UNIT-4-Teaching-Profession-Group-3_103111.pptx

Educational purpose

1. Unit 4: COMPETENCY FRAMEWORKS AND STANDARDS AND CONTINUING PROFESSIONAL EDUCATION (CPD) Group 3 Mendoza, Dennis V. Natinga , Danica rose M. Silpao , Angelito A. Casuyon , Juan Martin E.

2. Lesson 1: TEACHER QUALITY vs. QUALITY TEACHERS and COMPETENCY FRAMEWORKS & STANDARDS & CONTINUING PROFESSIONAL EDUCATION (CPD)

3. Are qualified teachers , really quality teachers ? Teacher quality matters. Most educators and policy makers agree that one of the most important school-related factors influencing student achievement and outcomes is teacher quality. (Rice 2003) It has been found out to be the best predictor of students' outcomes (Rivkin, Hanushek and Kain, 1998 and Rice, 2003).

4. A. Quality Teachers and Teacher Quality Defined Quality teachers are characterized by the different skills needed in the 21st century education. Partnership identified themes that are relevant to the changing times. These are (1) Global awareness, (2) Financial, Economic, Business and Entrepreneurial Literacy, (3) Civic Literacy (4) Health Literacy. Also included are knowledge and values.

5. With these themes in mind, the 21 st century frameworks are clustered into two : Learning and Innovation Skills Framework include Critical Thinking and Problem Solving, Creativity Innovation and Communication and Collaboration & Technology Skills. Information, Media and Technology Skills Framework include Information Literacy, Media Literacy, ICT (Information, Communications & Technology Literacy

6. Quality teachers are competent t eachers. Teachers with global competence are able to demonstrate knowledge, skills, values and dispositions as described below: • Understand one's own cultural identity and its influence on personal dispositions and classroom practices; • Know and integrate global dimensions in the subject one teaches; • Engage students in learning; • Use real-life local and global examples, • Value the inputs of culturally and linguistically diverse learners; • Create environment that encourage positive cross cultural interactions; • Model social responsibility in local and global context; and • Help learners find appropriate actions to improve local and global conditions.

7. Having the appropriate competencies for teaching describe a quality teacher. Can quality teachers provide teacher quality in our schools? Teacher quality is a bit difficult to define. For some countries like the US, it has shifted its definition of teacher quality from the possession of a credential or certification to what students know and are able to do with what they were taught by their teachers (Teacher Quality, 2013).

8. Core elements of teacher – quality standards - Including knowledge of content and pedagogy, knowledge of students, coherent instructional plans, and knowledge on how to assess student learning; PLANNING AND PREPARATION CLASSROOM ENVIRONMENT - Including creating a culture for learning and managing student behavior;

9. Core elements of teacher – quality standards - Including communicating effectively, using appropriate discussion techniques, engaging students, and providing responsive feedback to learners; and INSTRUCTION PROFESSIONAL RESPONSIBILITIES - Including reflecting on teaching, communicating with families, contributing to the school and community and developing professionally. (Teacher Quality, 2013)

10. In summary, quality teachers are defined by their attributes and characteristics while teacher quality is defined by the standards set for the profession and are validated by the students' learning outcomes.

11. b. Competency Frameworks & Standards

12. 1. The competency framework for teachers in southeast asia ( cft sea) In collaboration with the Thailand's Teacher Education Council, SEAMEO Secretariat (SEAMES) and the SEAMEC Regional Center for Educational Innovation and Technology (INNOTECH) initiated the Competency Framework for Teachers in Southeast Asia which was developed in 2017. The purpose was to revitalize teacher education and to promote teaching as a profession of first choice by professionalizing teachers' pre- service and in-service development using this Regional Competency Framework as a guide. Teacher competencies make up quality teachers. Competencies as defined in the framework are a combination of skills, knowledge, behavior and attributes that enable effective or superior job performance. This Competency Framework for Teachers is a guide to improve teachers' performance across the region.

13. Four essential competencies of Framework Knowing and understanding what to teach. - It is the ability of teachers to deepen and broaden their knowledge on what to teach, understand education trends, policies and curricula and be updated on local, national, regional and global developments. Helping students to learn. - It is the ability to know students, use the most effective teaching and learning strategies, assess and give feedback on how students learn.

