Action Plan : SMPAPHM Staff Development Section
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Transcript of Action Plan : SMPAPHM Staff Development Section
Staff Development Section : Action Plan
CONTENTS Pages
1. INTRODUCTION 2
1.1. Definition 2
1.2. Staff Development Section : In Brief 2
1.3. Participants of Staff Development 3
1.4. Pre-commencement Discussions 4
2. THE 5 PRONGED APPROACH 5
2.1. Conferences, Seminars and Workshops (External) 5
2.2. Sharing Sessions (Internal) 6
2.3. Credentials Development 7
2.4. Team Building 8
2.5. Part-time Study 9
3. PLANS AND SCHEDULES 9
3.1. Prospective Conferences Based on General and Department Levels 9
3.2. Tentative Schedule of Internal Sharing Sessions 12
3.3. Team-Building in Temburong 13
4. SUGGESTIONS AND RECOMMENDATIONS 16
4.1. Long-term Development 16
4.2. Logistics and Facilities 17
4.2.1. Evaluation Form 18
4.2.2. Content Management System Website 18
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Staff Development Section : Action Plan
1. INTRODUCTION
1.1 Definition
Professional development, or in the case of Sekolah Menengah Pengiran Anak Puteri
Hajah Masna (henceforth SMPAPHM), ‘staff development’, has been and will always be an
integral component to the improvement and betterment of its teaching staff whether it be in
teaching itself or in life skills deemed beneficial for personal or professional gains. Speck and
Knipe (2005) defines professional development as “skills and knowledge attained for both
personal development and career advancement”.
They further reiterate that “professional development encompasses all types of
facilitated learning opportunities, ranging from college degrees to formal coursework,
conferences and informal learning opportunities situated in practice”. These types will be
juxtaposed against the needs of staff from SMPAPHM and the direction of the Staff
Development Section.
1.2 Staff Development Section, In Brief
The ‘Staff Development Section’ (henceforth SDS) is a relatively new section to
SMPAPHM. Although it might have existed in the past, it was perhaps resurrected and
became active under the guidance of Cikgu Siti Hawa, Deputy Principal Academic of
SMPAPHM. In 2010, the responsibility of heading SDS has been handed over to me, Cikgu
Pg. Hj. Shaiffadzillah Pg. Hj. Omarali, whilst the members of SDS comprise of Assistant
HODs from all the academic departments.
Although I have next to no experience in running a Staff Development Section, I have
vast experience and knowledge in the processes of monitoring professional development
itself. Being the first Bruneian to become a full-fledged ‘online learner’ in University of
Southern Queensland under the programme of Educational Technology, I was actively
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Staff Development Section : Action Plan
involved in the development of professional development for people in Australia and Fiji, in
general, countries from the Oceania continent. A region-wide project named
‘KnowledgeGarden’ was constructed by me and my two colleagues from Fiji (Javed Yussof)
and Australia (Colin Hill). From there onwards, I was an active participant in a plethora of
professional development courses. A full testimonial of my credentials can be attained from
my personal online portfolio, www.shaiomarali.com, which itself is one of a few e-portfolios
portraying my professional development conquests.
1.3 Participants of Staff Development
A wide variety of people, particularly teachers, engage in professional development.
Individuals may participate in professional development because of an interest in lifelong
learning, a sense of moral obligation, to maintain and improve professional competence,
enhance career progression, keep abreast of new technology and practice, or to comply with
professional regulatory organizations.
Many American states have professional development requirements for school
teachers. For example, Arkansas teachers must complete 60 hours of documented
professional development activities annually. Professional development credits are named
differently from state to state. For example, teachers: in Indiana are required to earn 90
Continuing Renewal Units (CRUs) per year; in Massachusetts, need 150 Professional
Development Points (PDPs); and in Georgia, must earn 10 Professional Learning Units
(PLUs).
In other countries, motions have been undertaken in setting the standards of teaching.
