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EDU 3083

Leadership & Teacher


Professional
Development

Roles of Primary School Teacher

Children

see, children do

Stress
Working

with children

Goofy
Teacher

run

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Adrian Luat/JIP/Sem 8

It starts with the primary


y
h
p
o
school teachers
s

P
n
o
i
t
a
c
u
d
E
l
a
n
o
Primary School

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o
l
i
h

Adrian Luat/JIP/Sem 8

KSSR

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Adrian Luat/JIP/Sem 8

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Adrian Luat/JIP/Sem 8

Teacher responsibilities in realizing


NPE elements in students.
Produce

well balanced students


(intellectually, spiritually, emotionally and
physically)
Produce effective human capital:

Knowledgeable
Good disposition
Well behaved
Responsible
Ability to live harmoniously with:
Oneself,
Family & society
Nation
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Adrian Luat/JIP/Sem 8

Knowled
ge &
skill
practitio
ner

Love
Lovefor
forknowledge,
knowledge,skills
skillsand
and
ability
abilityto
toapply
applythese
theseskills
skillson
on
everyday
everydaylife.
life.

Teacher should ;
1.Be responsible for updating self with latest
knowledge and skills.
2.Inculcate a love for knowledge in pupils.
3.Life long learning
Teacher
Teachershould
shouldpossess
possessskills
skillsto
to
disseminate
disseminateknowledge;
knowledge;
1.An
expert
in
his/her
on
field/subject
1.An expert in his/her on field/subject
2.Able
2.Ableto
tointegrate
integrateCK
CKand
andPCK.
PCK.
3.Facilitating
3.Facilitatingskills.
skills.
4.Reference
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4.Referencefor
forother
otherteachers
teachers

Guidan
ce

Guide
Guidepupils
pupilsto
tomaster
master
knowledge,
knowledge,skills,
skills,
Teacher
individually
individuallyor
oriningroup.
group.
Through
Throughformal
formalclassroom
classroom
learning.
learning.Informal
Informalguidance
guidance
through
throughinteractions
interactionswith
with
Roles
teacher;
teacher.
Rolesof
ofGuidance
Guidance
teacher;
teacher.
1.
Inculcate
interest
and
motivation
for
1. Inculcate interest and motivation for
learning.
learning.
2.
2.Help
Helppupils
pupilsidentify
identifyindividual
individual
strengths
/
weaknesses
and
to
strengths / weaknesses and to
develop
developindividual
individualpotential.
potential.
3.
3. Identify
Identifyand
andhelp
helppupils
pupilswith
with
learning,
learning,socio
socioemotional
emotionalhealth,
health,
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Adrian Luat/JIP/Sem 8

Evaluative inquiry on individual


practices socially, emotionally and
academically (Schon, 1987; SparkLanger, 1992; Zeichner & Liston,
1996).
1. Reflection-in-action
Reflective actions
on 3 perspectives:
2. Reflection-on-action
Reflective actions
on 3 perspectives:
1. Technical (application of knowledge in classroom
1. Technical (application of knowledge in classroom
management)
management)
2. Practicality (teacher evaluate practicality of a
2. Practicality (teacher evaluate practicality of a
certain practice)
certain practice)
3. Functionality (teacher integrate good morals,
3. Functionality (teacher integrate good morals,
sound ethics
andwhat?;
professional practices in the
Reflections
For
sound
ethics
and
professional practices in the
Reflections

For
what?;
1. classroom).
Identify strengths and weaknesses.
1. classroom).
Identify strengths and weaknesses.
2. Strengthen self confidence.
2. Strengthen self confidence.
3. Effective t&l processes through variety of
3. Effective t&l processes through variety of
methods and techniques.
methods and techniques.
4. Reflective notes for references.
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4. Reflective notes for references.

Reflectiv
e
Practitio
ner

DESCRIPTION
DESCRIPTION
What happened?
What happened?
ACTION PLAN
ACTION PLAN
What is my course of
What is my course of
action should the
action should the
same situation
same situation
arises?
arises?
CONCLUSION
CONCLUSION
What other options
What other options
do I have?
do I have?

Stage
s in
Reflec
tion
Proce
ss

YOUR FEELINGS
YOUR FEELINGS
What was I thinking
What was I thinking
and what did I feel at
and what did I feel at
that time?
that time?

ANALYSIS
ANALYSIS
What do I learn
What do I learn
from that situation?
from that situation?
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EVALUATION
EVALUATION
The good and bad
The good and bad
from that
from that
experience.
experience.

Adrian Luat/JIP/Sem 8

10

Plan,
implement,
evaluate
t&l
Plan,
implement,
evaluate
t&l
Researc
activities;
report
pupil
learning/
activities;
report
pupil
learning/
her
development
developmentand
andtaking
takingthe
the
necessary
necessaryactions
actionsto
toimprove
improve
Reflectionslearning.
and
Action Research a
Reflectionslearning.
and
Action Research a
documenting
documenting
classroom
classroom
happenings form
happenings form
part of research.
part of research.

research based on
research based on
reflective processes with
reflective processes with
a view to improve
a view to improve
practices.
practices.

How does it help?


