Leading and Managing Professional Development Changing the ChangeMakers

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Leading and Managing Professional Development Changing the Change-Makers

Leading and Managing Professional Development Changing the Change-Makers

SWOC Analysis Low academic achievement Unstructured intervention programs Shortcoming Untrained teaching faculty Weak Home-School

SWOC Analysis Low academic achievement Unstructured intervention programs Shortcoming Untrained teaching faculty Weak Home-School Partnership

Problem Statement • Change in teacher’s beliefs and attitude towards instructional strategies and its

Problem Statement • Change in teacher’s beliefs and attitude towards instructional strategies and its impact on academic performance of students • Overall MYE Result Analysis 2016 -17 (Class 10 – 11) 80 70 60 50 40 30 20 10 0 Isl P. St Urdu Chem Class 10 (Mid) Bio Class 11 (Mid) Comp Eng Math Phy

Guskey’s Model of Professional Development START Change in teacher Classroom practices 01 Evidence based

Guskey’s Model of Professional Development START Change in teacher Classroom practices 01 Evidence based examples incorporated to transform teacher attitudes and behaviours 03 Change in Teacher beliefs and attitudes Altering teachers experience through Professional Development Develop PD programme recognizing that change is a gradual and difficult process for teachers 02 Change in student Learning Outcomes Ensure that teachers receive feedback on students learning process 04 STOP reflection and motivation.

01 Professional Development 03 Intervention Ø Ø External trainings (Cambridge) Differentiated trainings/ Need based

01 Professional Development 03 Intervention Ø Ø External trainings (Cambridge) Differentiated trainings/ Need based trainings Impact 02 Innovative and enterprising classrooms Teachers evaluated their strength and weakness objectively Interacted and collaborated effectively 04

Classroom practices Intervention 02 04 Impact • Monitored lessons • Interactive lessons • Integrated

Classroom practices Intervention 02 04 Impact • Monitored lessons • Interactive lessons • Integrated teaching • IT Integrated lessons • Focused Home School Partnership • Differentiated teaching • Teacher focused on individual student’s need student parents teachers STOP START Change in teacher 03 01

03 01 02 Intervention • Worked on feedback from students • Hired subject specialist

03 01 02 Intervention • Worked on feedback from students • Hired subject specialist • Provided need based support to students in all subjects 04 Impact • Cambridge results improved from overall 75 % to 83 % • Attendance improved from 76 % to 84 % in three years • Two Cambridge distinctions STOP Learning Outcomes START Change in student

Intervention • Provided constructive and frequent feed back • Appreciation for students achievements 03

Intervention • Provided constructive and frequent feed back • Appreciation for students achievements 03 02 Impact • Improved teacher-student relationship • Motivation increased 04 STOP beliefs and attitudes START Change in Teacher 01

beliefs and attitudes 03 02 04 Teachers turn over shifted from 55% to 7.

beliefs and attitudes 03 02 04 Teachers turn over shifted from 55% to 7. 5% 60. 00% 50. 00% 40. 00% 30. 00% 20. 00% 10. 00% 2017 2018 2019 2020 STOP START Change in Teacher 01