CPD visvis Inservice Education Inservice education inservice education

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“CPD” vis-à-vis “In-service Education” In-service education • “in-service education and training” (INSET) is the

“CPD” vis-à-vis “In-service Education” In-service education • “in-service education and training” (INSET) is the term used to describe all “planned” activities practiced both within and outside schools (Morrison, 1993). • is a deficit model for teacher’s development since it is synonymous with “training. ” (Liebermann and Miller, 1992) (c)2008 Chan, Raymond Mow-chiu All rights reserved.

“CPD” vis-à-vis “In-service Education” Continuing Professional Development: • CPD” is the term used in

“CPD” vis-à-vis “In-service Education” Continuing Professional Development: • CPD” is the term used in this article describing a careerlong active professional learning process, which starts with initial training and continuing until retirement (Dean, 1991); • Anything that has been undertaken to progress, assist, or enhance a teacher’s professionalism should be considered as teachers’CPD (Scottish Executive, 2003); • Other terms used: “in-service education, ” “in-service training, ” “staff development, ” and “teacher in-service certification training”; (c)2008 Chan, Raymond Mow-chiu All rights reserved.

“CPD” vis-à-vis “In-service Education” Continuing Professional Development (Cont’d) • Respects and builds upon the

“CPD” vis-à-vis “In-service Education” Continuing Professional Development (Cont’d) • Respects and builds upon the knowledge and expertise that teachers already have; • Allows participants to control and drive the opportunity, and involves inquiry and reflection over time with colleagues about issues that matter most to the teachers involved” (Zeichner, Klehr, & Caro. Bruce, 2000, p. 36 (c)2008 Chan, Raymond Mow-chiu All rights reserved.

“CPD” vis-à-vis “In-service Education” Summary • The scope of “professional development” is far beyond

“CPD” vis-à-vis “In-service Education” Summary • The scope of “professional development” is far beyond “training and education, ” it “enables individuals to have the problem-solving, innovative skills to cope with new skills as they arise” (Buzzing, 1992, p. 32). • Teachers’ in-service education is part of teachers’ “CPD, ” which has a broader definition and wider coverage for one’s professional growth. (c)2008 Chan, Raymond Mow-chiu All rights reserved.

2006: Interim report on 3 -year try-out period Recommendations in the interim report: 1.

2006: Interim report on 3 -year try-out period Recommendations in the interim report: 1. Professional discretion (Cont’d) Recommendations supporting implementation: 1. Special committee or a specific organization framework to oversees staff development work within the school; 2. Entrusting CPD coordinators with the role of stimulating colleagues to engaging themselves in effective CPD practices; 3. Soliciting external support; 4. Adopting two-way approach: “top-down” and “bottomup” (c)2008 Chan, Raymond Mow-chiu All rights reserved.

2006: Interim report on 3 -year try-out period Recommendations in the interim report: 2.

2006: Interim report on 3 -year try-out period Recommendations in the interim report: 2. School leadership for CPD • CPD as an important component of school plans: principals should continue to strengthen teachers’ CPD ; • Sensitivity to teachers’ needs: Encourage on-going sharing and give support to teachers. (c)2008 Chan, Raymond Mow-chiu All rights reserved.

2006: Interim report on 3 -year try-out period Recommendations in the interim report: 3.

2006: Interim report on 3 -year try-out period Recommendations in the interim report: 3. Teacher participation as a benchmark for effective CPD: The school should aware of (i) teachers’ need with school needs; (ii) teachers’ participation in planning CPD and (iii) teachers’ sharing and networking • Encourage sharing of professional learning and disseminate effective practices; • Establish effective communication between the school management and teachers when formulating their CPD plans. (c)2008 Chan, Raymond Mow-chiu All rights reserved.

2006: Interim report on 3 -year try-out period Recommendations in the interim report: 4.

2006: Interim report on 3 -year try-out period Recommendations in the interim report: 4. Issue of relevance in TCPD • Organized school-based activities: e. g. , CPD activities scheduled on the school timetable; hold regular sharing sessions in subject meeting; provide physical space and support; • Wider use of TCF in planning school-based staff development work: Continuous dissemination work and provide sharing of experience in the application of the TCF among schools. (c)2008 Chan, Raymond Mow-chiu All rights reserved.

2006: Interim report on 3 -year try-out period Recommendations in the interim report: 5.

2006: Interim report on 3 -year try-out period Recommendations in the interim report: 5. Quality in Teachers’ CPD • Strengthen the mechanisms for self-evaluation and selfimprovement; • Stress on quality, not “quantity”. (c)2008 Chan, Raymond Mow-chiu All rights reserved.

研究資料的分享 (c)2008 Chan, Raymond Mow-chiu All rights reserved.

研究資料的分享 (c)2008 Chan, Raymond Mow-chiu All rights reserved.

值 得 關 注 的 現 象 (c)2008 Chan, Raymond Mow-chiu All rights reserved.

值 得 關 注 的 現 象 (c)2008 Chan, Raymond Mow-chiu All rights reserved.

Mapping the Analysis: Eight Guiding Principles in Evaluating Teachers’ CPD (Corcoran, 2006) 1. Are

Mapping the Analysis: Eight Guiding Principles in Evaluating Teachers’ CPD (Corcoran, 2006) 1. Are the CPD activities being stimulated and supported at the site? (Site-base initiatives); 2. Is the policy support teacher initiatives as well as school or district initiatives? 3. Are the CPD activities grounded in knowledge about teaching? 4. Is the CPD activities promoting constructivist teaching? (c)2008 Chan, Raymond Mow-chiu All rights reserved.

Mapping the Analysis: Eight Guiding Principles in Evaluating Teachers’ CPD (Corcoran, 2006) 5. Is

Mapping the Analysis: Eight Guiding Principles in Evaluating Teachers’ CPD (Corcoran, 2006) 5. Is the policy offering intellectual, social and emotional engagement with ideas, materials and colleagues? 6. Is the policy demonstrating respect for teachers as professionals and as adult learners? 7. Is the policy providing for sufficient time and follow-up support for teachers to master new content? 8. Are CPD activities accessible and inclusive? (c)2008 Chan, Raymond Mow-chiu All rights reserved.

Unsuccessful CPD (Fullan, 1991) 1. The extensive use of one-shot workshops; 2. Topics that

Unsuccessful CPD (Fullan, 1991) 1. The extensive use of one-shot workshops; 2. Topics that are selected by nonparticipants; 3. A lack of follow-up following the introduction of new concepts and practices; 4. Failure to evaluate programmes; 5. Failure to address individual needs and concerns; 6. District and multidistrict programmes that do not address factors within individual schools; 7. Absence of a conceptual basis for program planning and implementation (c)2008 Chan, Raymond Mow-chiu All rights reserved.

Recommendations (c)2008 Chan, Raymond Mow-chiu All rights reserved.

Recommendations (c)2008 Chan, Raymond Mow-chiu All rights reserved.

謝謝 (c)2008 Chan, Raymond Mow-chiu All rights reserved.

謝謝 (c)2008 Chan, Raymond Mow-chiu All rights reserved.