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SUPERVIRSORY TIPS FOR THE PROFESSIONAL DEVELOPMENT OF TEACHERS IN THE 21ST CENTURY

SUPERVIRSORY TIPS FOR THE PROFESSIONAL DEVELOPMENT TEACHERS IN THE 21st century.

Professional development as a concept

Professional development in education has many facets as evidenced by the many terms used to describe the process. Some call for professional growth, training on the job training, continuing education, recurrent education, improvement of personnel or renewal. In this document, the term used to describe the process by which teachers achieve higher levels of professional competence and expand their understanding of self, role, context and the career. This is all the experience that teachers engage in to expand their understanding, appreciation, skills and understanding of their work in line with objectives, values and school interests and needs of teachers (Duke & Stiggins, 1990; Beerens, DR, 2000, Norton, MS, 2008). This definition is based on the fact that organizations progress in as people grow and develop. He submits to the idea that teacher development should be linked with the schools strategic plan and the short and long range active workforce.  

Justification for the professional development of staff teacher

Education in the 21st century is to become a human enterprise competitive. Like all other investments, people spend money, time and effort in education and expect good returns. This made education to be evaluated on the basis of its profitability. The calculated result in terms of economic gains, social and sometimes political is what motivates people to invest heavily in education. According to Darling-Hamond (1998), each dollar spent on improving teacher qualifications nets greater gains in student learning than any other use than a dollar of education. However, these gains depend on the quality of teachers and yet it takes time for the person to become an effective teacher. Whatever the cost, it is remarkable that the teaching of good accumulate from professional development of teachers (Glickman, CD, et al 2004, O'Donnell, Reeve & Smith. 2009).

Unfortunately, there is little knowledge and understanding the types of programs work best, their optimal organization, content and what should be done in specific circumstances. Developers not usually develop the methodological basis of professional development program or its paradigm. While administrators, teachers and Supervisors are usually staff development period with a simple self-attitude, hoping not to make a lot of it, some many teachers are beginning to report on the potential benefits of these programs. The management consultants have also indicated that the main factor job satisfaction is the opportunity for growth and career development (English, FW, 2004 Bathurst, P.2007; Preez, P & Roux, C. 2008).

Teachers also say they need a classification continuously until all the activities they engage in their services as teachers (Allan, P., 1983). Because they play a major role in the process of curriculum development, competence assessment needs to correspond with a wide range of curriculum requirements. With an influx of knowledge, education has become a growing field that calls for retraining of teachers if we are to cope with the latest professional practice, and avoid going into "Professionalism shock. "(Lundgren, UP, & Forsberg, E., 2004).

The individual teachers must be provided with common skills and helped to become adaptive to changes as they participate in planning the educational level, also a new program would have little impact valid until teachers have time to understand and assimilate. Experience of managing change activities clearly indicates that the shape and the timing of staff development is what counts. The need for clarity on the purpose, nature and benefits of innovation can not be underestimated (Ornstein, AC, & Hunkins, FP 1998, Kelly, MP & John, RS, 2005, O'Donnell, AM, Reeve, JK, 2009).

Glickman, CD et al (2004) recount an analogy of "car" as given by one of the presenters at a Michigan school board to illustrate the importance professional development of teachers. In the analogy, it is argued that when a customer buys a new car costs about $ 30,000 or more for preventive maintenance and fine tuning it needs to continue to Ting additional money into the car to extend its lifetime and performance. Similarly, when a board of more teachers and professionals SA pays an initial amount of investment, it must invest more Resources for fine tuning and dynamic teacher if he runs into the ground.

Another rationale may be captured from a research study in which Torff (2003) compared three groups of teachers – novice, experienced teachers and experts, he discovered if each category of teachers have unique needs in certain areas, they have common needs. He therefore recommended that all teachers at all levels will require not only continuous improvement in the areas of skills, knowledge and capabilities, but through different forms experiences and reflection on personal experience. According to Fullan, M (2001) "The teachers of today and tomorrow need to much learning on the job, or parallel to it where they can continually test, refine, and seek input on improvements they do "p 266. This statement is an urgent call for supervisors to develop a proactive rather than reactive approach to development professional teachers. A proactive approach is ideal in that it goes beyond the assumptions reactive "missing education" and focuses on skills needed to respond and the strengthening of human resources needed to reinvigorate the school system to meet immediate future.

Programs for the professional development of teachers.

