leadership module.docx

8/20/2019 leadership module.docx

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CHAPTER 1 : CONCEPT TEACHING AS

A PROFESSION

Profession

- refers to a job that performs an

important social function. (level ofprociency, systematic knowledge

experience, etc)

- is a eld which has characteristics

such as intellectual nesse interest,

adeuate ualication training, solemn

needed by the community, enjoy

individual ! group autonomy, uality

service concerned, service manners "

code of ethics.

- a distinctive line of works that reuireseducatio# ! e$ciency as well as high

prociency and species. ( eg% law,

medical,teacher)

- values of profession are being set up

by the organi&ation so that the members

will follow.

Characteristics of Profession

- uniue ! important services with clear

obj for society and country.

- use a lot of intelectual ability !

capability during services

- get specic training in certain duration

- expert in the work eld

- have the autonomy in carry out duty

- concern about the uality of service

- obey and follow the code of profession

ethics

- dedicated and not asking for rewards.

Professionalism

- refers to the characteristics "

attributes in expert circles of a

profession

- according to 'rnstein ! evine (**+),

there are attributes in a profession %

) master in-depth content of knowledge

) e$ciency and expertise in a particular

eld+) the presence of ethics code to control

behaviour

) truthapproval was given to a

profession by

society to operate.

a) /nowledge of the subjects taught- 0hrough teacher training- /nowledge content of the

subjects- /nowledge of the basic

pedagogical principles such as

classroom management- /nowledge of cuuriculum,

including lesson, syllabus,

textbooks, study guides and

teaching materials- /nowledge of school

administration, school culture,

and working style as a force

within the organi&ation- /nowledge about the

purposes, value, philosophy

and history of edu.

b) /nowledge of the learner

- /nowledge about thedevelopment of children and

teenager ( cognitive, social,

physical, and emotion)- /nowledge of understanding

the diversity of students

intelligence, culture, emotion

to help develop their potential.- /nowledge on how student

learn and their need to provide

suitable approach, task, and

motivate after identify their

strength and weaknesses.- /nowledge of analy&e and

make the best decision for

student (evaluate stud

understanding, making

re1ection of t!l, improve the

planning and process of

teaching.

c) 2ncrease the profesionalism ofteacher


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- 3treamlined the skills and

knowledge techniues "

method from time to time- 4omplete themselves to the

self-renewal and changes in

curriculum- 3trive and make decisions in

classroom- 4oncern with achievement and

welfare of the stud.

Characteristic of professional

teacher

Mohama Sani !1""#$ :

5ttitude

- devoted

- good moral values

- noble

- commitment

- 6ve attitude

- talented

- leadership

- knowledge culture practice

- courteous

3kill

- t ! planning

- t ! managing

- 0 ! strategy

- technology prociency

- generic prociency

- counselling prociency

- 0 ! evaluation

/nowledge

- content of lesson

- content of knowledge

- pedagogy

- material

- method

- technology

Characteristics of Professionalteacher

A%&l Sh&'or A%&llah !1""#$- 5ct professionally- 7isplay strength charcteristic

of theory- /nowledgeable

- 5ctiong upon a foundation ofethics and framework

- 2mmoral rm- 5lways trying to improve

uality of teaching- 4oncern with the discretion of

stud and parents- 5ble to evaluate stude

strenght and weaknesses- 4omplete themselves with

skills that allign with current

demands- 8nsure 9teacher teach pupils

to learn: situation in classroom- 5ttempting to build stud

brilliant mind in academic

performance- 'bey and faithful to and

maintain the profession dignity

and service- 7emostrate loyalty to the

government, the

establishment of free and not

parted.- ;rofessional and devote

attention to teaching and

learning at school

Professional teacher (s Non)

professional teacher

Professional Non)

professional-training

programme

- hve autonomy

in classroom

- be in

organi&ation and

involve in all the

act pro

- expert in subj

- not only for

trainnee teachers

only

8g <

gstt,temporary

teacher

- limited

autonomy

- do not have

power in red

techer


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1* traits of e+ecti,e teacher

!McE-an. /**/$ 0

) Enco&raement 2 passionate

- driven by mission ( to teach) !

passion to help stud learn and

develop.

- high commitment ! willingness

to accept additional tasks

- strive to achieve goals.) Positi,e an tr&e

- display ualities such as respect,

compassion, emphaty and fair.- democratic,easy ! open with

stud, adaptable to changes.

- strengthen the power of studs

and identifying stud issues.

- always looking 6vely and

sincere in every challenge to

develop noble personality human

capital.+) Teacher as leaer

- in1uence stud to change, learn,and develop to achieve aims.

- role model to stud, lead parents

to active partnership, colleagues

through mentoring, collaboration,

sharing ideas and etc,

- impressive moral prociency,

intellectual and social leadership

for benets others.) 3ith)it)ness

- complete themselves with

knowledge and have full control

with classroom managemnt, stud

involvement, and managemnt of

time.

- carry out duties perfectly, and

act wisely in solving prob

- create re1ection during t ! l to

take action of current events.=) St4le

- display own style, full of

interest,creative, humor,

charisma, and bring renewal of

teaching

- form own style and be accepted

and exampled by the students.>) E5pertise in moti,ation

- motivated and condent to

change the stud lives and masteracademic standard ! highest

behaviour

- motivate stud through personnel

teaching e$cacy with mission 9all

stud should learn:.

- acted as instructional manager?) Instr&ctional e+ecti,eness

- hve various techniues, teaching

behaviour, and skills that depend

on the stud need, subj and learingoutcomes.

- ability to communicate and

teaching skills such as design and

provide lesson, explaining clearly,

preparing conducive environment,

managing classroom, etc.

3lavin @odel (*A*), elements

of eBective teaching.

- teaching ualities ( various

teaching methods and materials),suitability level of teaching

( updated content and

assessment sys according to stud

ability), incentives ( designing

instructional content and provide

the same motivation either

reward or punishment), and time

(engaged time and time on task)A) Content learnin

- complete knowledge of the subj

content and always life-long

learner.

- need thorough knowledge of

delivering content knowledge,

principles of classroom

management, curriculum

materials, stud, purpose and

value of re1ection.*) Street smarts

- use the knowledge of stud,

school, and local community tosolve probs of t ! l in classroom.


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- always investigate and collect

info on the causes of stud

behaviour to devise eBective t ! l

process.C) Mental life

- active learner ! hve individualdirection

- active ! always focus on task

- ability to think and make

re1ection, explain various ideas,

issues and values on teaching.

CHAPTER / : TEACHING CO6E OF

ETHICS 2 ACCO7NTA8I9IT

Concept of Ethics

Ethics

D rules of behaviour, human customs in

association with each other and this

arrangement maintained what is right

and wrong.

D ethical moral principles that include

knowledge about nature of good and

truth.

D ethical code of conduct identied in

relation to human actions in certain

areas (#ikki, CC*)

D knowledge of duty (Eascom, CC?)

Professions Coe of Ethics

F regulation for professional help teacher

comply with the principles set forth to

take care of the good image of their

profession.F ensure that teachers did not do

anything untoward ! tarnished the

image of teaching profession.

