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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
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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
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) 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
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- 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<ant < 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
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- 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.
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- 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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) 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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- 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
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) 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
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- 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
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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 '$cer, 7irector of
@'8
The 9eaership Challenes- 4ommunity litercy rates rising,
advance in 240- 0 be dynamic n able to adapt
to the skills to manage change
n innovations that happen
from time to time
a) Oision of 8ducation- 5im to provide direction to
educational leaders to jointly
perform the role n
responsibilities for achieving
goals of Oision CC
b) 0eaching ! earning of 3c
and @ath- Kse 8ng language in 3c n @ath- ;;3@2
c) 0ransformation of ;rimary
3chool 4urriculum- 2ntegrated 4urriculum for
;rimary 3chools (/E3J)
;rimary 3chool 3td 4urriculum
(/33J)
- 3tructure of content,
pedagogy, time allocation,
assessment, etc
d) @alaysian 8ducational
Elueprint (@8E) C+-C=- shifts
- ack of teachers in school- 4lass si&e- 'rgani&ation system- Jappo with school community.
CHAPTER D : ORGANIATIONA9
STR7CT7RE OF E67CATION
• @'8 Oision 9Meneration
Menerator 2deal 3chool
7istinction:- 3uperior power should be in
school either in terms of
academic excellence and co-
curricular or political,
infrastructure, and school
environment
• @'8 mission 9 develop individual
;otential through Gigh Quality of
8ducation: edu that enable to
build strong community, facing
the challenges in globali&ation era
n allign with the #ational ;illar
• 'rgani&ational 4hart
- @'8 headed by @inister of 8du
n have 7eputy @inister and
;arliamentary 3ecretary (Euku@erah ms A)
- @'8 supported by + section,
part of 9badan bkanun:, >
of 3tate 8ducaton
7epartment(I;#) which under
7eputy 3ecretary Meneral and
led by 7eputy 7irector Meneral
of 8du (0/;;@).
- 'rgani&ation 3tructure of
@'8
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) 8xcecutive (@inister and
7irector)) @anagement ( 3tate 7irector !
5dmin '$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)
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- 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
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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<&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<&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
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+) ;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
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- 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<ation
- 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.
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- 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
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Access Information from M<iple
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: