Sign in or
PITE DEVELOPMENT PLAN
PITE DEVELOPMENT PLAN
Mashooque ALi Samo
Negotiation I have already completed the first step of the plan. During summer vacation I got opportunity to meet with DG PITE, director and some of my colleagues. We discussed different issues and highlighted some areas for improvement. We all feel that the research component of the PITE is needed more attention. So they all agreed on the professional development of PITE faculty in the field of research. Moreover, DG and Director showed their willingness to strengthen PITE faculty in the field of research. He also agreed to provide me a separate room and a computer with internet facility. The plan is all about the development of research skills like planning, conducting and documenting and presenting the research study. Focus on needs during planning is the key of successful implementation of any program in context (Fullan, 2001 and Flecknoe, 2005). There are so many reasons for choosing this area, the first and important reason is the objectives of the PITE (see appendix A). Research is one of the objectives of the PITE. PITE is doing lot in trainings and workshops but in the field of research it is not worth. Educational research is important aspect for teachers’ development programs. Hagger and McIntyre (2000) stated that research offer teacher educators better understandings of educational processes, suggests good practices by ascertaining what works most effectively in divers contexts. Therefore, as a teacher educator in an institution like PITE that is working for developing manuals curriculum and educational policies is necessary to get hold of research skills. Situation Analysis I have decided that first of all I will analyze existing situation which will help in looking strengths and weakness for planning about research component. Then on the bases of the out comes we may able to take some effective decisions. As Fidler (1996) also describes that strategic decision are all those decisions which have a strategic implication and have long time consequences. He also highlighted that an improvement planning needs to develop a continuous process of monitoring and evaluation to ensure the ongoing development and bring about changes in any institution.
Development Program On the bases of situation analysis in the area of professional development of PITE faculty in the field of research I will share my ambitions (See appendix B) as a PDT (Professional Development Teacher) in a meeting with DG and teacher educators those who are earlier committed to work together for this one year (2008-09) development plan. Hopkins (2002) suggests that “If we want to improve the school first we empower teachers”. So according to his point of view, First of all, we develop a shared vision for one year development plan. Then on the bases of shared vision the team will make the goals. Sergiovani, (1998) highlighted the impotence of shared vision and said that shared vision become glue among them for collaborative work this activity will lead to set and formulate the objectives of the plan.
Planning of sessions After formation of goals and objectives the team will plan the series of sessions by involving senior teacher educators and plan other logistic arrangements For instance, lesson plans, Learning material according to activities, evaluation and feed back form. In this connection Fullan (2001) describes, “Teacher… examines together how well student s are doing relate this to how they are teaching and then make improvement” (p.127). The whole plan will be shared with DG and Directors to get approval for implementations.
Implementation The plan will be implemented. Each participant will spare two days (for two hours each) in a week for interactive sections. The PCs will be providing practical activities in each step of the research. The monitoring plan will be developed to monitor the implementation phase. Evaluation For effective monitoring plan we must make an evaluation plan in the form of criteria, through this we can know what is working according to plan and what is not accordingly and in what extent. After that we can able to review the plan for necessary changes and modifications for further implementation of it. Davis and Ellison (2003) suggested that effective strategic planning needs sustainability, therefore, evaluation and review is very necessary.
Institutionalization Phase In this phase we will plan continuous support system for teachers’ further development so that they can work together and support each other and create conducive learning environment for teacher educators. Furthermore, continuous monitoring will require for effective implementation and sustainability of program.
Possible Challenges and overcoming strategies In this whole process from planning to institutionalization we may face some challenge for instance, teachers’ resistance, work load, time management and transfer of teacher educators. Therefore, I am going to make some strategies to manage and overcome all these problems. Such as, Teachers’ resistance could be solved with ownership, rapport building and by giving them counseling. Every new initiative takes a lot of time to become a routine so in that way time management and work load become hindrance to achieving the targets. For this, we support teachers and encourage them and we will create the culture of collaboration and celebration of achievements. In that way teachers will become a responsible and dedicated towards target. Conclusion On the whole this plan of a professional development program will work because the teachers are highly motivated for their professional development. in addition, DG is also like to build capacities of the PITE in the field of research. The budget is already allocated for research purposes and DG is promised to provide physical facilities. These all aspects show that the plan will be successful. From this whole process the PITE faculty will be developed their skills in the research in the result this will strengthen PITE in the field of research. It is also valuable for my professional development. From this activity I will learn more about research. It is also significant for me to apply my learning’s in my own context.
Davies, B. & Ellion, L. (2003). The new strategic direction and development of the school: Key framework for school improvement planning. London: Routledge Falmer. Elliot, D. (2005). Teaching on target, Models strategies, and methods that work. California: Carwin press.
Fidler, B. (1996). Strategic planning for school improvement. London: Pitman Publisher
Fleecknoe, M. (2005). The change that comes in securing school improvement. School Effectiveness and School Improvement. 16(4), 425-443
Fullan, M. (2001). The new meaning of educational change. New York: Teachers College Press. Hagger, H., & McIntyre, D. (2000). What can research tell us about teacher education.? Oxford Review 26 (3&4) pp 483-494.
Sergiovani, T. J. (1998). Leadership as pedagogy, capital development and school effectiveness. International journal of Leadership in Education, 1(1), 37-46.