F + aspects that are key functions of

professions code of ethics <

) ;rovide guidelines for every

member of the profession on the

principles outlined

professionalism.- every member abreast of things

to do and which should not be

done.) 0he social control of society

related professions.

- provide knowledge to the

community so that theyunderstand the importance of a

profession that allows them to

control professionals in their

career eld,+) Gelps professionals to prevent

interference outside the

organi&ation profession about

ethical relationships in the

membership of the profession.

Coe of Ethics Trainin Msia

• 0eacher 4ode of 8thics is provided

in the form of a pledge that all

teachers will observe and protect

the image of the teaching

profession.

a$ Responsi%ilit4 to-ars the

st&ents

- @ore concern for the welfare

and safety of stud from othe

things- Ee fair to all stud, regardless

of factors of physical, mental,

emo, politic, economic,scocial..

- /eep ur professional "

condential info about stud

unless they are entitled to

know,- 0o assist or teach a stud in the

classrrom itself " in the sub,

the sub being taught in the

classroom without any

charges.


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- 7emostrate how to dress,

speech, and behaviour can

give a good example to the

students.- @aintain ! improve

professional competencethrough study tours, and

attending professional

courses, conferences,

meetings, " seminar for

teaching us to achieve highest

uality.

%$ Responsi%ilit4 to-ars the

parents

- respect the primary

responsibility of parents

- strive to establish friendly

relations and cooperation

between educational institution

and households.

- consider all the info provided by

parents " child as condential

and will not disclose to anyone

- provide info to parents in the

interest of their children and use

the info received from parents

carefully and sensibly.

- refrain from using " aBected by

the social and economic position

of the parents

- prevent urself from saying things

or doing things that can aBect the

belief of stud to parents "

guardian.

c$ Responsi%ilit4 to-ars sociat4

an co&ntr4

- prevent urself from spreading the

teachings that could damage the

interest of stud, community, nation "

opposite of the rukun negara.

- foster the stud attitudes and valuea

that can help ! guide them to become

loyal, responsible, helpful, and

respectful to diBerent race, religion, or

culture.

- respect the communities in which we

serve and meet all responsibilities as a

citi&en and always participate in anycommunity activities.

- to promote cooperation and

understanding between teachers and

parents as well as educational

institutions and the community.

- provide active contribution to raise the

moral life, culture, knowledgeable

society.

- adhere to proper behaviour accepted

by society and live our days well.

$ Responsi%ilit4 to-arsa

collea&es an teachin profession

- refrain from making any statement "

comment that could discredit a teacher

in front of studs " their parents " do

something that can degrade a teacher.

- do not engage in activities that could

aBect our e$ciency as a teacher

- strive fully discharge our

responsibilities diligently and earnestly

and keep it in line with the professional

and social progress.

- always ready to help colleagues,

especially those who are new to the

teaching profession

- always monitor ourselves so as not to

tarnish the reputation of the teaching

profession- be a member of teachers organi&ation.

Concept of Acco&ta%ilit4

5ccountability

D to be responsible to someone or for

any actions, decisions, etc and is

prepared to provide an explanation and

justicstion reuiredD closely related to the discipline and


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the need to justify and accept

responsibility, decision, or action taken.

D refers to the responsibility of a

teacher to the teaching profession.

0eaching responsibilities should beunderstood and implemented by a

teacher for teachersH professionalism.

a$ Acco&nta%ilit4 to-ars

st&ents- 8ducate stud to a level of

excellence in academic

achievement as well as

potential to form a whole

produce stud with balance andharmonious I8J23.- 3haping the personality of stud

and teaching has a moral

purpose as always give

importance to the character of

the studs.- Kse the practices of teaching

and select materials for all

studs of diB race, gender,

religion, ability, etc.

- 7evelop a range of skills inorder to accelerate stud

learning and to create a

classroom environment- 5ccountable for stud

performance and to provide an

explanation if the academic

achievement declined.- 7edicated, priorti&e stud

welfare and safety, fair,

guiding and portray goodvalues.

%$ Acco&nta%ilit4 to-ars

oneself - 3hould be knowledgeable and

competent in the subj area

that being taught.- Kpdate themselves on new

developments (explore !

discover new

knowledge,pedagogicalcontent)

- Euild good interpersonal skills- 4ommintment to the task,

pstve attitude, perform duties

in a fair and eual leaning

opportunity to all.

- @aintain good behaviour, havepatience, empathy, sincerity,

and honesty in carry out

duties.- 7elivering info eBectively,

classroom management,

discipline mangment, group

dynamics process. 3tud

motivation ! participation in t

! l act.

c$ Acco&nta%ilit4 to-ars

parents- Lor the development and

progress of the studs in school.- 3ahping stud personality

( teaching ! innstruction form

stud character)- 8stablish good relationship

with parents to support them

in prob associated with their

children.- ;lay a role in guiding stud as

teacher character ( parents

hope is high)- Main parents trust will

encourage parents to talk

about the prob and collaborate

wit teacher.

$ Acco&nta%ilit4 to-ars

comm&nit4 an co&ntr4- Lullling the country as

@alaysians based on the

principles enshrined in the

#ational ;rinciples.- ;erform best to achieve the

ideals and aspirations of the

#ational ;hilosophy of

8ducation.


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- Ee positive to increase the

prestige of teaching profession

in public life.- 3ensitive to the environment

and community aBected

abstain from the Nve elementsthat may contaminate the

good image of the school and

communitycountry- Kpdate oneself by bringing

changes to stud and future in

line with the aspirations of #8;

n Oision CC. ( practice

reading, acuire knowledge,

tnet search skills, ict)

- 7evelop attitudes and valuesin the stud to guide ! nurture

them to become loyal citi&ens,

responsibility, and respect all

people.- 8ncourge relationship with

parents and comunity (adapt

and adopt an attitude of

modesty while participating in

social act)

e$ Acco&nta%ilit4 to-ars

collea&es an teachin

profession- 4ooperate each other to

protect the image of

profession- ;repare to assist new

collegues in the profession- @aster latest " content

knowledge, pedagogical skills,

etc ( attend courses,

intellectual discussion, 5J,

accessing tnet, etc to perform

their duties)- Kse computer in learning, self-

access, and means of

treatment as a result of

reading writing input virtual- 0ake opportunity to make full

use of existing facilities in

teacher act cntres, resourcecenters, library to enhance

uality of teaching and

profession- 5cuire knowledge and skill in

edu psychology, pedagogy,

sociology of edu, tech, and

assessmnt to nd alternativeto help stud.

Teacher Interit4

• 2ntegrity

wholeness " completeness,

soundness of moral principle

which refers to sincerity and

honesty (#illsen,CC)• @sia 2nstitute of 2ntegrity (CC),

refers to the inherent superior

uality and strong overall to

individuals and organi&ations.

• 0he integrity of the teachers

refers to the superior uality that

exists as a whole and to individual

members of the solid edu and edu

organi&ation based on ethics and

charter organi&ations.• 0eacher practice and and

understand ;rofession 4ode of

8thics and charter customers by

creating a culture of systematic

organi&ation.

