FACULTY DEVELOPMENT PROGRAMMES

FACULTY DEVELOPMENT PROGRAMMES / IN-SERVICE TEACHER EDUCATION

                 In our country, the trend is that once a teacher has joined service as a teacher, he continues to be so, through he may or may not study. It is not like that in countries like U.S.A. There the teacher has to face the screening committee to his re-appointment as a teacher after two or three years. In-service education is badly needed for all types of teachers in India.

The following points indicate its need and importance. 

1. EDUCATION- A LIFELONG PROCESS:-

The teacher who does not study side by side can’t remain a good teacher. Training of a teacher is a lifelong process. He should continue making efforts in this direction for the whole life. Rabindra Nath Tagore has rightly stated, “A lamp can never light another lamp unless it continues to burn its flame. “ According to secondary education commission “However, excellent the programme of teacher training may be, it does not by itself produce an excellent teacher. Increased efficiency will come through experience critically analyzed and through individual and group effort and improvement.

2. PROFESSIONAL GROWTH:-

        Every teacher is a expected to be professionally bound, for the professional growth, he always needs the guidance and help of others. The efficiency of the teachers must be covered up. So the teacher need be up to the mark in every way.

3. EDUCATION IS DYNAMIC:-

         Education is very dynamic. It depends upon the society which is fast changing.  Due to the advancement in the field of science and technology, there is explosion of knowledge. Accordingly the curriculum and syllabus are also being changed with a good speed. Continuous in-service education of the teacher can save the teacher from facing dire consequences.

4. MAKES DEMOCRATIC

            In-service education helps the teacher in becoming fully democratic. By in-service education programmes, the teacher is able to meet people of all types and he is also able to share his experience with others.

PROGRAMMES OF IN-SERVICE TEACHER EDUCATION

1.     SEMINAR- In a seminar some problems of education are taken up and there is collective thinking. Discussions are held and conclusions are arrived at all under the guidance of some experts.

2.     REFRESHER COURSES: - A refresher course means an educational programme organized for refreshing the knowledge of in-service teacher. Generally they acquire the teachers with the new development in the field of education. With the coming up of new education policy, refresher courses were arranged all around for teachers of different categories.

3.     WORKSHOPS: - Workshops are organized for giving in-service education to teachers. They involve more of practical work and less theoretical discussion. These types of programmes are more useful for the teachers. The teachers have to work practically and come out with final materials to be seen by others. Organization of workshops consumes more time than a seminar or conference.

4.     CONFERENCE: - In a conference, there is a broad discussion of subjects of practical interest. Generally there is a central theme around which several sub topics are given. Teachers as per their interest, present paper at the time of conference. The session ends with the concluding remarks of the president

5.     STUDY GROUPS: - Forming study groups and using them as a technique for in-service education for teachers can work wonders. A group of teachers of the same subject and a subject expert in the college of education are combined and start working. They choose some topics of common interest (or) it may be a problem related to their teaching subject. Discussion is started under guidance and they continue thinking, studying and discussing that subject. If need arises, someone may be invited for extension lecture. The study groups may be meeting once in a week or even once in a month.

6.     A STUDY CENTRE OF PROFESSIONAL WRITINGS: - Generally the materials are not under the reach of teachers. The college of education, the extension service departments can help in this direction. Various publications of N.C.E.R.T, some good books, materials produced by different centers of education may be produced in the college library.  The study of reading materials will help the teacher to acquire sufficient knowledge in their subjects.

7.     EXPERIMENTAL SCHOOLS: - The College of education should have their demonstration school and experimental school. These are actually practicing schools where some experiences can be performed. Whatever is taught in theory, which is put into practice by carrying out experiments?

a.     The experimental schools become centers of learning for in-service teachers. Innovations done in these schools may be advocated among the teaching staffs of other schools.

b.     Regional colleges of education affiliated to N.C.E.R.T have their experimental schools where those colleges are showing leadership to the working teachers of other schools in their areas. Other colleges have their practicing schools but they don’t have any experimental schools or demonstration schools.

8.     CORRESPONDENCECOURSES:

Correspondence courses can be designed for giving in-service education to teachers. A few universities have already started working in the area of in-service teacher education programmes. Central Institute of English and Foreign Languages at Hyderabad provides post graduate certificate course and diploma course through correspondence.

