CONTINUOUS PROFESSIONAL DEVELOPMENT COURSES FOR TEACHERS

PROPOSAL
BASIC COURSE INFORMATION

Course Title
Continuous Professional Development Courses For Teachers
Course Name
Information Technology For Primary Teachers
Proposed Date of Introduction:
July December 2014
Course Proposer
Amran Bin Ibrahim
Research Director
Ministry Of Education
us.amran@gmail.com
Organisational Arrangements
Managing Department
Research Department
Ministry Of Education
Collaborating Affiliation
JPNs and PPDs
External Partner
Microsoft Malaysia

Nature of Development
The proposal involves :
i.

Redevelopment or extension of existing courses

ii.

A new course under teachers development program

iii.

Develop a statement of the standards teachers must reach by the end of their period of
probation in order to be granted full registration by the GTC

iv.

Develop a statement of the standards for very good teachers who wish to develop their
careers in the classroom

v.

Develop statements of the standards for teachers who wish to develop their careers in, for
example, pastoral care/guidance, or in supporting pupils with special educational needs, or
in leading and managing an aspect of the school or an area of the curriculum

vi.

Develop a statement of the standards for teachers who wish to undertake leadership and
management responsibilities mainly outwith the classroom at senior management level

vii.

Identify the development and training required in order to support these developments

The proposal falls into these categories of strategic significance :

i.

Cross-institutional ventures or courses that may impact on teaching profession

ii.

Cross-institutional ventures or those involving other external partners

iii.

Courses that are to be offered, in any mode (on-campus i.e Institut Perguruan, off-campus
teaching site, off-campus distributed learning OUM )

iv.

Courses that may have a major impact on a personal growth of targeted audience

THE RATIONALE
Reasons for Introduction of Course
What is the relevance to the ministrys strategic, educational and resourcing objectives?
The course will provide a higher qualification for candidates who find that a conventional
courses conducted through in house training by teachers who went for similar courses are lacking
in re-conveyed the substance of the course materials and knowledge. The certificate for those who
attended the local courses conducted by PPDs and JPNs does not suit well their needs, e.g.,
candidates from Bestari, SBT and Clusters Schools where the environment provided by their place
of employment or specialization is not consistent with the conditions required to pursue a more
advance knowledge for IT technology and skills.
Following on from the publication of new guidelines for Dasar Pendidikan Negara, this
paper sets out and invites comments on a number of proposals for the professional development of
teachers and how these might be linked to form a Framework for Continuing Professional
Development (CPD) for the Teaching Profession in Malaysia. Such a framework might take the
form of guidance for teachers, schools, and education authorities on the competences, standards and
qualifications required in the wide range of teaching and management roles that teachers undertake
at different stages in their careers. The framework proposal reflects the Government's
commitments, as signaled in its Manifesto, to raise the status and morale of teachers by increasing
their professionalism and helping every teacher to become as effective as possible. The proposal
also helps to address the need to encourage very good teachers to develop their careers in the
classroom.
Initial teacher education can do no more than lay the foundations of teachers professional
competence. Further development and training in the probationary period and thereafter must build
on these foundations. Thus CPD must be construed as a continuum, offering opportunities for
development at every stage of teachers careers. The professional competences to be developed in
initial teacher education are set out in the Pelan Pendidikan Negara. Once qualified, teachers
undertake a wide range of activities that enhance and add to their professional competences. They
have a duty to maintain their professional learning and keep up to date with development(s) in the
areas of the curriculum for which they are responsible. However, beyond initial teacher education

there are no statements of additional competences and standards to inform development, no overall
framework to give coherence to teachers development, and no structure of qualifications to work
towards that gives recognition to teachers increased remits and professional skills.
Work has already started on one aspect of the framework. The Government has recognised
that the strength of a school depends on the quality of its head, and in its Manifesto it committed
itself to establish proper qualifications and training for the post of head teacher. Last year we
consulted on the development of a qualification for headship, building on previous experience with
head teacher training and an analysis of the management competences required in Scottish schools.
In the light of the responses to the consultation, the Minister has announced his decision to proceed
with that development.
Teacher stands point view for learning IT why this course is important?

Knowing that it's a brave, new world out there, despite the much-publicized dangers that
technology reportedly poses to today's youth (often unaccompanied by balanced discussion of their
equally meaningful upsides), it pays to remember: Digital learning is a key concept that needs to be
embraced by educators in today's classrooms. However, it's also worth noting that definitions of
high-tech, online and distance learning solutions often differ between school and university
campuses. For example, digital learning could refer to the use tablets in the classroom. It could
mean using online sites, services and programs as teaching tools, or as study aids built for at-home
use. Alternately, it could even refer to the practice of using popular apps, social networks and
communications platforms as tools to create your own digital assignments and agendas.
Bearing this in mind, the possibilities when it comes to digital and distance learning are
endless. Regardless of your personal definition, for educators seeking ways to empower and get the
most out of their students, here are five reasons why digital learning is so important, and can no
longer be ignored.

