BRUNEI DARUSSALAM TEACHER ACADEMY By teachers for teachers

BRUNEI DARUSSALAM TEACHER ACADEMY By teachers, for teachers

Scenario 1 Teacher A has to attend 2 or 3 PDs in a day. . Mind Mapping Workshop at PTET SBC Professional Development INEIS Training

Scenario 2 Teacher B teaches the same way for different classes and is not aware that some of her students struggle in their learning.

Scenario 3 Teacher C thinks he is good in his teaching. Does he need TPD? I’m fully confident in teaching my subject. I’m an expert.

Scenario 4 The same teacher has to attend PDs throughout the school term. 3 Feb : BTS Workshop 17 Mar : LD Workshop 6 Feb : INEIS Training 10 Mar : Induction at BDTA 8 Feb : IBSE Workshop 7 Mar : Workshop at DE 11 Feb : NIPS Master 3 Mar : PD at JSS 18 Feb : Badminton Coach Workshop 1 Mar: Training at CDD

Scenario 5 After teacher D attended a TPD, her SL did notice any changes in her teaching practice. Still teacher-centered teaching

Scenario 6 Teacher E found out that he was not able to attend BDTA’s TPD of his choice on the dates he chose. I cannot come this Saturday’s TPD…is it possible if I join the other group?

Teacher Professional Development Framework (TPD)

Teacher Professional Development Framework Professional Development on Enhancing Teaching and Learning Quality BDTA Based Cluster Based School Based

Teacher Professional Development Framework General TPD Guidelines Fixed days Focus on teacher learning outcomes Action plans (Schedules) Focus on student learning outcomes Aligned to BTS & LNS Model on learner-centred approaches/instructions On-going and embedded in teacher’s practice

How do we ensure the effectiveness of TPD ? Shared understanding Accountability Support & monitoring Clear objectives DS, HOCs, BDTA, School Leaders and Teachers DS, HOCs, School Leaders Outcome Improved teaching & learning quality

Teacher Professional Development: Framework Wednesday Cluster Based BDTA or Experts-Led HOCs-Led School Leader & Teacher. Led Monday School Based Thursday and/or Saturday National Based

Teacher Professional Development: Framework Wednesday Thursday Saturday Monday HOCS led For SLs & MM BDTA, Teacher or Cluster led (teacher - teacher) School led By SLs or MM or Teachers PLC or PD Example: Sharing best practices SBC PD Example: Workshop Courses Cascading (multiplier effect)

BRUNEI DARUSSALAM TEACHER ACADEMY (BDTA) By teachers, for teachers

Vision A Centre of Excellence for Teacher Professional Development

Rationale Brunei Darussalam Teacher Academy is established to ensure teachers are provided with the required competency standard through the provision of continuous professional development

Roles and functions Ø To contribute to the development of teacher competency to strengthen their teaching and learning processes. Ø To provide an avenue for the professional network of educators in relation to teaching and learning. Ø To strengthen partnership with stakeholders and collaborators on teaching and learning quality.

Brunei Darussalam Teacher Academy Journey 2013 BDTA was establishe d in 2013 BDTA soft launched in Feb 2014 at the Rizqun International Hotel 2014 Enrollment for BDTA first cohort intake (new teachers induction program) in February 2014. Courses running from Feb – November 2014 2015 BDTA courses running from 2 nd March – 30 th May 2015 Enrollment for BDTA second cohort in March 2015 Changing of BDTA format courses where registration are open to ALL Teachers in May 2015 BDTA courses (new format) running from 03 rd August 2015 – November 2015 Learning Design implementation nationwide to improve PSR results in May 2015 2016 Approx. 60 BDTA courses running from January 2016 – November 2016

Activities Include: To organise events in the form of, for example, workshops or conferences for teachers; To provide regular professional development programmes for teachers; To provide online teaching resources and information on upcoming events through BDTA website.

Professional Development Programmes offered: Ø Job-embedded Ø Differentiated linked to learning needs Ø Collaborative in nature Ø Sustained over time Ø Reflective & Monitored

BDTA Courses Running since 2014: General Courses Technology Enhanced Learning Environment (TELE) Malay Mathematics IRK English Counseling Special Education Assessment

Procedure for Registration of Courses School Leader Form (SLF) to be filled in by School Leaders Once completed fax SLF to BDTA will notify teachers via email to register online for selected course

SCHOOL LEADER FORM (SLF)

Contact Address: Spg. 240, Kg Pintu Malim, Bandar Seri Begawan, BD 1517 Brunei Darussalam Telephone/Fax: 2222040 Whats. App: +673 8373040 Email: admin@bdta. moe. gov. bn Website: http: //bdta. moe. gov. bn Facebook: BDTA Brunei

BRUNEI DARUSSALAM TEACHER ACADEMY Learning Design (LD)

Quality Teaching Quality teaching is a goal-driven instructional process that employs well-designed content and strategies to challenge learners intellectually and empower them to apply the knowledge, skills and values acquired to real life NEF 2015

Transition from drilling to concept-based teaching Personal Experience Website such as: pbslearningmedia. org tes. com bbc. co. uk edutopia Other Resources Teacher collaboration Learning Design Workshops: NIP IBSE NELL (TIARA) 21 CTL Learning/Lesson study

Definition of Learning Design A method that enable teachers to design learning activities and interventions, which is pedagogically effective and using appropriate resources and technologies. The key principle is to make the design process more explicit and shareable. (Conole, 2013)

Definition of Learning Design is a representation of teaching and learning practice documented in some notational format so that it can serve as a guideline and adaptable by a teacher to suit his/her context Agostinho (2006)

History of Learning Design Why? Formation of G 30 s To help pupils with poor basic knowledge Identify weakest items Teacher Collaboration To help teachers with less experience How? Common Lesson Plan template

Sequence of Learning Tuning in Finding out & Sorting out Making Conclusions Going Further Determine prior knowledge and prepare the students Locate, gather information, organize and process ideas Draw conclusions, articulate and validate new understandings Provide other activities to apply the new knowledge

Overall Process Develop Learning Design (through collaboration) Review & Refine the Learning Design Moderate (vetting) Implementation in schools

Scenario 1 Teacher A uses the LD template. For Tuning in stage, he gives a short test. For Finding and Sorting out stage, exercises are given using textbooks. Is this making use of LD? Yes No

Scenario 2 Teacher B downloads the available LD and adapts it into her own version or existing lesson plan. Is this making use of LD? Yes No

Scenario 3 Teacher C downloads the available LD and uses it without making any changes. Is this making use of LD? Yes No

Scenario 4 Teacher D downloads the available LD and enhances it with some changes. Is this making use of LD? Yes No

Scenario 5 Teacher E does not use LD but he uses concept-based teaching in his lesson. Is this acceptable? Yes No

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