There are different ways of enhance the professional growth of teachers from professional training, in-service, workshops, conventions faculty teaching centers, and visits to other schools, teacher conferences, travel / cultural visits, lectures, videotapes and audio and attendance school professional development and membership in professional organizations to mention a few. Arguably, these categories can be further divided into two broad categories, as in service and advanced preparation. In-service aims to improve the skills and knowledge advanced while the preparation is done with the anticipation of future needs of the school (Norton, MS, 2008, Samuel, M. & Wyk, MV, 2008; Kauchack, D., Eggen, P., 2009).

For purposes of this document professional development programs will be discussed under four headings that correspond to the needs Teacher, these include; induction, refreshments, extension, and conversion. Coincides with the differentiation stages career teachers and development needs. For example, while those in training need to pre-service, the novice needs to understand operations and the complexity of the school system, however, both require direct supervision information. Instead, experienced teachers check the following skills to manage their multi-faceted roles, and require more cooperation and supervision nondirective (Glickman, CD, et al 2004). Each group of teachers take in one of the following programs.  

Induction

Induction is a systematic program of professional initiation, guided experience and additional studies to beginning teachers. It provides the novice with the systematic and sustained assistance to facilitate the transition into teaching. Thus, the concept of introduction is used to describe any form of in-service orientation, and assistance offered to acclimate new teachers in his new responsibilities. This may also be designated as beginning teacher programs. It includes orientation to the school and community and intensive assistance in classroom management and effective teaching. Characteristically, the induction process tends to place less reliance on the need for participation in formally organized on the job. The novice teacher is often framed by discussions individual observations and immediate supervisors or mentors to develop his teaching effectiveness. Research has revealed that self-efficacy of novice teachers if it blooms in a positive atmosphere at school, encouragement, support during difficult and rigorous mentoring by an experienced teacher (Woolfolk Hoy, 2000; Yost, 2002; Kauchak, D., Eggen, P., 2009)

Supervisors must ensure following factors if they want complete integration programs; make a systematic attempt to help new teachers at once with classes and opportunities to observe and dialogue with experienced teachers, provide special assistance in the early years of the career teachers to help them link their instruction to district and national standards, designing professional development activities to increase efficiency mentor and compensation for mentors, develop a mentoring support with everyday problems and encouragement so that the novice develops a professional attitude of reflection. (Fullan, M (2001), Gilbert, 2005; Wayne, Y. & Fleischman, 2005; Wong, B., & Ganser, 2005; O'Donnell Reeve & Smith. 2009).

Refresh

It is a kind of intellectual stimulation personal. It refers to the in-service program that is designed to supply material for academic and vocational teachers who were performing the same type of tasks for a long period, perhaps for many years (Paisy, A., 1983). The courses focuses on refurbishing method skills and techniques, particularly in areas with a practical lesson through, for example for mathematics education physics, economics and domestic science. Activities refreshment May occur at any time after induction when a teacher continues to perform a particular function or skill. For teachers who wish to develop their professionalism, retraining must continue classified as an important form of learning experience which may take the form of several workshops, which ultimately contributes to career advancement.

Extension

According Kauchak, D. & Eggen, P. (2008) through training, studies extension to two dimensions. It may involve work that extends the normal range of a subject or permits the prosecution of related interests or extension studies that include interdisciplinary work to develop personal growth and skills of teachers through their personal interest income. Usually, the acquisition of skills and techniques unknown and absorption of new call knowledge to the process in which learning is presented by factors such as regular, continuous reinforcement and memory concentrated. Therefore, the extension studies, unlike the recycling work tend to take a long-term holding periods in May end span more than one year. For this reason, extension courses and advanced defect often lead to higher qualifications such rotation that postgraduate diploma and masters

Conversion

This refers to respond to business needs of a teacher made to take on, or wishing to work new and unfamiliar tasks or service education. A conversion course can help prepare a teacher to move up (promotion), sideways (lateral displacement) or outside the profession (redundancy). Teachers who are committed to their careers, strategy and timing may benefit Course conversion vertical or programs that meet their business needs. Lateral conversion comprises service programs designed to train teachers to address a range of new age unknown subject area. Their goal is to assist teachers in achieving lateral mobility, open a perspective career development which secures a teacher of the problem of redundancy. The programs in place for a time to allow sufficient time to connect theory to practice (Glickman, CD et al 2004).

Since the early 1990s, teachers' roles are expanding beyond the school in neighborhood committees of the curriculum. Teachers now participate in making policy level on issues such as filing, writing of grant proposals for student projects and teacher development, organizing business school partnerships, to undertake and facilitate school work and activities to conduct research and action. The fate later, a new program for conversion to empower Teachers and reflection. Other versions conversion include the development of teachers, writers through networking, partnerships and experience of peer support through seminars, conferences and centers of teachers (Darling-Hammond & Harmmerness, 2005).