14. Four Essential competencies of Framework Engaging the community. - It is the ability to partner parents and caregivers, involve the community to help students learn, and encourage respect and diversity. Becoming a better teacher everyday. - This is the ability to know oneself and others, practice human goodness o then master the teaching practice

15. Elements of the competency framework for teachers In southeast asia The figure shows the elements of the Competency framework for Teachers in Southeast Asia. It contains the four essential competencies and their corresponding general competencies. The Ministries of Education of the Southeast Asian countries, including Philippines, agreed to utilize this framework to determine teacher quality across the region.

16. MATRIX OF COMPETENCIES (Enabling competencies that falls under each general competency) 1.0 KNOW AND UNDERSTAND WHAT I TEACH General Competencies 1.1 Deepen and broaden my knowledge on what I teach. 1.1.1 Master my subject content. 1.1.2 Use research-based knowledge. 1.2 Understand education trends, policies and curricula. 1.2.1 Update myself on educational trends. 1.2.2 Study educational policies and how they affect teaching. 1.2.3 Understand how to implement the curriculum. 1.3 Keep myself updated on local, national, regional, and global developments. 1.3.1 Check new changes in education environment.

17. MATRIX OF COMPETENCIES (Enabling competencies that falls under each general competency) 2.0 HELP MY STUDENTS LEARN General Competencies 2.1 Know my students 2.1.1 Identify my students’ needs and strengths to help them learn better. 2.1.2 Understand how my students learn. 2.1.3 Value what makes my students unique. 2.2 Use the most effective teaching and learning strategy. 2.2.1 Select appropriate teaching and learning strategy. 2.2.2 Design clear and effective lessons my students can understand. 2.2.3 Create a positive and caring learning space.

18. MATRIX OF COMPETENCIES (Enabling competencies that falls under each general competency) 2.3 Assess and give feedback on how my students learn. 2.3.1 Design assessment process and tools. 2.3.2 Monitor my student’s progress and provide appropriate support. 2.3.3 Use results from assessment to improve instructions 3.0 ENGAGE THE COMMUNITY General Competencies 3.1 Partner with parents and caregivers 3.1.1 Build and support network. 3.1,2 Create welcoming space. 3.1.3 Sustain the partnership.

19. MATRIX OF COMPETENCIES (Enabling competencies that falls under each general competency) 3.2 Involve in the community to help my students learn. 3.2.1 Engage parents and caregivers about their children. 3.2.3 Design learning activities using community conditions, local wisdom, tradition and knowledge. 3.3 Encourage respect and diversity 3.3.1 Accept what makes people different. 3.3.2 Practice inclusion and respect in the classroom.

20. MATRIX OF COMPETENCIES (Enabling competencies that falls under each general competency) 4.0 BECOME A BETTER TEACHER EVERYDAY General Competencies 4.1 Know myself and others. 4.1.1 Continue to grow by knowing oneself more 4.1.2 Become more aware and responsible for my emotions and health. 4.1.3 Nurture my relationships with care and respect. 4.2 Practice human goodness in my life and in my work 4.2.1 Be kind and compassionate 4.2.2 Inspire my students and colleagues by setting my best example. 4.2.3 Nurture my students’ confidence on what they can do and become.

21. MATRIX OF COMPETENCIES (Enabling competencies that falls under each general competency) 4.3 Master my teaching practice 4.3.1 Keep alive my passion for teaching. 4.3.2 Take responsibility in my own personal and professional growth. 4.3.3 Inspire other teachers by setting best example.

22. 2. The Philippine Qualifications Framework (PQF) What is PQF? The Philippine Qualifications Framework describes the levels of educational qualifications and sets the standards for qualification outcomes. It is a quality assured national system for the development, recognition and award of qualifications based on standards of knowledge, skills and values acquired in different ways and methods by learners and workers of the country. The PQF, as provided by RA 10968, s. 2018, is a legal document that adopts the national standards and levels for outcomes of education in the country. It describes the levels of educational qualifications and sets the standards for qualification outcomes, It is a quality assured national system for the development, recognition and award of qualifications based on standards of knowledge, skills and values acquired in different ways and methods by learners and workers of the country.