9.     OTHER PROGRAMMES: - A few programmes for in-service education of teachers are suggested below:-

         Educational tours

         Radio broadcast

         Film shows

         T.V programmes

         Extension lecture for teachers

         Exhibitions

         Exchange of teachers

PROVISION OF IN-SERVICE EDUCATION: Different institutions are functioning where there is a provision of in-service education of teachers.  Some of them are doing commendable work in this field.

1.     STATE INSTITUTE OF EDUCATION (SIE): In different states, SIE have been set up which cater to the need of in-service education only. They organize seminars, workshops, etc.

2.     STATE INSTITUTE OF SCIENCE:  In some states, they have set up institutes for in-service education of science teachers. They make efforts for developing scientific attitudes among the teachers. Science exhibitions are also conducted there which attract large number of children from the state. Thus it’s a great source of inspiration for teachers and their students.

3.     REGIONAL INSTITUTE OF ENGLISH: Regional institute of English has been set up in different regions of the country. They have their affiliation with Central Institute of English and Foreign languages; Hyderabad. These institutes impact four month certificate course in teaching English to in-service teachers. The institutes gives scholarship to the trainees and the teachers are paid full salary by the schools were they are employed. These institutes are working for efficiency and improvement of English teachers

QUALITIES OF A PROFESSIONAL TEACHER

QUALITIES OF A PROFESSIONAL TEACHER

All teachers should possess:

                  I. PROFESSIONAL ATTRIBUTES

              II. PROFESSIONAL KNOWLEDGE AND UNDERSTANDING

           III. PROFESSIONAL SKILLS

PROFESSIONAL ATTRIBUTES

Relationships with children and young people

CC 1st                    Have high expectations of children and young people including a commitment to ensuring that they can achieve their full educational potential and to establishing fair, respectful, trusting, supportive and constructive relationships with them.

CC 2nd                Hold positive values and attitudes and adopt high standards of behaviour in their professional role.

Frameworks

CC 3rd                 Maintain an up-to-date knowledge and understanding of the professional duties of teachers and the statutory framework within which they work, and contribute to the development, implementation and evaluation of the policies and practice of their workplace, including those designed to promote equality of opportunity.

Communicating and working with others

CC 4th                   

a.     Communicate effectively with children, young people and colleagues.

b.    Communicate effectively with parents and carers, conveying timely and relevant information about attainment, objectives, progress and well-being.

c.      Recognise that communication is a two-way process and encourage parents and carers to participate in discussions about the progress, development and well-being of children and young people. Relationships with children and young people

CC 5th                  Recognise and respect the contributions that colleagues, parents and carers can make to the development and well-being of children and young people, and to raising their levels of attainment.

CC 6th                  Have a commitment to collaboration and co-operative working where appropriate. Communicating and working with others

Personal professional development

CC 7th                  Evaluate their performance and be committed to improving their practice through appropriate professional development.

CC 8th                  Have a creative and constructively critical approach towards innovation; being prepared to adapt their practice where benefits and improvements are identified.

CC 9th                   Act upon advice and feedback and be open to coaching and mentoring.

PROFESSIONAL KNOWLEDGE AND UNDERSTANDING

Teaching and learning

CC 10th             Have a good, up-to-date working knowledge and understanding of a range of teaching, learning and behaviour management strategies and know how to use and adapt them, including how to personalise learning to provide opportunities for all learners to achieve their potential.

Assessment and monitoring

CC 11th             Know the assessment requirements and arrangements for the subjects/curriculum areas they teach, including those relating to public examinations and qualifications.

CC 12th             Know a range of approaches to assessment, including the importance of formative assessment.

CC 13th             Know how to use local and national statistical information to evaluate the effectiveness of their teaching, to monitor the progress of those they teach and to raise levels of attainment

CC 14th             Know how to use reports and other sources of external information related to assessment in order to provide learners with accurate and constructive feedback on their strengths, weaknesses, attainment, progress and areas for development, including action plans for improvement.

Subjects and curriculum

CC 15th             Have a secure knowledge and understanding of their subjects/curriculum areas and related pedagogy including: the contribution that their subjects/ curriculum areas can make to cross-curricular learning; and recent relevant developments.

CC 16th             Know and understand the relevant statutory and non-statutory curricula and frameworks, including those provided through the National Strategies, for their subjects/curriculum areas and other relevant initiatives across the age and ability range they teach.

Literacy, numeracy and ICT

CC 17th             Know how to use skills in literacy, numeracy and ICT to support their teaching and wider professional activities.