• 0eacher will hve trust and loving

concern of stud as well as high

persistence in addressing the

probs faced by stud.

•

0eacher should be responsible andobligated to give the best of stud

- fun learning environment make

up human capital potential and

admirable display.

• 0eacher with faith, trust, caring

nature of the stud will denitely

get the best edu and emulate the

character of the teachers.

• 0eacher with good relationship

with stud based on sincerity and


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compassion enable to provide the

best edu for stud.

• 3tud formed holistically depend

on identity and integrity of

teacher.

National Interit4 Plan !NIP$

- @ain aim to instil and build

ethics and integrity culture to

all.- 5llign with th challenges in

Oision CC (create society

that have strong moral values

and ethics)- = goals <

) reduce the bribe

disturbance, corruptcy,misuse

power eBectively

) enhance the competency in

delivering sys of public service

and overcome birocracy

+) enhance corporate

administration and business

ethics

) empower the family

institution

=) improve the life uality and

harmonious society.

CHAPTER ; : ISS7ES ON TEACHERS

ETHICS

• 8thics N enable to protect secure

the teacher profession

accordance with the customs of

the profession (civil servant) !

not contrary with the human

rights generally.- 0o protect the imge of

profession, every teacher must

adhere to professional ethics,

teaching ethics,ethical

behaviour ! ethical pub.

3ervice (5bd Jahim,CC?)

a$ Teacher politeness- 2s conduct o behaviour that is

able to make a good

relationship with each other

that make a society live in

harmony and friendly.- 4ourteous language teacher

should have <) Pords contain meaning

utterance honest, sincere

and true) Kse appropriate voice

intonation+) 3elect the use of personal

pronoun and calling sys.) #ot interrupt the

conversation of others,

selshness and has self

views only.=) Kse appropriate strategies

to avoid misperception of

others>) 4omply with the language

that meets the community- 4haracteristics of teacher

politeness <

) 3incere,honest,kind, caring! willing to sacrice) Ee grateful and thankful

the blessings and benets

derived (say thanks)+) Eold, assertive ! able to

correct the bad things from

happening) Oaluing n respecting others

despite the age,

background, ability, etc

=) Ksing words good things! not hurt others

>) Lriendly, generous, and

willing to improve

weaknesses?) Pear appropriate attire by

following the ethicsA) Mood communication skills

considering the culture

• @odel ;rinsip /erjasama (;/)

Mrice *?=


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- Eased on the usage of

conversation implication in

exploring the appropriateness- 0eacher give opinion " speech

as wanted only

- Gave to consider theexactness of speech, place of

discussion ! the

appropriateness of the speech- Mrice has principles <

) /uantiti (perfect) N give the

benet info n ensure info

not beyond the expectation) Quality (correct) N do not

say somethin that they

think of incorrect or not

sure without proof +) 4ontinuous

(kesinambungan) N have

related and relevant info) Pays of delivering (clear) N

avoid unclear perception C

too smple, n implement

systematically

• @odel /esantunan akoB (*?A)

- 0o maintain the harmonious !progress of conversation

- + principles <) 7o not force) Mive choices+) Ee a good listener

• ;rinsip /esantunan eech (*A+)

- Eased on the uality of

conversation- > principles <

) ;oliteprudent N min cost !

max benet to others) Pise N min benet ! max

cost to self +) 3upport- min insultation !

max complment) Gumble N min complmnt !

max insultation to self =) 5greement N min ght !

max agreement to others>) 3ympathy N max to self !

others

%$ Teacher concern) @ake improvement

- 8g of issue< - do not care bout

the stud, not focus in duty,

take self-dev granted- 0eacher care of the stud needs

n act to meet the

reuirements, listen to stud

voice, create conduciveenvironment, understand stud

emphaty- 0eacher show caring through

9Eudaya 4ut 5pple 5: N caring,

understanding, trusting,

accepting, patience, 6ve

thinking, listening, empathy,

assertive

c$ Appearance of teacher

- Jefer to personalcharacteristics of the teacher,

including attitudes,beliefs,

interests, appreciation,and

values.- 3tandard that all teacher

should know, act normally, and

can perform tasks responsibly

regardless of subj mtter o

grade level taught

(2#0534,CC=)- 0eacher portray good values


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- 0eacher be creative n

innovative- 0eacher show good

appearance (style,expression)- 0eacher show 6ve attitudes

- 0eacher have a goodinterpersonal skill

- Goward (CC?) describes

characteristics that stimulate

appearance n personality of

teachers <) 5ppearance of diBerence

- 0eacher deal with the diB of

stud.- 0eacher have level of skill-

based culture, an ability to

identify ! recogni&e certainrealities created in the

classroom with a variety of

cultures.) 5ppearance for dialogue

- 0eacher show passion n desire

to know the other person !

this refers to the willingness to

xplore the similarities and diB

between individu

- 7ialogues between colleaguesn dialogues between teachers

and studs.+) 7isillusionment

- 5ble to come to fce the

frustation is showing openess

teacher look outside of their

own culture ! the ability to

examine beliefs n views

beyond.) 7emocracy

- 5ble to identify the importanceof demo where all stud hve

eual opportunity to engage in

all act.

$ 8&siness in school- 7irect selling in

schoolstaBroom- 8nthusiastic business will

forget ! neglect their

responsibilities- 8Bect the image of profession

- Oiolated the ethics of public

services and teacher are

bound by Meneral 'rder.- 5uthorities should play a role

by providing comments ! take

appropriate action againstteacher profession

e$ Part time career- Mov o$cial aubj to follow

Meneral 'rder of the

Movernment- 4ivil servants must obtain

approval to do part-time work

to supplement their income.

- 5pproval will given if the part-time job does not con1ict with

the regulations such as not

done in working hours n does

not aBect their work.- 8g < tuition " online class,

work in private institution- Met permission from the

department of edu in advance

(tuition not more than > hours

a week)

f$ Time manaement- 7iscipline for teacher- 8Bective time planning either

on daily, weekly or long term

to allow time acts of lect,

learning, leisure, personal

responsibility n break- 0ime themselves (pln t!l,

punctual in entering class, not

suander studHs time studmisbehaviour

$ Financial manaement- @anage nances while on the

job at the school, teacher

himself n fmily- 0eacher responsible for

collecting special fees n

maga&ine, produce receipt,

arrange stud nance- 0eacher make purchases

without following the


11/28

procedure (without using order

form)- ;rincipal have rights to refuse

payment- 0eacher collect special fees

from stud but not handingover the proceeds to the

school (no receipt)- 0eacher hand over the

collection a few weeks or

months until all stud pay the

fees.- 0eacher need to have

accountability for the money

collected ! in charge.- 0eacher should always practice

virtues ! wisdom moderate

severity prudent nancial mag

of self n fmly.- 0eacher need to be cautious in

shopping, diB the needs n

luxuries, spend wisely, save

future

CHAPTER = : 6E(E9OPMENT STAGES

OF TEACHER

Theor4 of Tho&htf&lness

!F&ller. 1">"$- 3tudying the prob faced by

teacher pre-service ! in

service teacher

4oncern 0heory

- attempt to explin the prceptions,

concerns, probs, grievances nsatisfaction that faced by pre-service

teacher (training prog)