For example, in the United Kingdom, teachers are required to hold a QTS (Qualified Teacher
Status) or an NCFE (National Certification Framework of Education), both of which I own as
part of my professional development repertoire. Therefore, the importance of professional
development indeed falls on the need to become better teachers.
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Staff Development Section : Action Plan
However, with regards to the objective of the SMPAPHM Staff Development Section,
teachers are expected to participate in professional development sessions that concern both in
the betterment of teaching skills and qualities, and the betterment of life skills.
1.4 Pre-Commencement Discussions
In 2009, the Staff Development Section almost entirely focused on sharing sessions
among teachers. In particular, the sharing sessions conducted were based on the presenters’
prior participation in external conferences or workshops. In essence, knowledge gained by
selected teachers of SMPAPHM from attending conferences and workshops, were then
passed on to their fellow co-workers in internal sharing sessions. A majority of the sharing
sessions were conducting within the department of the presenter concerned.
In 2010, the SDS will maintain this tradition of sharing sessions that are to be
conducted every Thursday afternoon. Currently, the SDS has accumulated information from
Assistant HODs of proposed sessions to be presented throughout the year. A form was
distributed to each Assistant HOD for their perusal, which prompts the listing of these
proposed sharing sessions (see Appendix).
Apart from maintaining the tradition of conducting sharing sessions, the Staff
Development Section is now venturing into the area of Continuing Professional Development
(CPD), whereby the SDS will take the role of a consultant on the issues of professional
development. During the first Heads of Section meeting of the year, I have introduced the
five-pronged approach that will be undertaken by the SDS. These will be elaborated in Part 2
of the paper, and where appropriate, details of these areas of approach will be elaborated as
tentative plans. These areas of approach in Part 2 will then accumulate into several itineraries,
represented by schedules and Gantt Charts in Part 3.
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Staff Development Section : Action Plan
2. THE SDS 5-PRONGED APPROACH
It was brought to my attention that several departments have made plans on
conducting sharing sessions. For example, to the best of my knowledge, the English
Department has recently conducted a sharing session for the department staff. This has been
included in the year’s itinerary. This part therefore, focuses only on planned activities
concerning professional development based on the five-pronged approach of the SDS. These
areas of approach are 1) conferences, seminars and workshops, 2) internal sharing sessions,
3) credential development, 4) team-building and 5) part-time education.
2.1 Conferences, Seminar and Workshops
Brunei is increasingly opening its doors to hosting international conferences, and in
contrast has become increasingly supportive of teachers attending conferences abroad. The
SDS plans to bear the responsibility of identifying and nominating teachers as audience or
participants. In addition, the SDS hopes in identifying teachers who have the potential in
presenting papers and facilitating workshops. Since I have vast experience in this agendum, I
am in the best position to consult teachers who aspire in venturing into the circuit of public
presentation.
To date, I have presented in at least 8 international conferences, have been invited to
perform 4 workshops, have been invited to chair a public lecture, and have participated in
more than 50 conferences from the start of my teaching career. In parallel with these
participations, I have published several research papers and articles as well as an
internationally produced book. It is therefore in the best interest of the SDS in motivating
teachers to attempt the same direction of professional development in these endeavors:
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Staff Development Section : Action Plan
a) being participants of conferences, seminars and workshops
b) being paper presenters and workshop facilitators
c) being publishers of scholarly articles and books
The SDS has identified several conferences and seminars local and abroad that are
deemed beneficial to the professional development of SMPAPHM staff. These conferences
are mentioned in Part 3 of the paper according to the departments.
2.2 Sharing Sessions (Internal)
To continue with last year’s successful arsenal of sharing sessions performed within
departments, school-wide as well as facilitated by invited presenters, the SDS again this year
attempt in constructing a year’s worth of sharing sessions. For the sake of clarity, the sharing
sessions comprise of three levels according to the methods they are to be executed. These
levels are:
a) Intra-department sharing sessions
b) Intra-school sharing sessions
c) Inter-community sharing sessions
a) Intra-department sharing sessions
Sharing sessions that fall under this level are those executed by a teacher for an
audience within their department. Being the most common method of sharing, it is expected
that each department run a minimum of four intra-department sharing sessions throughout the
year.