23. PQF QUICK FACTS WHAT? It is a reference-system of national standards of qualifications earned by individuals educated and trained in the Philippines WHO? It is governed by the PQF National Coordinating Council (PQF NCC) composed of the Department of Education (DepEd), Commission on Higher Education (CHED), Technical Education and Skills Development Authority (TESDA), Professional Regulations Commission (PRC) and Department of Labor and Employment (DOLE). FOR? It is for employers, workers, teachers and learners, parents and governments who wish to understand Philippine qualifications and compare them with others. WHY? Its objective is to establish national standards and levels of qualifications to assist and support academic and worker mobility and to address job skills mismatch. HOW? It outlines what an individual has learned and can do based on qualification type, levels and degrees of competency.

24. It has the following objectives: (a) To adopt national standards and levels of learning outcomes of education; (b) To support the development and maintenance of pathways and equivalencies that enable access to qualifications and to assist individuals to move easily and readily between the different education and training sectors and between these sectors and the labor market; and (c) To align domestic qualification standards with the international qualifications framework thereby enhancing recognition of the value and comparability of Philippine qualifications and supporting the mobility of Filipino students and workers.

25. The PHL Qualifications Framework The PQF has eight (8) Levels of qualifications differentiated by descriptors of expected of expected learning outcomes along three domains: knowledge, skills and values; application; and degree of independence. It has sub-frameworks corresponding to the subsystems of the education and training system.

26. For example, the Technical Education and Skills Development Authority (TESDA) subsystem covers National Certificates (NC) I through IV corresponding to the first four levels while the Commission on Higher Education Subsystem cover Baccalaureate, Postgraduate Diploma, Masters, and Doctorate that correspond to Levels VI to VIII. The two Sub-systems interface in the provision of qualifications at level V. The PQF considers Senior High School (Grade 12) as the foundation of the 8 levels, and provides eligible Senior High School graduates the possibility of obtaining qualifications up to Level 5 as well as admission to degree programs in Level 6.

27. 3. The Philippine Professional Standards for Teachers DepEd Order No. 42, S. 2017, signed by our current DepEd Secretary Leonor Magtolis - Briones on August 11, 2017, stipulates the national adoption and implementation of the Philippine Professional Standards for Teachers (PPST). The Philippine Professional Standards for Teachers defines teacher quality in the Philippines. The standards describe the expectations of teachers' increasing levels of knowledge, practice and professional engagement. At the same time, the standards allow for teachers' growing understanding, applied with increasing sophistication across a broader and more complex range of teaching/learning situations.

28. 4 Career Stages of the Philippines professional Standards for teachers (PPST) Beginning Teachers (Career Stage 1) are those who have gained the qualifications recognized for entry into the teaching profession. Teachers at this stage are supported to reach Career Stage 2 within two to three years. Proficient Teachers (Career Stage 2) are professionally independent in the application of skills vital to the teaching and learning process. This stage shows the acceptable standards for all teachers, which should be reached within the first two or three years of teaching.

29. 4 Career Stages of the Philippines professional Standards for teachers (PPST) Highly Proficient Teachers (Career Stage 3) consistently display a high level of performance in their teaching practice. They are accomplished practitioners who mentor and work collegially with other staff. This is the stage that Master Teachers are expected to be at. Distinguished Teachers (Career Stage 4) embody the highest standards for teaching grounded in global best practice. They are recognized as leaders in education, contributors to the profession and initiators of collaborations and partnerships.

30. Seven domains of Philippines professional Standards for teachers (PPST) (1) Content Knowledge and Pedagogy (2) Learning Environment (3) Diversity of Learners (4) Curriculum and Planning (5) Assessment and Reporting (6) Community Linkages and Professional Engagement (7) Personal Growth and Professional Development.

31. As articulated in the Domains of PPST, teachers must, among others: i ) know what to teach and how to teach it; ii) maintain a learning-focused environment; iii) respond to learner diversity; iv) plan and design effective instruction; v) use a variety of assessment tools to inform and enhance the teaching and learning process; vii) engage in professional reflection and assume responsibility for personal professional learning.