- 4oncern the impression of

teachersomethin that is consider to be

a prob " somethin that thinks teacher

and would like to make somethin about

it

- + levels of concern <

) 5bility of themselves ( ;ersonal

3urvival)

- Jefer to the ability to cope

successfully teaching

(classroom mngement,

comments from others)- 7imish after rst few months

of teaching

) 0he values of teachers focused on

their task- ;ay attention to the ways in

which they can handle the task

with good teaching- Locus on how to implement n

improve teaching, how to

master the content cubj

knowledge,classroom

mangement)- 4ndence to tackle tasks n

overcome prob

+) 2mpacts associated with their

teaching to stud.- Mive attention to the impact of

teaching on stud learning

- 4oncern on stud achievement- 3ee stud as individuals with

own potential % growth n dev

7ev of teachersH as #atural ;rocess

- ;re-service < thought, concern

will focus on yourself, then

task on teaching, and impact.- 8mo, social, n physical support

needed by teacher to dev from

one stage to another- 0ime to shift from one stage to

another for nd time take

short duration compare the

rst one.

? 6e,elopment of Teachers

!Trotter. 1"#>$- one takes the interval between

C ! = years to shift from

novice to expert in the eld- = stages


12/28

) 0he #ovice level) 0he 4ompetent level+) 0he 8Bective level) 0he 8xpert level=) 0he @aster level

1$ No,ice Teacher- Eegins when registered as a

stud in teaching degree prog- earn the specic facts

objectively ! master the basic

concepts n principles- eaning n trying to form a

holistic view to understang the

meaning of 9being teacher:- 5cuire some basic skills,

terminology in profession, ninitial ideas about teaching.

- 4ollect n add factual

knowledge, info on process of

learning- 8xpose to the actual situation

of school (3E8) ! prcticum- Eeing mentored n clinical

observations to support novice

teacher to grow.- 2nvolve in sociali&ation issue <

a) #ot expert in managingcocu sport

b) #ot understand school

rules n disciplinec) ack of condence in

controlling classd) ack of theory n practicee) ack of interpersonal com

skill

- 4hallenges faced by novice

teacher <a) /nown as passive,not

creative ! imaginativeb) 7o not achieve the school

indicatorc) Knable to adapt with the

school

environmentcommunityd) Knable to bear the

workload as a teacher

e) 2mplement the teaching

strategy

/$ Competence Teacher- 5chieve the min skills in their

respective eld- 5ble to understand the

principles n concepts of

learning in a variety of

situations n special

circumstances- 5bility to solve 0! problems- 2nvestigate practice through

re1ection- 4haracterictics <

a) ;ersonal mission-driven,

6ve, faith, n patienceb) 0eaching own style,

expert, mativate, with-it-

nessc) 2ntellectual like to read,

fresh mental life, self-

actuali&ation

- ;rinciples <a) 7o 2t Jight Lirst 0ime

e$cient in doind work, less

mistakesb) 0eacher teach, stud learn

teach, do preparation !

motivate stud to learnc) 3hare the same vision

teacher ! schoold) 'n-going improvement

processe) ;revent prob than solving

prob be proactive

- Jeuires between n = years

of teaching experience ! open

to new learning or ready to

receive additional training in

service

;$ E+ecti,e Teacher- ;hilip Oan Gooser (**A), +

elements of success <a) /nowledge

b) 3killc) 5ttitudes


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- 4haracteristics <a) ;rofessionalb) ;ortray stronggood theory

in teachingc) /nowledgeable

d) 5ct based on code of ethicse) 3trong moralityf) /eep improving the uality

of teachingg) 4oncern on stud needsh) 2dentify stud strength n

weaknessesi) ;repare self for current

demands j) ;ortray good image

=$ E5pert Teacher- 0he best in the profession- 2nvolve fully in curriculum

mngemnt- 2n1uenced stud lives positively

n lasting impression- 0 easily identify the key

elements in a task- 0 hve high cognitive ability to

digest ! analy&e the learning

environment in a creative n

distinctive.- Gve enough experience n can

help understand the s2tuation faced

0 exhibiting a distinctive

teaching styles.- 0 hve ability to guide n mentor

novice teacher (shre

experience, ideas, skills

through discussion, training

courses, etc)

- #eed to <a) Mood in communication

stud dynamic learning

environmentb) 8Bective motivationc) 2ncrease the ability in using

240d) 4reate " plan proge) 5ble to manage classroom

eBectively ( values,

relationships,environment)

- 3kill reuired by teacher <- 7elivering

- 8valuating- 3timulating- 4lassroom managing- 7iscilpine cntrol

?$ Master Teacher- 0o acknowledge teacher who

have skill, expertise, n

excellence in subj " opsyen- 0 is a star in its eld- understand n deal with many n

varied info ! still be able to

exhibit a smooth teaching

style- 2deas ! skills aBect the policy

related to conduct classroom

teaching- 'wn the ability to carry out the

duty n function as teacher

max.- M4 (guru cemerlang)- Jole model to other teacher- 2ncrease teacher motivation n

school excellence- @aster " phd holder- Mood ! 6ve personality- @'8 role to produce mster

teacher <a) 4ollaborate with abroad unib) 0winning prog with other

unic) ;lan 2n-service coursed) 0rain teacher (sc math in

eng)e) ;rovide vocational n

technical teacher

Similarities 2 i+erences of Master

teacher !Trotter$ 2 GC !e5cellentteacher$

3imilarities

- Ee a role model- 5lert, concern towards stud- Pise in managing time,

material, snd resources- 8mpowering subj content

learning

7iBerences


14/28

- 0aught for = ! three years- Lree from blck listed

6i+erences %et-een No,ice teacher

2 master teacher

#ovice 8xpert4ontent knowldge

learn separte "

discrete

- limited

pedagogical

- teache based on

curriculum

-know n

understand the

content narrowly

- use wide

pedagogical

strategy

- change

curriculum based

on its need

CHAPTER ? : THE RO9E OF PRIMAR

SCHOO9 TEACHER

Teachers@ Role

) ;ractitioner /nowledge and 3kill) 4onsultantguider+) 0he re1ective ;ractitioner) Jesearcher=) 5gent of sociali&ation>) 5gent of 4hange?) 3ubstitude ;arentsA) Eehaviour 3haper*) earning @anager

1$ Practitioner no-lee 2 s'ill- Jesponsible to always seek

knowldge n prctice to meet the

edu needs

- 0eacher love,mastre, alwayslooking n improving knowldge,

use " apply knowledge- 0eacher practitioner of

pedagogical ! content

knowledge- 0eacher structured the t! and

integrated the elements of

skills n values.- 0eacher role to deliver

knowledge n enhance the stud

ethics o values

- 0eacher practice the culture of

learning ( read, think,

research, new idea)- ;lan the t!l process- 0eaching skill (pedagogical)