PITE Objectives: ·
Enhance the quality of teacher education. ·
Develop research based innovative program. ·
Building capacity through human resource development. ·
Initiating research in teacher education and other areas. ·
Develop alternative delivery modes of program.
Provide access to teachers for their professional growth and development.
Assist in the formulation of teacher education policies in curricula.
Develop institutional linkages in and outside Pakistan.
Suggested Vision and Objectives Vision Providing a conducive learning environment where all teachers develop their research skills. Goal Develop research skills in teachers by providing a cooperative learning environment in the institution.
- Enable the teachers to use different type of research methods to conduct research study.
- Train the teachers to develop research questions, hypothesis, and analyses and report the findings.
- Enable the teachers to train through their own practices and as well as other fellows’ practices and their experiences.
Director Out reach
Head Teacher School
High School Teachers
Primary School Teachers
|INTERAL|| || |
|EXTERNAL|| || |
APPENDIX-C ACTION PLAN (2007-8)FOR TEACHERS PROFESSIONAL DEVELOPMENT IN PEDAGOGICAL SKILLS
APPENDIX-D MONITORING PLAN FOR PEDAGOGICAL SKILL DEVELOPMENT PROGRAM
|Phases||Action Steps||Objectives||How/Strategies||Who will do||When/Time/ Duration||Resources||Challenges||Alternatives|
|KNOWLEDGE PREPRATION INSTITUTIONALIZATION||Informal gatherings, meeting, class observations and discussions for situation analysis Series of workshops on different pedagogical skills Peer coaching & cooperative learning||Develop friendly relationship Provide orientation Realize their existing status Enable the teacher educator to use different kind of instructional techniques for effective learner centered teaching Enable the teacher to train through own practice and from others support||Opportunities for different kinds of training from net working institute Provide learning resources in the sense of text material, computer & net facilities and Provide expenses of training. Workshops on different techniques and making & developing of Resource Material Observing each others classes as a way of development Mentoring and co-teaching||Principal by using collaborative institute membership & their provided opportunities (The Education Foundation TEF) Principal, senior teacher, professional development teacher Principal, senior teachers Trained teacher educator, Professional development teacher||July-August 2007 (Summer holidays) Last Saturday & Sunday of every month (Aug-March) Ongoing process Twice a week (observations) Use every Saturday for discussing feed back||Experts Learning materials Time Place||Might be possible that initially large people agree after that very few people remain Senior teachers may resist Time for planning Only like minted people start work together others not allow to observe their classes||Ownership and trust Responsibility, involve into supervision &monitoring Use continuous time Encouragement and some rewards and certificates|
|ACTION STEPS||WHAT TO MONITO?||HOW TO MONITOR? By using check list items these all methods will be used for triangulation of data.||WHY TO MONITOR?||WEHEN TO MONITOR?||WHO WILL MONITOR?||HOW DATA WILL USE?||WHOME TO REPORT?||REQUIRED RESOURCES|
|Develop conducive learning environment Series of workshops on different topics Peer coaching & cooperative learning||INPUT Correspondence with collaborative institutes, Facilitator knowledge & competencies Quality of course Planning of module Text material & references PROCESS Time management Learning resource management Activities Delivery of instructions Teachers participation Interactions of teachers OUT PUT Reflections Work sheets Evaluation forms OUTCOMES Implementation with innovations of this knowledge Promotion opportunities Nomination for higher level courses||Document analysis certificates of experience & other testimonials Course module Lesson planning Hand outs Observation Anecdotes Note taking Document analysis Reflective journals Work sheets & assignments Result of evaluation Interviews Participant Teachers Facilitators Principal||Document analysis Give rapid overview & provide record of events over a period of time Observation Ensured the required data Direct & ‘first hand’ information May reveal facts Interviews May reveal interviewee’s real perception & attitude More flexible & friendly then paper exercise Check initial information||During planning Of workshop During facilitation (2 days work shop, 3 hours daily) After workshop Ongoing meetings & weekly feed back sessions||Vice principal Professional Developed Teacher (PDT) & senior teacher educators||Further planning of effective science workshops Improvement of these type of workshops Teachers individual needs analysis through workshop participant||Management (Principal)||Expert Teachers Learning Material Time Moni-toring tools Money|
|Are objectives/activities, align with the vision of the school?|
|Will completing the action bring the intended outcome?|
|Does implementation of the plan require any change in the management structure?|
|Are the resources required for action in place?|
|Can progress be measured?|
|Will action plan likely to enhance the enrolment of trainee teachers from institute?|
|Will action plan enhance the learner achievement?|
|Will this plan make the authorities to support?|
|Will this plan be shared with all stakeholders?|
Faculty Development Plan
This then is the basic meaning of the 'learning organization'–an organization that is continually expanding its capacity to create its future. For such an organization, it is not enough merely to survive. 'Survival learning' or what is more often termed 'adaptive learning' is important–indeed it is necessary. But for a learning organization, 'adaptive learning' must be joined by 'generative learning,' learning that enhances our capacity to create. (Peter Senge, The Fifth Discipline, p. 14)
A . Teaching
|Short-term goals|| |
|Long-term goals|| |
Latest page update: made by mesamsamo
, Jul 2 2008, 1:53 AM EDT
(about this update
About This Update
Edited by mesamsamo
3 words deleted
- complete history)
Keyword tags: mashooque ali samo
More Info: links to this page
There are no threads for this page. Be the first to start a new thread.