32. Lesson 2 : The continuing professional education ( cpd )

33. What is continuing professional development? " Professional development consists of all natural learning experiences and those conscious and planned activities which are intended to be of direct or indirect benefit to the individual, group or school, which constitute, through these, to the quality of education in the classroom" (Day, (1999) as cited by Zepeda (2016). " Professional development in teaching can be defined as teachers' ongoing learning to improve the way they teach, and it occurs in both formal and informal ways " Good teachers help create good students. Great teachers help create great teachers.

34. Professional development that is continuing entails more than just learning from experts. Rather, it covers a wide range of endeavors where the professional teachers learn from experience and that learning is ongoing through active engagement in practice (Zepeda, 2016). The PPST, in its 7th domain, and the Code of Ethics for Professional Teachers as cited in Sec. 7 of RA 4670, stress on personal growth and professional development. With the enactment of RA 10912, the CPD Law of 2016, CPD for all the professions regulated by the PRC becomes mandatory and not optional. All professionals in their respective industry, including teachers, need to sharpen and hone their overall skills and knowledge to discharge more efficiently and effectively their roles and responsibilities that benefit themselves, their clientele, and the society.

35. The Historical and Legal Bases of Continuing Professional Development in the Philippines Even before the enactment of this CPD Act of 2016, CPD was already alluded to in the 1987 Philippine Constitution. No less than the fundamental law of the land, Section 5, Paragraph 4, states: "The State shall enhance the right of teachers to professional advancement.

36. Other laws also cited continuing professional development, as follows: 1. Batas Pambansa 232, the Education Act of 1982 , Chapter 3. Duties and Obligations, Section 16, (4) states as one of teacher's obligations to assume the responsibility to maintain and sustain his professional growth and advancement..." 2. RA 9155 , An Act Instituting a Framework of Governance for Basic Education Establishing Authority and Accountability, renaming the Department of Education, Culture and Sports as the Department of Education, and for other purposes , was enacted on August 11, 2001. In the enumeration of duties and functions of the Secretary of Education, Section 7 A., to wit: In addition to his/her powers under existing laws, the Secretary of Education shall have authority, accountability and responsibility among other things for ... (6) Enhancing the employment status, professional competence, welfare and working conditions of all personnel of the Department,… Section 7,,E states, to wit.... Consistent with the national educational police plans and standards, the school heads shall have author accountability and responsibility for... encouraging staff development."

37. 3. RA. 7836 , the Teachers' Professionalization Act, also provided for mandatory Continuing Professional Educate (CPE), now referred to as Continuing Professional Development (CPD), to wit: To encourage continuing professional growth and development and to provide additional basis for merit promotion, in addition to their performance rating, teachers may take an oral and written examination at least once in five (5) years as basis for merit promotion. In taking this examination, no fee shall be required (Sec.19.Periodic Merit Examination of Teachers). Unfortunately, due to lack of funding, the merit examination has not been implemented up to writing time. The same RA. 7836 states: Unjustified or willful failure to attend seminars, workshops, conferences and the like or the continuing education program prescribed by the Board and the Commission (Sec. 23, h. Revocation of the Certificate of Registration, Suspension from the Practice of the Teaching Profession, and Cancellation of Temporary or Special Permit).

38. 4. The Board for Professional Teachers (BPT) also passed Resolution No. 435, s. 177 to adopt the Code of Ethics for Professional Teachers pursuant to the provisions of paragraph (e) Article 11 of RA.7836, otherwise known as The Philippine Teachers' Professionalization Act of 1994. This Code of Ethics states: Every teacher shall participate in the Continuing Professional Education (CPE) program of the Professional-a Regulation Commission, and shall pursue such other studies as will improve his efficiency, enhance the prestige of his profession, and strengthen his competence, virtues, and productivity in order to be nationally and internationally competitive. (Section 3, Article IV)