Strategies for monitoring the success of professional development programs

While the cost of development business is increasing, the gains are not realized that most of these programs lack focus, intensity, monitoring, evaluation and continuity (Kauchak, D. & Eggen, P., 2008). For maximum gains, Glickman et al (2004) noted the following advice from a synthesis of 97 research studies conducted by Lawrence in 1994. Involvement of administrators and supervisors in planning and program delivery, training experiences teachers for different (corresponding to characteristics of professional development for teachers), the location of the educator in a role assets, focusing on events, oversaw the testing, evaluation, sharing teachers and mutual assistance, by linking activities to the general professional development program, allowing teachers to choose goals and activities and teachers having to initiate and direct training activities.

In the above list, it can be argued that mutual adaptation is a fundamental factor in the successful professional development programs for teachers, this includes participation and inclusion of all parties. Mutual trust, commitment and consistent leadership to proceed from a non-threatening rhythm and incremental development is necessary. Factors that promote adaptation Mutual are concrete, specific teacher training and extended assistance in the classroom as a means of tracking, teacher observation of similar projects in other classes, schools or districts proposed regular class meetings focus on practical programs, participation in decisions projects, using local materials and participation in training supervisor (Glickman, Gordon CD, SP, Ross-Gordon, JM & 2004).

Other research indicates that skill development programs that use the presentation, demonstrations, practice, monitoring and mentoring is more effective than those without the coaching and feedback. These results suggest that teachers acquire and use new skills if there is commitment and subsequent follow up in their own classrooms Joyce, BR, and Beverly, S. 1983; Guskey, TR, 1986, Landry, SH, et al 2009).

For this reason, as suggested by Glickman et al (2004), professional development should move forward orientation, integration levels of refinement, taking into account teacher characteristics and personal needs.

Development of skills in small groups oriented workshops seem to be more successful than larger groups (Stallings, 1980). Mohlman-Sparks (1986) compared three models of these groups. The first model was the presentation, demonstration and practice and feedback. The presentation contained the other hand, demonstration, practice and feedback followed by a peer observation. The third person had presentation, demonstration, practice, feedback and coach trainer. Made Interestingly, the results showed there were higher gains in skills in class with the second model that used peer observation followed by the third, which included coach trainer. There were no significant gains with the first model. These results are a strong argument peer involvement and control, and additional component of orientation, integration and development of skills – For procedures such as application, experimentation and reflection. A properly conceptualized personal development philosophy, policies and procedures should be established to guide the context, content and process of development as suggested by DeJarnette, CS (1989) and Samuel Mr. & Wyk, MV (2008).

This is not only important to align programs with targets across the school both individuals and groups within the school but also to base the program on research results from action research on best practice in schools and better education. In doing so, administrative support should be solicited for funds, planning and implementation. There is also need for long-term planning that integrates assessment and feedback, so that development professional becomes part of the school culture. Operating Procedure for staff development should go through the following five steps (1) adopt policy guidance (2) to develop statements of goals and objectives of the program (3) business planning program (4) implement activities and (5) assess the results (Briggs, ARJ, & Coleman, M., 2007).

Major themes of professional development Teachers in the 21st century

After the ongoing reforms in the education system, There are new topics for professional development teacher as the supervisor of the 21st century needs to be familiar with. Teachers should be trained to self-regulatory powers, the use of computer technology, cell phones as metaphors for teaching, Purpose, methodology, classroom management and the needs of students. It is also necessary for developing programs that will strengthen inline philosophy teachers his conduct as a professional (Brand, GA 1997, Humphrey, B. & Stokes, J. 2000; Irujo, S. 2005, O'Donnell, AM, et al. 2009; Kramarska, B. & Michalsky, T. 2009).

Conclusion

The ultimate task of the supervisor of the 21st century is to help teachers to cope with global changes in education through professional development. In this task, the supervisor must be knowledgeable Gasoline, justification and the nature of the planned development. To improve the productivity of the process, the supervisor must be familiar with the fundamental problems of teaching and learning in order to obtain their solutions. Understanding the stages of development Teacher and development needs are essential in planning training programs. For maximum gains programs must be increased, varied, rewarding and mutually adaptive to individual schools and district goals. Teachers should be involved in the initial plans, the process and tracked as it contributes to the relevance and effectiveness of programs.  

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About the Author

Name: Catherine Adhiambo Amimo
Email:amimoc2002@yahoo.com
Occupation:Lecturer, University of Eastern Africa, Baraton-Kenya, School of Education,Department of Curriculum and Teaching.

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