What teachers need to grasp for future knowledge to be applied to school?

This course will help teachers to understand and be skillful to face what the ministry
thought a IT savvy, computer smarts children. These are the main outlines why this course is
purposeful for the teachers and benefitted the students.

Personalization: Digital learning offers an unprecedented ability to provide educational

experiences that are tailor-made for each student. As pupils advance in programs on English, math,
science, history, art or other subjects, teachers can now track their individual progress, identify
specific areas of focus for each student with actual data to back it up, and present solutions that
address their specific needs. As has long been established, students thrive most in situations where
educational experience has been customized to their unique needs, and digital learning provides
teachers with the tools and opportunity to offer individualized learning programs.

Accessibility: By embracing digital devices and connected learning, classrooms around the country
and around the globe can not only connect to one another to share insights and boost learning,
experience and communications skills. The practice also allows educators to enjoy a level playing
field, where inner-city classrooms, charter schools, private schools and even homeschooled
children all have access to the same learning and opportunities. Even smaller and less well-staffed
or -funded schools can tap into the trend to provide extensive course programming and curricula, as
well as insight into non-traditional topics that may not otherwise be accessible for budgetary or
resource-related concerns.

Cultural Relevance: Nearly every aspect of the real world has gone digital, including fields such
as manufacturing, science and medicine as well as pop culture-related industries such as art and
entertainment. Not only are employers increasingly turning to interactive training tools to boost
engagement, learning and retention. Even before students enter the workforce, any college
experience involves the use of a dizzying array of technological devices and connections. Digital
learning in elementary, grade and high schools prepares students for the reality of secondary
education and modern careers.

Efficiency: Digital learning solutions also bring to bear a number of key efficiencies, both real and
virtual, that can't be matched by traditional learning techniques. Whether it's the environmental
impact recognized by the need for less paper for handouts and books, time savings provided by
pupils' unprecedented access to information and the ease of research facilitated, or the cost savings
to be had due to the multiple functions today's Swiss Army-like devices offer, realize. Digital
learning provides an effective way to cut costs, maximize resources and heighten both reach and
impact from myriad angles.

Performance: Studies have shown that students using technology as an education tool become
more engaged in the process and more interested in growing their knowledge base -- in some cases,
to the point that they don't even realizing they're actively learning. Likewise, research has
demonstrated that interactive solutions boost retention rates and test scores, being far more
engaging and memorable than voluminous textbooks or one-sided lectures. Online and high-tech
programs not only often provide better context, a greater sense of perspective, and more arresting
activities that allow them to better connect with students. They also frequently offer a more
interesting and involving way to digest information.

THE ADVANTAGES
Over the last decade there has been increasing emphasis on the importance of CPD. Major
nitiatives, such as those related to Pelan Pembangunan Pendidikan, have equired extensive
programmes of staff development. Staff development is now well embedded in Scottish schools.
Responsibility for teachers CPD lies with teachers themselves and with schools and local
authorities as their employers. Teachers undertake a variety of in-service training and development
activities, within and out with schools. They attend a range of courses, arranged by schools or
education authorities, some by teachers themselves, and some of which involve a Higher Education
Institution. Teachers also undertake specialist award-bearing courses, e.g. in early education,
special educational needs, guidance, and in the use of new technology. At present, however, most
professional development and training falls out with the system of award-bearing courses.

While we have established some courses for CPD which are well supported by teachers, the
arrangements for CPD are not generally systematic or well directed. The Ministry Of Education Of
Malaysia believes this situation would be improved if development and training were to be
underpinned by a formal structure of competences and standards which was clearly stated and made
widely available. At present, there is no general obligation on teachers to undertake professional
development, or training leading to further qualifications, either before or after taking on new
assignments. Furthermore, there is no financial recognition by employers, or formal recognition by
the Bahagian Pendidikan Guru for those who achieve additional qualifications, nor is there any
change in job title or description to reflect the additional qualifications.
A commitment to life-long professional learning and development is the hallmark of every
profession. In teaching, the development of professional competence begins in initial teacher
education, leading to the award of a teaching qualification. Beginning teachers consolidate and
strengthen these competences during probation at the end of which, if successful, they are granted
full registration by the MOE. Thereafter, however, there is little incentive for teachers to continue
their professional development. Of course, in practice, many teachers do choose to undertake a
variety of development activities, including:

reflecting on their teaching;

reviewing, with their line managers, their performance, agreeing targets for development
and working towards achieving them through a planned programme of activity;

preparing for and undertaking new tasks or additional remits;

developing career development strategies and setting tasks and time scales;

attending training courses;

preparing to meet schools and education authorities development plans: e.g. targets set for
raising attainments in literacy or numeracy;

involvement in the initial training and selection of student teachers and supporting
probationer teachers;

participating in research, or carrying out their own action-research;

visiting other schools to learn from the work of colleagues;

membership of working parties to undertake developments; and

undertaking secondments to local or national programmes or industry

Teachers terms and conditions of service ensure that some time is available for

development activity. Planned activity time and the 5 days of the working year available for inservice training provide opportunities for staff development based on priorities identified by the
school, education authority and teacher. In addition, as already mentioned, many teachers undertake
further professional development to meet particular needs within their school or for personal
reasons, including preparations for career development.