1. Helps to get a clearer view on t&l theories and
how they are applied.
2. Build better understanding of classroom
practices.
3. Facilitate collaboration with colleagues and
pupils.
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Taking
over
parents
roles

Teacher
as
second
parent,
Teacher as second parent,
inculcate
inculcategood
goodfamily
familyvalues
values
and
andaspirations.
aspirations.

Teachers
have
to
take
upon
that
roles
Teachers have to take upon that roles
because:
because:
1.
1. Need
Needto
tounderstand
understandpupils.
pupils.
2.
2. Guide
Guidepupils
pupilsto
tofollow
followclassroom
classroom
routines
routineswith
withconfidence.
confidence.
3.
3. Single
Singleparent
parentchildren
children
4.
4.Children
Childrenfrom
fromtroubled
troubledfamilies.
families.
5.
Abused,
neglected
and
poor
5. Abused, neglected and poor
children
childrenneed
needhelp.
help.
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Adrian Luat/JIP/Sem 8

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Shapin
g
Behavi
our

To
Toshape
shapepupils
pupilsbehaviors.
behaviors.

Able to select/use appropriate methods to


Able to select/use appropriate methods to
mold pupil behaviors.
mold pupil behaviors.
1. Emphasize on behavioral change.
1. Emphasize on behavioral change.
2. Behaviors observable, can be heard and
2. Behaviors observable, can be heard and
measurable.
measurable.
Humanist
approach
will;
3.
Good behaviors
internal
motivation
Humanist
approach
will;
3. Good behaviors internal motivation
1. Focus on the thinking, feelings,
1. Focus on the thinking, feelings,
psychological and emotional needs of the
psychological and emotional needs of the
pupil.
pupil.
2. Train self discipline and self control
2. Train self discipline and self control
3. Intervention should focus on
3. Intervention should focus on
communication, motives, individual desires,
communication, motives, individual desires,
group problem solving
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group problem solving
Adrian Luat/JIP/Sem 8
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Agent

of
Change

School
School- -an
aninstitution
institutionthat
that
brings
bringschange
changeto
tothe
the
society.
society.Teacher
Teacher- - manage
manage
change
change physically,
physically,
mentally,
socially.
mentally, socially.

44areas
areasto
toinitiate
initiatechange:
change:
1.1. Build
Buildaapersonal
personalvision
visionon
onyour
yourcareer.
career.
2.2.Self
Selfreflection
reflectionon
onyour
yourvision
vision&&
objectives
objectives
3.3.Mastery
Masterydeep
deepunderstanding
understandingof
of
vocation
vocation
4.4.Collaboration
Collaborationcooperation
cooperationwill
willlead
leadto
to
higher
higherproductivity.
productivity.
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Adrian Luat/JIP/Sem 8

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Teacher
mold
pupils

able
to
Teacher mold pupils able to
socialize,
socialize,high
highEQ,
EQ,able
ableto
to
adapt
adaptto
tothe
theconstantly
constantly
changing
changingworld.
world.
As
Asagent
agentof
ofsocial
socialchange,
change,teacher
teachershould:
should:
1.1.AArole
rolemodel
modeladaptability,
adaptability,
understanding,
understanding,compassionate
compassionateand
and
respect
respectindividual
individualdifferences.
differences.
2.2.Active
in
social
activities
through
Active in social activities through
expertise.
expertise.
3.3.Interact
Interactactively
activelywith
withparents
parentsand
and
surrounding
surroundingsociety.
society.
4.4.Understand
Understandthe
theaspiration
aspirationof
ofthe
thenation
nation
and
national
integration.
and national integration.
5.5.Inculcate
attitude
ininpupils
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Adrian Luat/JIP/Sem
8
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Inculcateaapositive
positive
attitude
pupils
Social
Agent

Managin
g
Learning

Cultivate
a
conducive
Cultivate a conducive
learning
learningenvironment;
environment;
encourage
encouragepupil
pupilparticipation
participation
and
andcooperation
cooperationininthe
the
classroom.
classroom.

Teacher
Teacherresponsible
responsiblefor:
for:
1.Plan,
1.Plan,implement
implementand
andevaluate
evaluatet&l
t&l
processes.
processes.
2.Manage
classroom

routines,
rules
and
2.Manage classroom routines, rules and
regulations.
regulations.
3.Manage
3.Managethe
thephysical
physicalaspects
aspectsof
ofthe
the
classroom.
classroom.
4.Manage
4.Managethe
thesocio
socioemotional
emotionalstate
stateof
ofthe
the
pupils.
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pupils.

ROLES FOR TEACHER


LEADER
Instructional

Specialist
Curriculum specialist
Classroom supporter
Learning facilitator
Mentor
School leaders
Data coach
Catalyst for change
Learner
Resource provider

Cindy Harrison & Joellen Killian


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Adrian Luat/JIP/Sem 8

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The Principal
The

role of the principal covers many different


areas includingleadership, teacher
evaluation,student discipline, and many others.
Being an effective principal is hard work and is
also time-consuming.
A good principal is balanced within all their
roles and works hard to ensure that that they
are doing what they feel is best for everybody.
Time is a major limiting factor for every
principal. A principal must become efficient at
practices such as prioritizing, scheduling, and
organization.

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Adrian Luat/JIP/Sem 8

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Roles of Principals
As

a school leader
Student discipline
Teacher evaluator
Developing, implementing and
evaluation programs
Reviewing policies and procedures
Schedule setting
Parent & community relations
Delegating
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