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Staff Development Section : Action Plan
b) Intra-school sharing sessions
Sharing sessions that fall under this level are those executed by a teacher for an
audience that comprise of several departments, or an audience that involves no set criteria.
Sessions that fall under this level are of a larger scale and therefore deemed as quite
significant to the development of teachers. In essence, sessions are a microcosm of a full-
scale conference.
c) Inter-community sharing sessions
Sharing sessions that fall under this level are those that concern with presenters from
within the school community. They can be executed by invited speakers or visiting
companies, and likewise the audience can comprise of teachers and individuals from the
community. One example of such sharing session is the Internet Security session that was
conducted last year by representatives of AiTi.
The result of these three levels is a tentative schedule of sessions that will be revised
repetitively according to the changes that occur throughout the year. A draft rendition of this
list is in Part 3 of this paper.
2.3 Credentials Development
A teacher’s credential reflects one’s ability in teaching. The more educated and
experienced the teacher is in one’s field, the more is one considered as a potentially
successful teacher. In fact, teachers for decades in Brunei have been recruited based on their
academic credentials and consequently promoted in time based on their academic and
experience credentials. Thus is the significance of this area.
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Staff Development Section : Action Plan
There are several channels through which credentials can be improved and thus this
area will be divided according to the means by which teachers intend to pursue credential
development.
a) Certifications of Expertise
There are two ways by which certifications of expertise can be achieved. One is
through undergoing an assessment that scrutinizes the teacher’s knowledge in the field
concerned. Another is by means of showing experience. The former involves formal
examinations while the latter involves Continuing Professional Developmemnt (CPD). Both
ways result in a certification.
b) Acknowledgment of Expertise
The United Kingdom employs both QTS and NCFE as a measurement of a teacher’s
expertise. In fact, without either of these acknowledgments, teachers are regarded as not
qualified to teach. Unlike Brunei’s system of PGDE, PGCE and MTeach, acknowledgment of
expertise can be attained without undergoing a rigorous learning attendance. Several of these
acknowledgements can be obtained by teachers on their own accord, with the SDS guiding
them in the right direction.
c) Memberships and Fellowships
In the world of portfolios, one’s affiliation and involvement with a professional
association indicates the desire to be involved in eliciting change. Being a member means
being able to have an opinion within the association. Having said that, being a member of an
association always results in attaining benefits exclusive to the member circles. There are two
forms of memberships that teachers can affiliate themselves with and these are:
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Staff Development Section : Action Plan
a) Being a member of local associations
a. As part of the executive committee
b. As a member
b) Being a member of international associations
a. As an Affiliate Member
b. As a Professional Member
c. As a Fellow
d. As an Alumni
The associations and organisations that may benefit teachers of SMPAPHM are
mentioned in Part 3 of this paper.
2.4. Team Building
In a corporation, team building is the most integral trait of success. Every institution is
built on good teamwork, and SMPAPHM is an institution. Therefore, one-fifth of the SDS
approach is devoted to team-building. In Singapore, team-building involves recreational
activities that demands teamwork and leadership. Under the same nuance, the characteristics
of trust, loyalty and delegation of tasks are focused on. Team building activities range from
relaxed involvements, to mentally and physically strenuous tasks. Several examples of these
activities include:
Rope elements (high ropes, low ropes)
Water elements (kayakking, dragonboating, makeshift raft)
Community elements (camping, community service)
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Staff Development Section : Action Plan
2.5. Part-time study
As a disclaimer, the SDS is not responsible in handling the processes of teachers
wanting to perform part-time study. However, the SDS can and will act as a consultant to
teachers who desire to learn more about attaining academic credentials while working. This
will be elaborated further in a revised edition of this working paper, to be made available at
the start of Term 2.