39. 5. Executive Order # 266 , Institutionalization of the Continuing Professional Education (CPE) Programs of the Various Professional Regulatory Boards (PRBs) Under the Supervision of the Professional Regulation Commission (PRC). This was signed and issued by the Office of then President Fidel V. Ramos on July 25, 1995, to wit: The completion by professional licensees of the Continuing Professional Education (CPE) program by all Boards is hereby imposed as a mandatory requirement for the renewal of professional licenses (Sec. 1) . This Executive Order was premised on the following: WHEREAS , the various professions play a crucial role in nation-building; WHEREAS , it is imperative to impose upon registered professionals the completion of the Continuing Professional Education (CPE) programs adopted by the concerned Board as a pre-requisite for the renewal of their licenses;

40. WHEREAS, the professionals who undertake the CPE programs are enabled not only to upgrade or improve their technical knowledge and skills but also to keep them abreast with modern trends and technology in their respective professions, thereby assuring the rendition of highly qualitative professional service/s that will be globally competitive under the General Agreement on Trade in Services (GATS) and the same time securing the safety and protection of the public; WHEREAS , the confidence and patronage of the public in a professional depend upon his competence and the quality of service rendered resulting from his acquisition of updated technical knowledge and skill; 6. R.A. 10912 , Continuing Professional Development Act 2016 – With the enactment of this law, CPD for all the forty-three (43) professions regulated by PRC including the teaching profession has become mandatory.

41. The Salient Provisions of RA 10912: The Continuing Professional Development Act of 2016 CPD is the only way professionals can sharpen their competitive edge in an international world that has become village. The need for CPD is heightened by ASEAN integration and internationalization which are now real. To be in, a professional must meet the international standards. The way to go is CPD: 912, otherwise lent Act of 2016.

42. The State policy on promoting and upgrading the practice of professions in the country and the institution of measures to "continuously improve the competence of the professionals in accordance with international standards" gives the Filipino professionals a competitive edge in the ASEAN region and in the world. The purposes of CPD for professionals are stated in RA 10912, Article 1Declaration of Policy. It is hereby declared the policy of the State to promote and upgrade the practice of professions in the country. Towards this end, the State shall institute measures that will continuously improve the competence of the professionals in accordance with the international standards of practice, thereby, ensuring their contribution in uplifting the general welfare, economic growth and development of the nation. (Underscoring mine)

43. Number of CPD Units Required Article III, Section 10 of the same CPD Act states: "The CPD is....made as mandatory requirement in the renewal of the Professional Identification Card (PICS) of all registered and licensed professionals... How many credit units are required for the renewal of PICS? For the professional teachers' group, based on Professional Regulatory Board for Professional Teachers Resolution No. 11, series of 2017, the following credit units are required: Period No. of Credit Unit Required December 2017 15 Credit units January – December 2018 30 Credit units January 2019 onwards 45 Credit units

44. 4 ways that professional teachers can earn credit units Professional track - This includes trainings provided by CPD providers accredited by PRC Credit units can be earned through the following: as a participant to a training approved by the CPD Council; if you serve as a resource speaker trainer or demonstration teacher; as panelist/reactor, facilitator/moderator, and if you are assigned by the CPD Council to monitor the conduct of an approved CPD program

45. 4 ways that professional teachers can earn credit units Academic track - This refers to the completion of a Master's degree, completion of candidacy to the doctorate program, completion of the doctorate program, completion of post-doctoral diploma, and being a recipient of a professional chair grant, and/or fellowship grant. Take note that ONLY COMPLETION of the Master's degree is given full units of 45. Earning MA units is not given any credit unit but completion of candidacy for the Doctorate degree already entitles one to 45 credit units. The master's and doctorate degrees must have been earned five (5) years before renewal of professional license.

46. 4 ways that professional teachers can earn credit units Self-directed track - This includes trainings offered by non-accredited CPD providers. It refers to "learning activities such as online training, local/international seminars/non- degree courses, institution/company-sponsored training programs and the like which did not undergo CPD accreditation but may be applied for and awarded CPD units by the respective CPD Councils, In addition, self-directed track includes serving as accreditor (e.g. ISO, ISA, PACUCOA, PAASCU, AACUP, etc.) It also includes study tours and socio-civic activities using the profession.