- /eep improving self

/$ Cons&ltant < G&ier- 0eacher cover a personHs

entire moral dev- 8nsure that stud master the

skills needed to address the

prob " challenges- 0 work with school n parents to

guide stud toward uality n

healthy life

- 0 provide advice, guidance,instruction, n assistance

- 4ultivate the interest !

motivation of academic subj.- Muide stud to identify strength

n weakness, support their

interest- 2nstill passion ! healthy

attitudes toward school n

relate it with daily practices- 2dentify n assist stud who

experiencing prob of

edusocialemophysical

;$ ReBecti,e Practitioner- Gelp teacher to structure

thinking toward mastery

pedagogical content ! general

knowledge- 0 evaluate, understand, !

learn from experience- 0 always uestion themselves.- 2ncrease 0 professionalism- 2mprove t ! act- 8nable 0 to think critically n

creatively.- 5ble to identify strength n

weaknesses within himself - Lull the stud needs- 0eaching process become

eBective


15/28

- 5ction ! decisions based on

knowledge ! pedagogical

knowldge eBctively.- 4ontribution to new ideas

=$ Researcher- 0 apply research to understand

the culture, prctice of learning

environment and actions to

improve the uality of

professionalism- 0 make decision in classroom

managemnt ( plan lesson,

assessing stud work, etc)- 2ncrease the uality of lesson- 4arry out the research

regarding t! practice- 2mplement the new ideas or

strategy to overcome prob- 5dvantages <- 5dding theoretical clarity,

languange n learning- 2ncrease knowledge !

understanding of classroom

prctice n improve teaching skill- Lacilitate collaboration with

stud n others- 'pportunity to expand

commitment towards the

improvement n enhance the

profession

?$ Aent of Socialiation- 0 imparting knowledge,

attitudes, values, personality

to stud accordance their needs

n society expectations- 0 serve individual sociali&e and

high emo intellignce to stud

adapt working world.- 0 show empathy nature n help

stud to dev emotionally

healthy- 0 easy to adapt, caring, n

respect individual diBerences- 0 involve in community act

organi&e by local community

contribute time, energy,

money sociali&e with

parents, residents,

communities- 0 enhance the uality of life

patterns, preserve n maintain

the culture n norms of the

community- 0 willing to learn n adapt to

new tech in communication

(email,chat,blog)

>$ Aent of Chane- 0 face the changes in

performance in duty ( new

curriculum,new instructional

method, new organi&ational

struct,etc)- 0 must be able to manage the

transition from the old to the

new, help others to release

existing ways n try new

ways,show 6ve spirit, with the

ability of self-condence, !

willingness to engage the face

of change- 0 be responsive n strive to

lead the change in line with

the aspirations of the countrythrough his duties accordance

with the current demands- 0 action of changes ensure the

edu process more eBective,

relevant, meaningful n

appropriate to current

demands- 0 adopt the concept of ife-

long learning % changes be

generative, new ideas ninnovation.

- Kse learner-centered strategy- 0 be procative

D$ S&%stit&te Parents- 0 need to understand that a

child is taught by their

parents, understand fmly

structure n fmly function in the

culture n practices of diB

customs.


16/28

- 0 give more attention ! strive

to create schools n classroom

more conducive, concern of

child bout the outside world.- 0 demostating the love,

warmth, and provide learningexperience that are

meaningful.- 0 support stud without being

discrimination .- 0 alert with stud needs, emo,

attitudes changes.

#$ 8eha,io&r Shaper- 0 mold the reuired behaviour

(6ve)

- 0 understand the learning

goals to be achieved- 0 provide focus on behaviour

change- 0 provide focus on thoughts,

feelings, psychological !

emotional needs of the

individual- 0 provide opportunities for

individuals to master the

control of his own behaviour- 0 deliver values, beliefs to

shape stud behaviour- 0 create eBective classroom

"$ 9earnin Manaer- 0 strive to create a learning

environment that encourages

collaboration among stud to

make learning process

meaningful n productive.

- 0 planning, organi&ing,directing, n controlling the t! l

act- 0 manage the classroom

(rules,routine)- 0 manage physical

environment (furniture,

lighting,etc)- 0 manage the psychosocial

environment of the classroom

(communication)

- 0 manage the process of

assessment (uestion,

examination, monitoring,etc)

CHAPTER > : TEACHER 9EA6ERSHIP

Concept of 9eaership

- 5bility to lead- 5bility to in1uence the

members of the group to

achieve goal- 5 personHs ability to inspire

condence and support among

the group of people that are

needed to achieveorgani&ational goals.

T4pes of 9eaership

ewinRs eadership 3tyles

. A&tocratic- make decisions without

consulting their team

members, even if theirinput would be useful. 0hiscan be appropriate whenyou need to make decisionsuickly, when thereRs noneed for team input, andwhen team agreement isnRtnecessary for a successfuloutcome.

. 6emocratic- make the nal decisions,

but they include teammembers in the decision-making process.

- 0hey encourage creativity,and people are often highlyengaged in projects anddecisions. 5s a result, teammembers tend to have high

job satisfaction and highproductivity.

; 9aisse)faire

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17/28

) leaders give their teammembers a lot of freedomin how they do their work,and how they set theirdeadlines. 0hey

provide s&pport withresources and advice ifneeded, but otherwise theydonRt get involved. 0hisautonomy can lead to high

job satisfaction

) #atural eadership- 5ppear as in1uential person- 0he oldest, most experience,

high interpersonal skills

- 5ppoint naturally

) 4harismatic eadership- eader has special or unusual

uality- 7emostrate ability to solve

prob or face crisis successfully.- ;ersonality traits <

a) 'riented achievementb) 4reative n innovativec) Gighly energetic n self-

involvementd) Gigh self-condencee) Pilling to risk

+) Eureaucratic eadership- 3tructured n operates under

specic procedures as

established in an organi&ation,- Kse o$cial power to lead

organi&ation- 5im to max e$ciency through

rational management

approach.- 8mphasis on aspects <

a) Moal-oriented orgn&ationb) 0he hierarchical structurec) 4oncern rules n discplned) Gigh technical procedures

- 'rgani&ation <) 0he structure of

hierarchical orgn&ation of

the school headmaster

) 0 hve their own areas ofexpertise

+) 0here are rules of school n

academic tmtable for

compliance- 5ccountable for its work,

ensuring uality, preserve obj.