3. PLANS AND SCHEDULES
In this part of the working paper, I will present tentative schedules and matrices of
planned activities in detail. The information presented is always subjected to change and will
grow in essence as the year progresses. In addition, all information presented is regarded as
accurate during the writing of this paper.
3.1. Prospective Conferences Based on General and Department Levels
Below is a table listing of prospective conferences that are deemed to be realistically
‘attendable’ by SMPAPHM teachers. It is safe to note that only conferences with venues
within the ASEAN region have been included because teachers are restricted to time
constraints and teaching schedules and attending conferences oftentimes come second to
teaching. For further information on conferences that occur outside of the region, teachers are
advised to seek information from the SDS.
As experienced every year, conferences and workshops, particularly those performed
in Brunei, will be announced as the year progresses. It is expected that annual events, such as
the Hari Guru Workshop, UBD Conference on Maths and Science Education or the BELTA
Symposium, will come to light as the year progresses.
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TEACHERS (GENERAL INTEREST)
1 International Conference on Teaching and Learning with Technology (iCTLT)Singapore, www.ictlt.com
March 2-6
2 TOUCHPOINT 2010 1st Technology in Education ConferenceManila, Philippines, http://www.dlsu.edu.ph/conferences/touchpoint/
March 4-5
3 Global Learn Asia Pacific 2010Penang, Malaysia, www.aace.org/conf/glearn
May 17-20
4 15th International Conference on EducationUniversiti Brunei Darussalam
May 24-27
5 International Conference on Teaching and LearningSingapore, http://www.unisim.edu.sg/ict2010
June 30 - July 2
6 17th International Conference on LearningTai Po, New Territories, Hong Kong.www.thelearner.com/conference-2010
July 6
7 International Conference on e-Learning (ICEL)Universiti Sains Malaysia, Penang, Malaysia
July 12-13
8 International Conference on Computers in EducationPutrajaya, Malaysia
November 29
ENGLISH TEACHERS
9 Centre for English Language Communication Conference (CELC)Singapore, www.nus.edu.sg/celc/symposium
May 26-28
10 3rd International Online Language Conference (IOLC)Online, www.iolc2010.ioksp.com
September 23-24
11 15th International Conference on English in South-East Asia (ESEA)University of Macau, Macau
December 9-11
MATHEMATICS TEACHERS
12 15th Asian Technology Conference in MathematicsKuala Lumpur, Malaysia, www.atcm.mathandtech.com
December 17-21
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3.2. Tentative Schedule of Internal Sharing Sessions
As a result of the memorandum distributed to Assistant HODs in submitting proposed
sharing session, a tabulated list has been generated in order to organise a continuum of
activities throughout the year. Most departments submitted their proposals, with the
exception of a few such as Jabatan Pengajian Islam and Business Studies Department. The
justification behind the lack of response was cited as not having any confirmed sharing
sessions planned. The SDS has decided in following up this problem in the near future, and
by term 2, will prompt each department in having at least 4 sharing sessions in 2010.
No Session Title Presenter(s) Audience Month or Specific Date
1 Teaching Writing Through Text Types for Secondary English Teachers
Cg. Sri HaniCg. Suhaila SulongEnglish Dept.
English Dept. teachers
28th January
2 SAP – Where Are They Heading?
Cg. Siti HawaAdmin Dept.
All teachers 4th February
3 Using Virtual Learning Environment for Blended Learning
Cg. Shai OmaraliEnglish Dept.
Selected teachers from all depts.
11th February
4 Personal Learning Network Cg. Izad MajidICT Dept.
Selected teachers from all depts.
18th February
5 Interactive Whiteboard Cg. David EmertonEnglish Dept.
English Dept. teachers
February
6 Digital Media in Teaching Cg. Mohd. AziminMaths Dept.
11th March
7 Japan Foundation Group for Secondary School Educators
Cg. Hjh. JamalliahGeog. Dept.