47. 4 ways that professional teachers can earn credit units Productive Scholarship - This means that the professional teacher has developed program/training module, curriculum guide or any other resource material. Or the professional teacher has written an article in a professional magazine of a technical /research paper and even better if that technical paper is published in a refereed/peer reviewed professional journal. Best if the professional teacher writes a book monograph or comes up with an invention or creative work, the latter entitles him/her to 45 credit units. Even professional and/or lifetime achievement awards from the division level to regional, national and international level make the professional teacher earn credit units. For specific number of credit units earned by professional per CPD activity, refer to Professional Regulatory Board by Professional Teachers Resolution No. 11. series of 2017.(Appendix1.) As this Chapter on CPD is being written, discussions in the Senate are going on for possible amendments on CPD implementation.

48. Continuing Professional Development Plan Developing a personal CPD Plan helps teacher leaders develop purposively. It is not enough to have a good intention to do CPD. it is best that good intention should be made concrete in a simple and doable plan, Every professional who has sincere intent to grow professionally must have an annual personal CPD plan. Professional teachers formulating their respective annual CPD Plans and faithfully observing them lead to the building of a CPD culture among professional teachers. With that CPD culture, the negative attitude towards mandatory CPD hopefully will fade away. We hope to reach a point where professional teachers will oblige themselves to go through CPD not because it is mandatory but because this is something they owe to themselves as professionals and to the public they serve. This is professionalism.

49. Templates for a CPD Plan Below are two templates for a CPD Plan. The first one is the template used in the public schools. The second is another template used by others. Teacher’s Individual Plan for Professional Development Objectives Methods/Strategies Resources Time Frame Success Indica tor What competence will I enhance? What professional activity will I undertake to achieve my objective? What will I do to access resources? When do I expect to have accomplished? What PPST competence would I have enhanced? What learners’ performance would have been improved?

50. Personal CDP Plan Training Need Objective Activity Resources Needed Time Frame Expected Output Expected Outcome What do I need to improve my teaching? What should I do to address my need? What activity should I undergo to address my need? Human Whose help do I need to address my need? Material What material is or how much cash do I need to address my need? When am I suppose to have address my need? What results does this activity have on my teaching and students’ learning? Preparation of the PP To make PP for at least 5 lessons Tutorial IT Teacher/ expert Laptop, LCD May 2018 5 PPs More interesting and more concrete lesson presentation on and improved students’ scores

51. Learning from the CPD practices of High Performing Countries Singapore is the first country in the world to adopt the PLC framework nationwide. (Dimmock & Tan, 2013; Hairon & Dimmock, 2011) It has institutionalized PLC in its schools. Professional development is very much alive. In 2010 the Ministry of Education (MOE) mandated all schools to be a "learning organization". This "learning organization" concept of schools supports the building of a strong mentorship culture where a collaborative and community-oriented form of professional development thrives. CPD in Singapore For PD, Singapore has 1) Teacher-Researcher Networks, lesson study and other forms of "Learning Circles".

52. Teacher-researcher network In the Teacher-Researcher Networks, faculty researchers NIE, senior specialists from MOE, and teacher researcher including those with higher formal training in research (who are called "research activists") serve as mentors to teachers to conduct action research. The overall goal of these learning communities provide teachers with resources to engage in action research ( Hairon , 2006), which is usually a form of classroom-based investigation where teachers discuss and reflect upon pedagogical problems find their own solutions to improve teaching and learning teacher- researcher network.

53. Steps to Improve teaching and learning teacher-researcher network • Identification and definition of a problem; • Planning for improvement; • Implementation of teaching/learning activities; • Observation of results (data collection) • Reflection on the outcomes. At the completion of the research, participants write a group reflective journal to summarize the procedures, findings, conclusion and implications of the study. These action research journals are shared with other groups of teachers interested in similar classroom problems. Opportunity like a forum, symposium and publications are given to teachers to share their research findings.

54. Lesson study Another effective strategy for PD in Singapore is the lesson study (Lewis, Perry, & Hurd, 2004) adopted from Japan. The overall goal of lesson study is to foster collaborative inquiry and data-driven pedagogical reflection among teachers.