THE BENEFITS FOR TARGETED AUDIENCE AND SCHOOL

One way for schools to be effective, and meet the needs and raise the attainments of their
pupils, is to promote and support the professional development of their teachers. A programme of
CPD should serve the professional needs and aspirations of the individual, provide training for the
individual in order to meet the needs of the school, and ensure the supply of trained professionals to
meet the needs of the education service. The effectiveness of CPD programmes will depend on
teacher and school regularly identifying targets for development and establishing priorities. These
targets need to achieve a balance between the needs of the school and the needs and aspirations of
the individual. We believe CPD might have more impact and be given more focus by the
development of guidance for teachers, schools and education authorities on:

the standards of competence, and any additional competences and standards, required in

different teaching and management roles;

qualifications relevant to the competences and standards; and
how individuals can plan, monitor and evaluate their development activity and how this can
be supported by means of professional development portfolios.
Once developed, quality assurance mechanisms will be required to underpin the standards.

There are a number of organizations / bodies which could set the standards, monitor their
implementation and revise them at appropriate intervals of time.

THE FRAMEWORK
Reference to a framework of competences and standards could help teachers to plan their
careers and ensure that training and professional developmentare clearly related to the tasks they
undertake, or plan to undertake. In Scottish teacher education the term professional competence is
understood to have a broad meaning: it encompasses knowledge, understanding, critical thinking
and practical skills. The competences are underpinned by the values, personal abilities and attitudes
of the individual teacher and the way he or she communicates them to those being taught. The term
Standards refers to the levels of performance which are required or expected. For example, we
would expect to see clear differences in the way the beginning teacher and the teacher with several
years experience handle aspects of their work, such as teaching pupils to read, maintaining class
discipline and assessing pupils attainment.
The professional competences required at the end of initial teacher education have been
identified. The competences and standards of leadership and management for headship are being
developed. When they begin teaching, teachers develop their competences and take them to much
higher standards. They may also develop areas of additional expertise, (e.g. by extending
knowledge in an area of the curriculum, or working with pupils with special educational needs).
These additional remits may require additional competences, but so far they have not been clearly
identified. Do the knowledge, skills and understandings used by, for example, teachers working in
guidance and special educational needs, constitute additional competences, different from those
already identified, or are they the same competences of teaching, leadership and management, but
performed in different contexts and at different levels or standards? Once identified, these
competences and standards, spanning all the remits and roles teachers undertake, might form a
framework of the knowledge, skills and understanding which underpin teachers work.
THE COSTS AND FUNDING
The development and operation of this framework will have cost and funding implications.
These need to be seen alongside the potential benefits to pupils and to the status and morale of the
teaching profession and in the context of the expenditure which already goes into teacher training
and development.

The costs of developing a framework for CPD would involve:

Additional guidance for teachers and schools on how to plan and monitor CPD, including

the effective use of professional development portfolios;

Development of statements of the standards for: very good classroom teachers; teachers of
guidance and Special Educational Needs; and teachers who lead and manage a stage of the

school or an area of the curriculum;

Development of a statement of the standard for teachers with responsibility for senior

management; and
Where appropriate and practical, development of associated qualifications.
The proposed framework will also generate a number of on-going costs. Competences,

standards and qualifications will have to be kept under review and updated as necessary. The
framework and the associated support arrangements will involve administrative costs for schools,
education authorities and JPNs and PPDS. The largest cost, however, is likely to be the cost of
training and developing teachers to achieve the standards and qualifications.
At this stage it is not possible to quantify these costs or to say what the resource
implications of these proposals might be. Some RM30 million already goes to local education
authorities each year for activities related to staff development and appraisal. In addition to a
redirection of these monies there may be other sources of funding which might be utilised. Both
costs and funding issues will have to be considered further when we have a clearer idea of what
proposals are thought to be desirable and practical.
CONCLUSION
Research Department of MOE believes that the CPD infrastructure recommended in this
report will begin the process of ensuring that professional development is seen as a continuous and
integral part of the experience of teachers of mathematics, to which teachers should be entitled at
different points in their careers, and for which they are responsible. Through the network of
national, local and school provision proposed, we envisage that the profession of teachers will grow
in stature with benefits for the profession, pupils and society as a whole.

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