009).

OSERVATION

ASSESSMENT

• To guide implementation. To provide support and gather and analyze data as a result of observation and assessment of instruction to promote teacher reflection of (own) practice and the improvement of student achievement (Hooker, 2009; Sparks & Loucks-Horsley, 1989).

TRAINING

1920s-1940s: progressivism and experiential learning.

1960s-1980s. Elementary and Secondary Education Act

2000- Present. Emphases on training come out of recurring criticisms;

MENTORING

1699. Homer’s Odyssey shared the role of the mentor selected to watch

over Telemachus

1969. Modern usage by the French

1750. The word seemed to appear in the English language

2000. A shift to a more inclusive approach.

In recent times, the role of mentoring based on reflective

learning

OBSERVATION/ASSESSMENT

1850s. Coach referred to persons who helped students prepare for

examinations

1950s. YMCA sponsored programs to provide counseling and learning

1960s. a heavier focus on academic methodologies

In modern times coaching propelled by constructivism –

TR

AIN

ING

Demonstration and modeling by experts and/or supervisors (trainers).

*simulation of skills, feedback, and coaching.

Practicum-based experiences by trainees

peer observation and coaching

ME

NT

OR

ING

More experienced teachers or practitioners in the school community guide and assist younger novice teachers.

OB

SE

RV

AT

ION

Teachers and/or practitioners work in peers

sharing lesson plans, videos of teaching, notes, and other forms

Observation/Assessment

The observed teacher might not feel she is working in isolation and the feedback received can improve practice

The success of the model might depend on the expertise of the facilitator; Distinguishing between assessment and

evaluation of instruction might be problematic.

Mentoring

The novice teachers have access to role model and instructional practices, and their personal support.

Conflict can arise in relationships. It might be costly to pay the mentor

Training

Training is a cost-efficient means since an institution can have a large number of teachers trained at a time.

Tendency to rely on expert when peers can be effective trainers.

Tra

inin

g

•schools obtains detailed Conduct needs analysis; especially assessment among novice teachers and low performing profiles of teacher behaviors;

•Develop training material;

•Create implementation plan

•Deliver the training;

•Evaluate

Me

nto

rin

g

•Conduct needs assessment to confirm developmental needs;

•Train participants – self management of learning stage;

•Support the learning stage;

•Assist with evaluation (Bloom, n.d.)

Ob

serv

ati

on

/ass

essm

en

t

•Design aims and objectives based on observed needs

•Plan with participants to clarify roles;

•Conduct pre-observation conference;

•provide training in strategies and coaching;

•work in pairs, alternating roles

•Observation, feedback and reflection;

•Analyze data

•Conduct post-observation conference

Professional development

Professional training

Staff development

Teacher training

Developmental mentoring

Sponsored mentoring

Workplace mentoring

Life mentoring

teacher evaluation,

peer-coaching;

clinical supervision

10 minute snapshots

learning walk

Teachers working with local facilitators,

[experts], or master teachers to engage in

more gradual processes of learning, building

master of pedagogy, content and technology

skills. Site-based TDP often focus on the

specific, situational problems that individual

teachers encounter as they try to implement

new techniques in their classroom practice.

(Hooker, 2009, p. 5).

Bloom (n.d.).

Curriculum Implementation Pilot Report. (2008).

Harvey, A., & Kamvounias, P. (2006).

Hooker, M. (2009).

Kezar, A. J. (2001).

Knowledge Base. http://www.socialresearchmethods.net/kb/intreval.htm

Lewis, L.K., Schmisseur, A. M., Stephens, K. K., & Weir, K. E. (2008).

McCabe, H. (2008).

National Curriculum policy Framework (2009).

Vacilotto, S., & Cummings, R. (2007).