- 0ask-oriented and lessfocussed on the needs of

individuals

) 7istributed eadership- eadership act distribute in

interactive network- 4reate spirit of cooperation

(large num of member are

professional)- 4losely related to the concept

of eBective schools n schoolimprovement

=) 2slamic- ead the organi&ation based

on the religion beliefs- 5l-Quran n Gadith

9eaership Theor4

Trait Theor4 !Teori Perla'&an$- 5ssumes people already hve

characteristic or

traits,inherited traits, and

specic traits to be leader- 2dentify what traits of eBective

leader is.- 3et of characteristic that can

be apply in all situation- Ey study trait < successful

leader similar trait

0rait 3kills4ooperative,

dcision mker,not

easily gve up,

self-condent,

ambitious

Gighly intelligence,

social skills,

creative,organi&e,

knowledgeable

- 2ssue < no diB between leader

n follower ( leader are not

leader D trait of leader n

members)- 0rait can be learned n master

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18/28

- 2mplications < (eBective

teacherHs trait)a) 8ncourage mission n

spirited teacherb) 6ve n real

c) Pith-it-ness, classroommngemnt skill

d) 0eacher style

Eehavioural

- Gow leader behave in the

process of leadership- 4an be trained or learn

formally n informal

Theor4 an Theor4 - Jepresent the way a leader

thinkks of hisher staB in an

organi&ation.- 0heory S (-ve)

a) 8g< consider the staB, la&y,

incorporate, motivated by money.b) eader will be autocraticc) #ot give space n opportunity

staB to max the ability n potential

• 0heory T (6ve)a) eader thought the staB

hardworking, look work as matter

of natural, ambitious, 6ve

attitudes towards workb) 3taB want the resposibility bco&

bring satisfactionc) eader lose control even

empowering them in the

performnce of duties

- 2mplications of 0heory S ! T <a) S not accurate to describe

human behaviourb) 4ause something less !

stimulating unmet needc) S assume the needs of the

low-level determinants of

human bhaviour, T needs of

higher level.d) 2nvolve 0 in decision

making,encourage integration,

prcticing 0 abilities in

classroom.

• 3ituation 0heory

- 5ssumes that diB situation of

organi&ational environmentreuires a diB way of

leadership to perceive

eBectiveness- Lactors of eBective

leadership < follower, leader,

situation

Liedler 4ontingency 0heory (*>?)

- #o one best way to lead

organi&ation- eadership style might be

eBective in one situation,but

rather occur in other situation- 5ct based on situation

(contigency), n act to

environment conisting of <a) 0he si&e of organi&ation,

how leader adapt the

envirnmntb) Jesources n operation in

diB waysc) 0he notion of

leader,staB,vce vrsad) Kse of tech

- 3ubj to the correspondence

btween two variables % (the

leadership style n support

environment)- eader behaviour motivated

by task or relationship btween

people


19/28

) 7elegating- 3tyle vary match the maturity

of groups <a) ;sychological N

condence,ability, n safety

of members to accept theresponsibilities given

b) ow maturity N leader

encourage members to

accept their work through

persussivec) Gigh maturity N leader

facilitate n maintain good

com,tA appropriate

leadership style

- 2ssues


20/28

- 0he best leadership style

involve transaction !

transformation,

• 0ransformation N a value added to

the e$ciency of the transaction n

not its successor leadership• 0ransaction (exchange) N act or

eBective tool to all leadership

styles (negotiation)- 2mplication <

a) @obili&e the motivation,

increase self-awareness,

in1uence stud to achieve

goalb) Jelationship among others

are friendly, accurate nfamiliarc) 3how strong comitment of

school eBort to acept

responsibility n

accountabilityd) 3timulate stud to accept

the ideology n school visione) 0 be the source of

inspiration to be followedf) 7emostrate concern,

respect the diversity ofindu to grow n dev well

g) Gave set expectation of

high achievement to stud

(motivational words,

practice, guidance)h) Menerate consensus,

promote collaborative

work, importance of

teamwork to produce the

best outcome.

Moral 9eaership

- 5 form of worries that

motivate others through the

principles and holdin the

a9mira%le- not nd ways to benet

themselves but act r the

betterment of mainkind

- earn trust of the members of

organi&ation gradually n

inspire loyalty to leadership

style- embeded moral way of life

(exhibit ethical value) to befollowed

- 8nable follower to act through

self-motivation, self-

condence, empowering to

dev the potentials

9eaerpship Schools 2 Teachers

• eadership 3chool

- 5bility of the leadership ofschool headmaster (power n

control in organi&ation)- ;rofessional teachers,- 4an be seen in the context of

the management- Lriendly relationship !

harmonious environment- 5spects <

a) ;lanb) 4onduct

c) 2nstructd) 4ontrol

• 0eacher eadership

- 5 model of leadership in which

teacher are involve in 0! has

the opportunity to lead- 4ontribute expertise to teach

the stud- Muide or motivate other

teacher to work together to

enhance professionalism !

stud achievement level- 7o not wait order from top,

clever use the opportunity to

encourage 0!, n gain support

from authorities- Gave knowledge, skills,

expertise in subj- 7edicated n motivated to

perform the duties andresponsibilities


21/28

0he roles ! responsibilities of teacher in

teacher leadership

- 4reate lesson plans,

implement teaching skill

highest std by @'8- ead n assist in the curriculum

n co-curiculum task related to

the eld of expertise- Eeing a resource, provide

advice, n guidance in the subj

eld- 4onduct research, explore

innovations ! new discovery- ;erform task as directed by

7istrict 8du '$cer, 7irector of

@'8

The 9eaership Challenes- 4ommunity litercy rates rising,

advance in 240- 0 be dynamic n able to adapt

to the skills to manage change

n innovations that happen

from time to time

a) Oision of 8ducation- 5im to provide direction to

educational leaders to jointly

perform the role n

responsibilities for achieving

goals of Oision CC

b) 0eaching ! earning of 3c

and @ath- Kse 8ng language in 3c n @ath- ;;3@2

c) 0ransformation of ;rimary

3chool 4urriculum- 2ntegrated 4urriculum for

;rimary 3chools (/E3J)

;rimary 3chool 3td 4urriculum

(/33J)

- 3tructure of content,

pedagogy, time allocation,

assessment, etc

d) @alaysian 8ducational

Elueprint (@8E) C+-C=- shifts

- ack of teachers in school- 4lass si&e- 'rgani&ation system- Jappo with school community.

CHAPTER D : ORGANIATIONA9

STR7CT7RE OF E67CATION

• @'8 Oision 9Meneration

Menerator 2deal 3chool

7istinction:- 3uperior power should be in

school either in terms of

academic excellence and co-

curricular or political,

infrastructure, and school

environment

• @'8 mission 9 develop individual

;otential through Gigh Quality of

8ducation: edu that enable to

build strong community, facing

the challenges in globali&ation era

n allign with the #ational ;illar

• 'rgani&ational 4hart

- @'8 headed by @inister of 8du

n have 7eputy @inister and

;arliamentary 3ecretary (Euku@erah ms A)

- @'8 supported by + section,

part of 9badan bkanun:, >

of 3tate 8ducaton

7epartment(I;#) which under

7eputy 3ecretary Meneral and

led by 7eputy 7irector Meneral

of 8du (0/;;@).

- 'rgani&ation 3tructure of

@'8


22/28

) 8xcecutive (@inister and

7irector)) @anagement ( 3tate 7irector !

5dmin '$cer)+) 3upervision ( supervisor of edu

o$cer)) 0echnical ( Geadmaster !

headmaster assistant)=) 2mplementation ( 0eachers)- 0he structure categori&ed into

parts admin < federal, state,

district, school

• 3chool 'rgani&ation 4hart

- Jefer to 3chool 'rgani&ation

4hart (Euku merah ms AA)

- Geadmaster been assisted bysenior 5ssistant, 3enior

5ssistant of 3tud 5Bair (G8@)

! 4o-curriculum.- Geadmaster will also assisted

by counselor.- Knder the + 3r 5ssistant will

be all teachers.