55. Four cyclical phases of lesson study Study phase - Teachers analyze the curriculum to be taught and formulate long-term teaching and learning goals; Planning phase - Teachers select lessons for research, predict student thinking and difficulties, and plan the implementation of specific lessons for data collection; Analysis phase - Teachers observe and discuss the classroom evidence collected (e.g., videos, student written work); and Reflection phase - Teachers discuss student learning and identify new areas for further inquiry.

56. Much of the professional development of Singaporean teachers occurs within school settings through the Learning Circles or Learning Teams. With the widely. accepted concept of @schools as learning organizations and with teachers' welcoming attitude to PD, there are a number of work-embedded opportunities for PD. Topics range from curriculum innovation, student-centric teaching practices, new uses of ICT, collaborative lesson planning, to project-based learning.

57. Learning from the CPD practices of High Performing Countries CPD in Finland Teachers in Finland meet one afternoon each week to jointly plan and develop curriculum. They are encouraged to work together to share materials. CPD in Japan Every teacher periodically prepares a best possible lesson that demonstrates strategies to achieve a specific goal (e.g. students becoming active problem-solvers or students learning more from each other) in collaboration with other colleagues A group of teachers observe while the lesson is taught and usually record the lesson in a number of ways, including videotapes, audiotapes, and narrative and/or checklist observations that focus on areas of interest to the instructing teacher ( eg , how many student volunteered their own ideas). Afterwards the group of teachers and sometimes outside educators, discuss the lesson's strengths and weakness, ask questions, and make suggestions to improve the lesson. In some cases the revised lesson is given by another teacher only a few days later and observed and discussed again.

58. Teachers themselves decode the theme and frequency of research lessons. Large study groups often break up into subgroups of 4-6 teachers. The subgroups plan their own lessons but work toward the same goal and teachers from all subgroups share and comment on lessons and try to attend the lesson and follow-up discussion. For a typical lesson study, the 10-15 hours of group meetings are spread over three to four weeks. While schools let out between 2:40 and 3:45pm., teachers' work days don't end until 5pm., which provides additional time for collegial work and planning. Most lesson meetings occur during the hours after school lets out. The research lessons allow teachers to refine individual lessons, consult with other teachers and get colleagues observations about their classroom practice, reflect on their own practice, learn new content approaches, and build a culture that emphasizes continuous improvement and collaboration. Some teachers also give public research lesson expedites the spread of best practices across schools principals, district personnel, and policymakers to see how are grappling with new subject matter and goals, and gives recognition to excellent teachers.

59. Learning from the CPD practices of High Performing Countries CPD in New Zealand In a model like that found in a number of Asian nations, the New Zealand Ministry of Education funds 20 percent release time for new teachers and 10 percent release time for second-year teachers to observe other teachers, attend professional development activities, work on curriculum, and attend courses, Mentor teachers also have time to observe and meet with beginning teachers.

60. Characteristics of effective CPD Based on the professional development practices and experiences of high performing countries, we can say that a CPD that works is 1) continuous; 2) collaborative, 3) focused on a specific teacher need; 4) job-embedded; 5) given enough time and 6) funded. The one-shot workshops that teachers bemoan don't work.

61. Characteristics of effective CPD CPD must be continuous thus the word Continuing Professional Development. A professional does not stop developing or else he/she ruts. Stagnant water becomes putrid. CPD must also be collaborative, thus the need to be part of a PLC, a professional leaming community. It was Helen Keller said "Alone we can do so little; together we can do so much.

62. Characteristics of effective CPD CPD must be focused on a specific teacher need . It responds to a need and so is highly relevant to the teacher. A CPD is prescribed by higher officials does not necessarily respond teachers' need. If CPD is job-embedded , it becomes even more relevant teacher has not to be removed from the workplace for CPD is no work disruption. What the teacher is trained on is exactly he/she does

63. Characteristics of effective CPD Quality CPD demands adequate time. What is 10 to 20 hours removed from contact time with learners? Quality time spent for CPD ultimately redounds to improved teaching for the benefit of learners. CPD with support funds is definitely better than one without.

64. Thank You