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Teacher Professional Development -integration with School Quality- An School Based Approach -The Sri Lankan Experience-. Wilfred Perera Sri Lanka. Education Systems are Characterized by. Administrative bureaucracy Academic bureaucracy. Sri Lanka is no Exception. Hierarchies assume that.
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Teacher Professional Development -integration with School Quality-An School Based Approach-The Sri Lankan Experience- Wilfred Perera Sri Lanka
Education Systems areCharacterized by Administrative bureaucracy Academic bureaucracy
Hierarchies assume that the ‘weakest’ human expertise of the education system lie-in the school.
Teachers are subjected to many ‘dozes’ by the different layers/agencies at regular intervals.
These inputs may be helpful but come in piece-meals.
It is encouraging to note that Sri Lanka has always given prominence to teacher training and teacher education.
Both short-term and long-term courses are prevalent in the system.
But their role in transforming schools to be better learning organizations is marginal.
The 1980 s and 1990 s mark The work of international and local experts coupled (through donor support) with the enthusiasm and commitment of the Ministry of Education and the National Institute of Education and making several noteworthy interventions.
One such was in-house sessions introduced to several schools. This entailed strong features of school based staff development.
The in-house sessions while aiming at Teacher development and inter-personal development considered school improvement as the ultimate aim of staff development.
The in-house sessions considered that the harmony among staff will result in a sense of belonging and make school staff more motivated, alive and vibrant. .
It acknowledged that Each school possess distinct organizational features and therefore need to respond to a unique development strategy.
It acknowledged that Schools need to conduct continues self-assessment of the total organization including the goals, objectives, functions, strategies, structures and values.
It acknowledged that Schools need to engage in self-renewing activities based on school and community needs.
It acknowledged that Schools need to conduct studies related to school improvement and use such findings for organizational development.
It acknowledged that Schools need to conduct studies related to school improvement and use such findings to raise learning achievements of pupils.
It acknowledged that Problems need to be tackled at school level rather than passing it on to the hierarchy.
Two initiatives has revitalized the School –based Staff Development movement at present. School Autonomy Movement Education Sector Development Framework
The World Bank Implementation Support Missions has considered and engaged taking a closer look at SBTD
The transformed movement strongly view that Schools have developed a functional blindness to their own selves. Schools are ‘suffering’ not because they cannot resolve their problems by themselves but because they cannot see their problems.
The coming together of the total staff will provide the platform to • question their own assumptions, • question their behavior, • question their work habits and change them.
Work Habits • To be punctual • To go to classes before and leave after • Collaborate strongly with others in the same stream • Involve fully in the school planning process.
The transformed movement strongly believe that the • Principals and Teachers too, know about education. (probably they are those who know best) • They have to be provided with regular forums to provide their views. • Teachers need opportunities for open, ongoing and professional dialogue. • The need to institutionalize an approach that obtain teacher views in determining education policy and practices. .
The transformed movement strongly believe in the • Bottom up approach • Potential Power of the Teachers.
The transformed movement strongly believe that • Teacher Potential will be best realized when the total staff discern, deliberate and work together.
The transformed movement strongly believe that • Schools have to take responsibility to develop their human resource and update teacher competencies so that pupils will have quality learning opportunities.
The transformed movement strongly believe that • Schools while engaging in this process will create new knowledge. (Much authentic and vibrant)
The transformed movement strongly believe in the • Newer Role of the Zone • The need to move away from all ad hoc approaches.
In the case of small schools couple of schools will come together • This will reduce isolation and also create an inter-dependence.
The transformed movement strongly believe that A greater percentage of Student learning are related with out-of-school factors, and therefore Schools have to increase parental involvement in school activities and more so on student learning.
The transformed movement encourages Teachers to be Curriculum Leaders.
The transformed movement emphasizes the need to focus Not only on ‘mental intelligence’ Also on ‘physical intelligence’ ‘emotional intelligence’ ‘spiritual intelligence’.
School Based Staff Development Enable teachers to be more accountable for their own growth.
School Based Staff Development Link teacher development with school improvement.
School Based Staff Development Touch not only some aspects but the ‘whole’ person.
School Based Staff Development Enable the whole staff to deliberate upon in minute detail their assumptions and change them.
School Based Staff Development Help teachers to realize and utilize their full potential in improving learning outcomes of children.
School Based Staff Development Respond to individual needs of each and every child.
Push from with in Pull from outside
Push from with in • A search for meaning • The desire to do more or better
Pull from outside • The allocation of budget • Other schools doing it • Pilot Projects
Some Individual Cases The Kudapaduwa School, Negombo Well-wisher support Zonal office involvement Saturdays and Sundays A journey started with a facilitator Reflect together and act together Wide range of techniques engaged Emergence of Formal leaders Facilitators role vital Change monitored
Some Individual Cases St. John’s MV, Nugegoda Principal the initiator Fair degree of opposition from within Old boys support School Holidays Wide range of resource persons Couple of themes covered Series of seminars
Some Individual Cases Several Schools Principal/ or other middle manager responsible Regular seminars by outside Resource persons on themes selected by the school Staff meetings Parental meetings Mentoring/Peer Sharing
Challenges Patience-Ability to wait Not to make it a national movement imprisoned in circulars Also not an isolated exercise Pool of Trainers Optimal support
A Herculean Task • As it is to change school culture • The need for change the mindsets of personnel of different layers • The need to ‘let go’.
To be cautious in looking for Scientific evidence • Indirect Impact is stronger than the direct impact.