Geog Dept. & Hist Dept. Teachers
March
8 Assessing the Weak Ability Students
n/a n/a 1st April
9 Green Pack Cg. Lina Hasrina n/a 8th April
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10 Dikir Brunei Cg. YussofMalay Dept.
Muslim teachers
April
11 An Introduction to Research and Research Methods
Cg. Shai OmaraliEnglish Dept.
Interested teachers
April
12 Preparing Lesson Materials Level CoordinatorMath Dept.
Math teachers April to October
13 Using SMARTBoard Cg. Mrs. ChenMath Dept.
Math teachers June
14 How to Use MS PowerPoint to its Fullest Potential
Cg. Shai OmaraliEnglish Dept.
Selected teachers
June
15 Introduction to Teaching and Training a Choir Team
Cg. Shai OmaraliMusic Guild
Interested teachers
25th August
16 Professional Development for Science and Math Teachers
n/a n/a 4th November
3.3. Team Building in Temburong
I have engaged in several informal discussions among the teachers with regards to a
trip to Temburong. The reception was positive yet the plan is still in its initial stages. To date,
the SDS believes that a team-building excursion in Temburong would benefit the teaching
staff as a whole as it is both a recreational and communalistic form of professional
development. The tentative company that has been highlighted as having the capacity to
provide the needs of the SDS is ‘Intrepid Tour’, which offers corporate training activities.
Below is an excerpt of their Corporate Training Programme.
Challenge, fun activities, learning about individual potential, effective teams and
team productivity. In the inspiring setting of Brunei's forests, rivers and jungles. INTREPID'S
experiential based programmes immerse participants in a series of progressive challenges. Coupled
with discussions and review sessions, they present fun, practical situations to test and develop
individual skills and group productivity, plus specific work-place skills and communication
strategies. Programmes utilise well proven methodologies to maximise learning outcomes.
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Staff Development Section : Action Plan
Trust and mutual support are essential foundations for effective teams. Our
programmes include risk taking exercises that forge closer teamwork and highlight
important team effectiveness factors. Learning by doing is the basis of our experiential
training.
Comparative studies of organisational change and personal development
training prove that new surroundings greatly increase the retained learning from a training
experience. Further, that an experiential format, especially when combined with a wilderness
setting and adventurous activities, is the most effective methodology. An experiential
training format is relatively fast, and has the most substantial short and long term benefits.
Learning experiences in INTREPID'S Team Development Programmes are designed to
link decisions, actions and consequences. Calculated risk-taking, task requirements, and
people considerations all form part of the training experience.
In our unique training situation, the results of team decisions are immediate, clear
and personally relevant. Essential organisational tasks - such as meal preparation - can be
part of the training process. Success is important for the entire group. The insights and
understanding are meaningful and long lasting.
Team games and challenge activities are used to highlight topics, but real situations
in this unusual environment have proven more effective to develop new patterns of group
interaction and personal involvement.
Planning is an important programme element. Finding the balance between time
spent planning and instant action is one learning outcome.
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Staff Development Section : Action Plan
Our training areas are normally remote and challenging. The natural environment
presents realistic problem-solving situations, and the opportunity to see team issues more
clearly, without distractions. Review and discussion ensures experiences are related back to
the real work setting.
Implementing sound safety practices using equipment which meets recognised
international standards is an integral part of the training experience. Adventure is a central
ingredient of the learning process. An adventure is a step into the unknown. Therefore
the written programme cannot possibly contain all the details; that would not be an
adventure. The adventure in our programmes creates productive learning experiences.
