Pada 14 Januari 09 yang lalu Dr. Philip Halingger, Chair Professor of Leadership and Change di Hong Kong Institue of Education telah memberikan satu ceramah di Institut Aminuddin Baki bertajuk Research and Development that Makes a Difference.
Saya tertarik dengan contoh-contoh konkrit yang diberikan apabila beliau memberikan penekanan apa yang dimaksudkannya dengan Research & Development (R&D) terutama dalam konteks pendidikan. Menurut beliau misi R & D sepatutnya:
1. Create new knowledge.
2. Adapt global knowledge to the local context.
3. Transform knowledge into tools for learning and doing.
4. Develop knowledgeable learners.
Research and Development Cycle yang beliau sarankan [Problem -->Seek Info --> Share Info --> Create Tools --> Use Tools --> Evaluate --> Share Info --> Problem] sepatutnya dibudayakan dalam sektor pendidikan semua peringkat di Malaysia. Saya percaya melalui saluran ini kita dapat mempercepatkan peningkatan kualiti pendidikan.
Seperkara lagi yang agak mengejutkan saya ialah apabila dalam private discussion dengan Hallinger, beliau memberitahu saya yang dia masih lagi menyimpan transaksi emailnya sejak dua puluh tahun yang lalu!
Slideshare di bawah ialah persembahan powerpoint beliau dalam ceramah tersebut. Untuk mendapatkan kertaskerja beliau yang lain sila lawat website personal beliau - Leadingware yang terdapat dalam Blogroll di sebelah kanan laman ini.
[slideshare id=918747&doc=r-and-d-ied-21-1232001859873925-3&w=425]
Pada 3 – 5 Desimber 2008 yang lalu saya bersama rakan-rakan dari Institut Aminuddin Baki, Hj. Ramli, Sd. Abd Razak dan Dr Yusof terlibat dalam Program Training of Trainers Jabatan Pelajaran Johor di Tanjung Piai, Johor.
Di bawah adalah slaid powerpoint yang saya gunakan dalam sesi pertama program berkenaan.
[slideshare id=827571&doc=school-leadership-development-1228705466770144-9&w=425]
How can you, as a principal, create opportunities for teacher learning that really work to support teachers with different needs and preferences? There is wide agreement that the best teacher development is informal, diverse, democratic, school-based, and continuous.
Helping Teachers Learn will become an essential part of an educational leader’s thinking, learning, and language. Drago-Severson is an excellent writer who masterfully weaves theory into practice. Her attention to and explanation of Bob Kegan’s Constructive-Developmental theory lends clarity, as well as insight into helping adults learn and grow in their professional lives.
As she states in her book, “Growth is an ingenious mix of supports and challenges.” Drago-Severson provides leaders with tools to create various supports and challenges in environments that can and should foster growth. I found that her four pillars, and the new model for learning-oriented school leadership were particularly useful in crafting a faculty professional development plan.
Concepts covered in Helping Teachers Learn include:
- A new model of learning-oriented leadership that can be tailored to particular settings or individuals
- Adult learning principles that inform teacher growth and development, and why they are essential to effective teacher development programs
- The Four Pillars: teaming, providing leadership roles, engaging in collegial inquiry, and mentoring
- Real-world examples of principals sharing leadership, building community, and managing change
Enhance your professional development model to better support teacher growth and development, as well as your own self-development as a principal. - [Customer Reviews from Amazon.com]
This is a must read for any educator who believes in adult growth and professional development.
Pada 19 Julai 2008 yang lalu saya berkesempatan mengendalikan satu bengkel Pembangunan Profesional Guru Berasaskan Sekolah di SMK Bahang, Kota Kinabalu. Dalam bengkel itu saya memperkenalkan konsep Professional Learning Community sebagai asas pembangunan profesional guru di sekolah. Mesej saya menegaskan bahawa guru-gurulah sebenarnya master dalam menentukan profesionalisme keguruan mereka. Yes, you are the one taking control of your profesional development!
[slideshare id=158791&doc=intro-to-plcs-1194467460531560-4&w=425]
[youtube=http://www.youtube.com/watch?v=Klca7DLoBF4&hl=en]
The seven principles are designed to underpin the delivery of high quality professional learning to improve student outcomes and apply to all levels of the system – school, district and state.
Principle 1: Professional learning is focused on student outcomes (not just individual teacher needs).
Principle 2: Professional learning is focused on and embedded in teacher practice (not disconnected from school).
Principle 3: Professional learning is informed by the best available research on effective learning and teaching (not just limited to what they currently know).
Principle 4: Professional learning is collaborative, involving reflection and feedback (not just individual inquiry).
Principle 5: Professional learning is evidence based and data driven (not anecdotal) to guide improvement and to measure impact.
Principle 6: Professional learning is ongoing, supported and fully integrated into the culture and operations of the system – school, district and state (not episodic and fragmented).
Principle 7: Professional learning is an individual and collective responsibility at all levels of the system (not just the school level) and it is not optional.
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