) ;/ - 4urriculum ! administrative

management- 4urriculum 0!,

timetables,examinations !

resource centre. sr subj teacher < M/@;

8ng, M/@; 3ocial sc, M/@;

technical ! vocational,

M/@; sc ! math Knder M/@; 0here are

;anel Gead of the subj

oBered at the school.- 5dministrative personal

nance, staB dev, safety n

security,school festivals, etc

) ;/ (G8@)- 7iscipline, scholarship,

admission list, certicates,

0ext book oan 3cheme (spbt),

stud welfare.- @anage 3tud 2nfo 3ys (3@@),

+/ ;rog ( 4leanliness, 3afety, n

Lun), 2ntegrated ;rog, etc

+) ;/ +- @anage the dev of co-

curricular aBairs, @alaysian

3chool 3port 4ouncil (@334),organi&ing n staging sport

games, etc- @anage matter related to

society n school maga&ine.

Teachers@ Responsi%ilities 2

6&ties- 3pread the knowledge

- ;ractitioner /nowledge3kill- Oalue practitioner- Jole model- @entor- referrence expert- consultant- researcher- 5gent of 3ociali&ation- 5gent of 4hange- #ational #ation builders

Teacher E5pectations

- 0eacher hope " desire to gain

reward or outcomes after the

task- expectations <

1$ E5pectations on st&ents- 0eaching meets the learning

outcomes ! stud performance

standards are at the expected

level.- 0 expect pupils hve

behavioural n perfect manners

when stud mentored, nurtured,

and taught with good things.

/$ E5pectation on School

Aministrator or Manaer- 5ppreciate the hard work and

eBorts (no bias n fair)


23/28

- 5ble to lead with trust,

integrity, and hard- 0 expect superior welfare of

teachers with tolerance,

understanding, caring,

sensitive, kind, and fair.

;$ E5pectation on Parents 2

Comm&nit4- ;arents and 0eacher

5ssociation (;05) Gelp

teacher to ensure stud success- ;articipate controlling stud

behaviour, motivate stud, oBer

help n moral support in all act- 8xpectation on police, J85

and community to participate

in the control of stud safety of

stud and school.) ;lan strategy to build a bridge

between parents and teacher

in school community.

=$ E5pectation on Self- 0 expect they will hve many

opportunities ! incentives in

career path- 8g < courses.- 0 prove that the chances of

the courses ! the opportunity

to pursue a 7oc of ;hilo

needed to improve the

national edu system.- 5chieve the /ey ;erformance

2ndicator (/;2), prform duties

with uality of work.

CHAPTER # : 6E(E9OPMENT OF

TEACHER PROFESSIONA9ISM

Concept of 9ifelon 9earnin

93eeking knwledge from cradle to the

grave:

- 2slam < 9anyone that is on path

to seek knowledge, 5llah will

point the way to face for up toheaven: knowledge

important in building human

being, bring people with good

things.- @eans self-motivation towards

search ! knowledge

enhancement 9voluntary opersonal needs:

- 0 must hve passion ! strong

ambition to cont n increase

knowledge- 0 updte knowledge n skills to

in line with changes

(globali&ation n 240 )- 0he program of ifelong

learning <a) 3eminars

b) Porkshopsc) 3hort " long coursesd) 8ngage in consultatione) Jeadingf) Jesearchg) ;rojecth) Lield trip

Personal 9earnin Plan

- (lifelong learning) is aprctice that is very accurate !

teachers need to prctice in

their lives.- can no longer limit the

pursuit of knowledge across

time n place (2ct,- reuires teacher to prepare

with a personal learning plan

that includes the following <

a) earning at Gome- Gandled by parents o tutors- 3upervision of a curriculum

that has been approved- 5llow someone to learn

without be at the class.- 8g < online earning , learning

modules

b) 5dult 8ducation

- earning among adultsthrough courses or advanced


24/28

studies prog whether at

college o uni- Porkplace < 3taB 7ev 0raining- 5dult wo retired < study

religion

- 0o address the prob ofilleteracy among @sia

- 5dult volunteer to attend class

held at community hall

c) 4ontinuing 8ducation- 3imilar to adult edu- Locus on eBort to pursue

studies at a college to earn

certicate, dgree (part time o

full time)

- 'pportunity to achieve higheredu

- Pays < classroom, cd-rom,

interactive course on*, on*

learning, internet

d) /nowledge Porker- Locus on professional dev n

career training- /nowledge n ability to analy&e,

design, n dev their area of

expertise.- 8g < 5ction research

e) 3elf earning 8nvironment- earning sys that reuires stud

to manage n control their own

learning- 3tud undrstand learning goals,

own learning, n willing to

interact with others

- 3tud hve social skills- 8g< e-earning

Reain C&lt&re

- 9Jeading /nowledge Eridge:- Jead book, newspaper,

maga&ine, on*.- 0 make reading as routine n

discuss issue without

hesitation

- 0 abilty throw ideas, grasp

issue shows briliant educator,

knowldgable, and insightful.- Pays o strategies <

a) 5llocate ime to read every

dayb) Ering book to anywherec) Lind uiet space n not be

disturbed while readingd) Oisit the book fair n book

stores to foster interest

In,estiate C&lt&re

- 5ct that eBective in since

research allow 0 to think, plan,conduct surveys to read

variety materials, especially

the ndings of other studies,

providing the uest, analy&e n

write report- Jesearch allow 0 to have high

order thinking skill, sensitive,

critical thnikig, uncover new

things- 5J implement to improve the

uality of products n services.- 0 enable to identify issue n

prob related to 0!, discipline

n attitude, leadership,

mangement- 0eacher 8du 7ivision (E;M)

provide space for institution

involve in research n present it

• 7enition

- 5J /emmis (*AA), 5J be a

form of self-re1ective inuiryundertaken by participants

such as teachers n stud in a

social situation such as edu, to

improve the social practices !

enhance their understanding

of the practice- 3teps in 5J <

) 2dentifying issueprob) 2dentify objectives

uestions


25/28

+) ;lan an action (model, data

collection method, data

analysis)) 2mplementation of action=) 4ollecting data

>) 5naly&e data?) 4onclusionA) Je1ection

- 2mportance of 5Ja) 2mproving the practice of J!7,

0! processb) ;romote collaboration with other

culturec) Locus on a study of more specic

about one of the aspects of

teaching thst is also an aspectthat pay attention ( study the

issue n nd new approach.d) 7ocumentation n evidence of a

statement made possible through

5J (7ata collection)e) 5J inducing culture that make

self-re1ective n open minded,

able to receive n admit

weaknessess, also willing to

improve n changef) 5J provide opportunity to add

value of professionalism, latest

approach o strategies for

improvement

ReBecti,e Practice

) ;ractice to think " re1ect on

an experience that we

experience and recogni&e itsimplication for us) Gelp 0 to balance our beliefs

wih the needs of stud) 0 evaluate n identify strength

n weaknesses) 3chon (**+), learning process

that involves a G'03 about

practice-based learning to gain

a new perspective to renew

the judgement ! increases the

inuiry to be an assemblage.