Achievement and diversity

CC 18th             Understand how children and young people develop and how the progress, rate of development and well-being of learners are affected by a range of developmental, social, religious, ethnic, cultural and linguistic influences. S

CC 19th             Know how to make effective personalised provision for those they teach, including those for whom English is an additional language or who have special educational needs or disabilities, and how to take practical account of diversity and promote equality and inclusion in their teaching.

CC 20th             Understand the roles of colleagues such as those having specific responsibilities for learners with special educational needs, disabilities and other individual learning needs, and the contributions they can make to the learning, development and well-being of children and young people.

CC 21st               Know when to draw on the expertise of colleagues, such as those with responsibility for the safeguarding of children and young people and special educational needs and disabilities, and to refer to sources of information, advice and support from external agencies

Health and well-being

CC 22nd           Know the current legal requirements, national policies and guidance on the safeguarding and promotion of the well-being of children and young people.

CC 23rd            Know the local arrangements concerning the safeguarding of children and young people.

CC 24th             Know how to identify potential child abuse or neglect and follow safeguarding procedures.

CC 25th             Know how to identify and support children and young people whose progress, development or well-being is affected by changes or difficulties in their personal circumstances, and when to refer them to colleagues for specialist support.

PROFESSIONAL SKILLS

Planning

CC 26th             Plan for progression across the age and ability range they teach, designing effective learning sequences within lessons and across series of lessons informed by secure subject/curriculum knowledge.

CC 27th             Design opportunities for learners to develop their literacy, numeracy, ICT and thinking and learning skills appropriate within their phase and context.

CC 28th             Plan, set and assess homework, other out-of-class assignments and coursework for examinations, where appropriate, to sustain learners’ progress and to extend and consolidate their learning.

Teaching

CC 29th             Teach challenging, well-organised lessons and sequences of lessons across the age and ability range they teach in which they:

a.     use an appropriate range of teaching strategies and resources, including e-learning, which meet learners’ needs and take practical account of diversity and promote equality and inclusion

b.     build on the prior knowledge and attainment of those they teach in order that learners meet learning objectives and make sustained progress

c.      develop concepts and processes which enable learners to apply new knowledge, understanding and skills

d.     adapt their language to suit the learners they teach, introducing new ideas and concepts clearly, and using explanations, questions, discussions and plenaries effectively

e.      manage the learning of individuals, groups and whole classes effectively, modifying their teaching appropriately to suit the stage of the lesson and the needs of the learners.

CC 30th             Teach engaging and motivating lessons informed by well-grounded expectations of learners and designed to raise levels of attainment.

Assessing, monitoring and giving feedback

CC 31st               Make effective use of an appropriate range of observation, assessment, monitoring and recording strategies as a basis for setting challenging learning objectives and monitoring learners’ progress and levels of attainment.

CC 32nd           Provide learners, colleagues, parents and carers with timely, accurate and constructive feedback on learners’ attainment, progress and areas for development.

CC 33rd            Support and guide learners so that they can reflect on their learning, identify the progress they have made, set positive targets for improvement and become successful independent learners.

CC 34th             Use assessment as part of their teaching to diagnose learners’ needs, set realistic and challenging targets for improvement and plan future teaching.

Reviewing teaching and learning

CC 35th             Review the effectiveness of their teaching and its impact on learners’ progress, attainment and well-being, refining their approaches where necessary.

CC 36th             Review the impact of the feedback provided to learners and guide learners on how to improve their attainment.

Learning environment

CC 37th              

a.     Establish a purposeful and safe learning environment which complies with current legal requirements, national policies and guidance on the safeguarding and well-being of children and young people so that learners feel secure and sufficiently confident to make an active contribution to learning and to the school.

b.     Make use of the local arrangements concerning the safeguarding of children and young people.

c.      Identify and use opportunities to personalise and extend learning through out-of-school contexts where possible making links between in-school learning and learning in out-of-school contexts.

CC 38th              

a.     Manage learners’ behaviour constructively by establishing and maintaining a clear and positive framework for discipline, in line with the school’s behaviour policy.

b.    Use a range of behaviour management techniques and strategies, adapting them as necessary to promote the self-control and independence of learners.

CC 39th             Promote learners’ self-control, independence and cooperation through developing their social, emotional and behavioural skills.

Team working and collaboration

CC 40th              Work as a team member and identify opportunities for working with colleagues, managing their work where appropriate and sharing the development of effective practice with them.

CC 41st               Ensure that colleagues working with them are appropriately involved in supporting learning and understand the roles they are expected to fulfil.