Our Team Development Programmes are directed by Allan Riches; a professional
educator (B.Ed., M.Ed.Admin., MACE, AAIF.) with the relevant academic and practical
qualifications, and 25 years experience designing and conducting adventure based
wilderness training. Allan helped established Outward Bound centres in a number of
countries, and consulted with users and standards organisations in the testing, selection
and design of safety equipment for adventurous training. He developed Risk Management
procedures for a number of adventure based training organisations and instigated major
changes in the engineering and construction of adventure training activities and apparatus
throughout the Asia Pacific region. As a Churchill Fellow he visited forty adventure based
training organisations in North America and Europe to learn their training and safety
practices. With this background, INTREPID'S clients can be assured that safety and effective
learning outcomes are an integral part of all programmes.
Planning, good organisation, personal commitment and effective
communication. The ingredients for a well earned jungle meal; and an effective business or
government enterprise.
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Staff Development Section : Action Plan
All our Team Development Programmes are designed to support corporate goals, so
developmental outcomes are beneficial for individuals, and the organisation. Each
programme is different, to cater for specific organisational goals and team
capabilities. INTREPID'S has a variety of venues and activity options available, within and
adjacent to Brunei.
During the writing of this report, discussions with prospective participants of this
team-building excursion are still in its initial stages. However, there is a positive response
from teachers in the idea of having an overnight excursion to Temburong. Although the
actual date and duration of this activity is tentative, it has been identified that it will
commence during school term holidays, with the Term 3 or 4 school holidays being the more
viable option.
4. SUGGESTIONS AND RECOMMENDATIONS
4.1. Long-term Development
The core agendum of this section is the provision of opportunities in participating in
and conducting sharing sessions, be it of a departmental scale or an international level
conference. Thus, the short term progress of this section, commencing in 2010 is the
provision of attractive sharing sessions for its teaching staff.
It is important to note that the school has already conducted at least 6 sharing
sessions, whereby a few were conducted prior to the drafting of the tentative sharing session
schedule. Moreover, during the writing of this paper, the section has been continuously
approached by staff keen in conducting sharing sessions. This proves that the schedule is
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Staff Development Section : Action Plan
indeed tentative and due to its dynamic nature, is not a just representation of the actual
process of professional development.
Come 2011, the section, with experience and data attained from 2010, will devote
more support towards the other approaches stated in Parts 2. and 3. of this paper. As a
measurement of reliability and validity, the section will perform and action research on the
needs of the teaching staff. This action research will commence in Term 3, giving a grace
period for several sharing sessions to be conducted and consequently evaluative feedback
from the participants concerned.
A significant milestone in the long-tern running of the SDS is the production of a
teaching staff e-portfolio system whereby each staff is able to update the progress of their
professional development online, therefore recording and improving one’s resume for future
perusal. In addition, the presence of e-portfolio will further ease the recording of participants
under the SDS.
4.2. Logistics and Facilities
To ensure the smooth-running of the section, its committee must be 1) in constant
liaison with parties who are involved in the professional development of staff, and 2) be in
parallel with the advancements and knowledge of professional development opportunities.
Such logistic processes are compulsory to the formal tasks of the SDS.
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4.2.1 Evaluation Forms
To date, several logistic measures have been implemented. This includes the public
announcement of upcoming sharing sessions via notice boards and the tentative schedules.
However, what is perhaps most significant is the presence of evaluative feedback forms for
participants of sharing sessions. Currently, no feedback form has been utilized in the sharing
sessions that commenced last January and February. A suggestion that has been implied by
the SDS is the construction of an evaluative feedback form whose instruments and items are
reflective of the needs of the teaching staff.
The SDS plans to construct a simple evaluation form that would address the needs of
staff. This form is expected to be completed by the start of Term 2, whereby it will then be
available for consequent sharing sessions. The forms will be administered after every session
and will focus on participants’ perspectives.
4.2.2 Content Management System Website
In line with the notion of setting a record of teachers’ e-portfolio, the platform of
these will be supported by an online Content Management System (CMS). The CMS will be
constructed using the Ning network, a web2.0 environment that is already being used for the
SMPAPHM Music Guild (http://onestoplear.ning.com). The creation of this CMS
exclusively for the SDS will commence from the second half of 2010, and should be readily
available by 2011.
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