) 0he importance of Je1ective

;ractice <a$ 8nhance stud n teacher

manage the classroom

eBectively

%$ 2mproving theprofessionalism of teachers

in servicec$ 2deal trainee teachers to

strike a balance between

their own experience with

the success of the previous

(lec sr teacher)$ 2nclude in 5J% developing

curriculum tha led to the

nding or ongoing feedback

related to the issues that

arise in the school n

classroom mngemente$ ec guide n train stud

teacher in the

implementation of 0!

mangemnt eBectively

through re1ectionf$ 3elf learning for teacher

- 0ypes of Je1ective ;ractice <

- 'ccur in situations where ouractions aBect unexpected n

not part of our action plan

• 2nstant Je1ective ;ractice

( Je1ection-in-5ction)- Phile 0 acting in classroom- 8g< 0 try new action to xplore

new unexpected events in

classroom- 2n1uencing the way we

evaluate, think, restructuring

strategies, generate new

understanding, n new ways of

looking at prob

• Je1ective ;ractice Kp 5ction

(Je1ection-on-5ction)- 7one after an action is taken

and can occur in verbal ! non-

verbal


26/28

- Quickly reali&e the things that

happen in classroom

• Je1ective ;ractice in Je1ection

( Je1ection-on-5ction)

- 'ccurs after action is takenand help teacher gain new

way of performing a task, learn

new knowledge, n build theory

Pays ;rocess of Je1ective 0eaching

• Je1ective Iournal Priting

- 5ct that promotes re1ective

thinking among teachers n

studs.- Priting that lead to

improvement of an action- 3teps <

) 2dentifying the prob) 5ct and observe what is

happening+) 7etermine action to change

n x the prob- @ore than a thought

- Jeuires rational thinking topropel change n bring

improvement (realistic)

• ;ortfolio @anagement

- 5 tool to stimulate re1ective

thinking, and re1ections done

in systematic and analytical

thinking- Polf (**>), portfolio as a

collection of info about ateacher teaching practice

consists of lesson plans, stud

work, n other materials related

to 0!- 7ev sense of responsibility

towards the achievement of

the stud themselves,

encourage independent

learning- 5s evidence for 0 to re1ect n

think as teacher

- 5llow 0 to document, xplain

their actions, the evidence of

their professionalism n their

awareness of their actions- 3tud recogni&e their

achievement- 0ool to encourage stud to build

knowledge n skills to stimulate

their duties in teaching

6isc&ssion ! 8&a4a M&s4a-arah$

- Porking with others to achieve

the same goals

- 2ncrease success whencollaborate together

- 7iscussion is done to reach

consensus or agreement on

any action taken- @usyawarah is used to

determine decision together

for excellent results.- Lacctors of musyawarah <

a) same goalsb) continuous n open dialogue

c) make decision based onmembers agreemnt

d) systematic actione) have re1ective prctice n

feedback

Colla%oration an Cons&ltation

- relationship with others in

performing duties n

responsibilities.- Porking with other to achieve

goals- 2mportance <

a) 7evelop knowledge,

understanding,n skill to

improve uality of

studentsH learningb) Mrow teacher professionc) 3olve prob in schoold) 3hare, try, new ideas,

re1ection on prctice ! devnew knowledge.


27/28

- 8lements of eBective

4ollaborationa) Porking relationship dev !

maintain through teacher

belief

b) Porking together <voluntary

c) 5ppreciate directly to who

involvedd) Porking as a scheduled act

that show status of work to

be donee) 2ncrease skills n initiative

as continuous process.- Pays teacher collaborate <

a) 0eam teaching

b) 4ollaboration through 240(2nfo n 4om tech)

c) 4ollaboration between

organi&ationinstitutionage

ncies

In)Ser,ice Trainin

- 0raining 2n 3ervice (7;)

highlighted in 8du 7ev @aster

;lan (;2;;)- 2ncreasing knowldge n skills in

variety areas for st century- ;rovide opportunity for teacher

to renew,improve n bring

pradigm shift in their self-edu

issues.- 0eacher 8du 7ivision (E;M)

tasked to perform in-service

training (2#380) or 2n-3ervice

4ourse (/7;) to teachers- 3hort course in +- days within

year- 0he objectives of course <

a) 0o expose teachers to the

latest innovations in the

eld od edub) 2ntend to meet current

demands n reuirementsc) 2mprove the uality of

teaching by oBering related

courses to the issues

d) 8uip teacher with the

competence to enable to

create an eBective learning

environmente) 2nculcate ifelong earning

in teacherf) 8nable teacher to cope with

the challenges that exist in

edu eldg) 4omplete knowledge n

awareness of teachers on

educational policiesh) 8nhancing teaching

profession

A&thentic 9earnin

- 5ct-based learning in the real

environment that allows stud

to focus on the knowledge n

skills such as thinking n prob

solving skills- 0ask-based act that relevant to

actual situation, across the

crriculum,n provide an

appropriate level of complexityto enable them to choose their

own level of di$culty.- Leatures <

a) 3tud complete task by

identifying n researching

assignments that allow

stud to interpret openlyb) 3tud inspect n review tasks

within a certain timec) 3tud are given the

opportunity to study nunderstand their

assignmentsd) 3tud opportunity to

collaborate with otherse) 2ntegrated n implemented

across a variety of subj n

cross-discipline that allowa

stud to play their rolesf) 3tud feel motivated n try to

solve the prob


28/28

Access Information from M&ltiple

So&rces

- 0he dev of 240 provide

changes to master variety of

info.- ;rogrammes <

a) ;rog 5dobeb) 8J24 progc) 8-learningd) 8-library, 8-Eooks, 8-

Iournals

8xcellent 0eacher (M4)

- ;lan 0! process, implement

the process, build stud

potential to high level as

reuired by @'8- Ee the reference, provide

advice services, n guide

teacher in the expertise eld

- 4arry out research, produceacademic writing, explore

innovation,n new ideas

- Muide n help in curriculum n

co-curiculum based on subj

expertise

8lements of Gumanity in teacher

leadership practice <

) 0reat all teacher as worker) 3tud as a parents n country

responsibility+) 7eliver instruction in diplomatic

way) 5ppreciate the follower opinion=) Mive trust to the follower>) /eep the follower welfare n safety

@'8 strategies to enhance teaching

profession <

) ;rog pensiswa&ahan guru sek ren

- ;M3J) 2n-service course (/7;)+) ;rog 4onversion N bg guru bkn

opsyen) 2n-house training at school or

institution

=) etc

8thical 4ode of 0eaching

;rofession <

) principle of euality

) principle of condentiality

+) principle of loyalty

) principle of 9keterbukaan:

=) principle of 9ketekunan:

>) principle of 9mgelakkan

con1ict kpentingan:

leadership module.docx

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