NAME Durrah

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PREPARED BY:







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CONTENT
ITEMS PAGE
Part I: Introduction
1.1. What Is CPD? 3
1.2. Problem Statement 4
1.3. Rational 6
1.4. Objectives of CPD 7
Part II: Continuing Professional Development for Teacher
2.1. Present Situation 9
2.2. Benefits of CPD 10
2.3. Financial Consideration in CPD 12
Part III: End Matter
3.1. Conclusion 14
References 15
Appendices 17







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PART I: INTRODUCTION

1.1. WHAT IS CPD?
To help young people learn the more complex and analytical skills they need for the
21st century, teachers must learn in ways that develop higher-order thinking and
performance. However, effective structures to support and encourage the
professional development of teachers are required if this aim is to be realised. Thus,
Continuing Professional Development (CPD) is implemented to make schools and
teachers more effective and efficient in order to raise standards of attainment by
pupils.
CPD is a mandatory programmes conducted and aimed at maintaining and
improving the teaching knowledge and skill sets possessed by all lesson instructor
especially for teachers in all learning center. It is the ongoing process of knowledge
and skills transfer that must be planned, designed and implemented to add value. It
envisages a vast number of transfer options: attendance of an activity is only one.
Other activities may include teaching and mentoring; research, publications, etc.
CPD can take place in different formats: attendance, electronic learning, and
distance programmes.
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.
Basically, the dimensions and expectations of continuing professional
development can now be summarized as the following:
i) A systematic process
ii) Lifelong, ongoing throughout professional life
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iii) Embracing formal education and informal learning, including on-the-
job learning
iv) Building on what is known, in order to
a. Assure competence
b. Develop personal qualities
c. Enhance professional and technical skills
d. Maintain, enhance and broaden professional knowledge
e. Expand and help fulfil potential
f. Have a positive impact on health outcomes
g. Maintain quality and relevance of professional services
h. Develop and enhance practice
i. Prepare for changing roles in service delivery (Alsop, 2000)
This paper sets out a number of ways in which continuing professional
development might be encouraged and developed. In particular, it is proposed that
the development of statements of the competences and the standards of performance
required for various aspects of teachers jobs and at different stages in their careers,
will enable teachers to target their development and prepare for new or expanded
roles.

1.2. PROBLEM STATEMENT
Teacher is the backbone for students to excel further towards the formation of
excellent and successful generation. In other words, the quality of education depends
on the quality of the teacher at school. An excellent teacher should continue lifelong
education, because self-education always undergo changes from time to time.
Various terms are also emerging in the world of education, innovation in advanced
teaching and learning techniques and numerous other challenges that had to be
overcome by teacher during their service period.
Teacher also act as the catalyst for students in developing analytical, critical
and creative thinking skills to develop individual who can adapt to the changes of
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their surroundings. Thus, teacher themselves need to master the current skills and
knowledge. Teacher also should improve their own personal professionalism.
Professionalism is the result of a professional thinking process and action in lifelong
learning. The professionalism is an issue that is often associated with teacher,
especially new teacher. These issues are seen as an obstacle in producing an
effective and qualified teacher that ultimately can form an excellent student.
Lewin and Stuart, (2003) point out that many teachers do not have the
necessary language fluency and capability to teach well and are o
ten unable to engage adequately with in-service training materials. It is also clear
that many teachers in developing countries have an impoverished understanding of
learners and how they learn and a weak repertoire of strategies for dealing with a
wide variety learning situations. Little wonder then that many newly qualified
teachers require a great deal of support from more experienced colleagues during
their first year of practice (Lewin & Stuart, 2003).
Besides, nowadays, there also too many people fail to understand that the
major barrier to achieving what they really want lie in their own mind. Lack of self-
confidence or lack of determination are much more usually the reasons for under
achieving than any failure on the part of managers, employers and so on. On the
other hand, as we will see in the next chapter, both managers and employers have a
key role to play in helping individuals to realise their ambitions, but the starting
point has to be in the minds and imaginations of each one of those individuals
(Lorriman, 1997).
Thus, to face today's modern technology, the development of knowledge
and skills in core subjects as well as innovation in pedagogy demand that teacher be
trained again while in service. This is to enhance and strengthen their
professionalism other than expanding individual potential to the desired level.
Besides, the primary challenge for the national education system is to produce
citizens who are resilient, dynamic, progressive, knowledgeable, creative,
innovative, and competitive on national and international levels (Kementerian
Pendidikan Malaysia, 2001).

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1.3. RATIONAL
Skilled and practicing teachers has been eroded in recent years for a number of
reasons: more and more teachers enter the field with a master degree already in
hand; the "clock hours" provided by districts or ESD are cheaper and have more
readily accessible alternative for many teachers; more agencies and organizations
now provide in-service programs than was the case a few years ago.
This programme may significantly change what teachers need to know and
do; there is an increasing interest among faculty in other academic departments of
the UW to be involved with teachers' in-service development; and there are new
formats for instruction (distance learning, Internet-based courses) that would require
revision of our existing practices. This program of continuing education enabling
them to acquire knowledge and achieve professionalism through a series of training
activities and learning workshop environment.
The teachers role as an educator is not only through direct teaching, but
also for fostering the schooling experience for the students to obtain the maximum
possible developments and growth of their pupils (Rahimah, 1999). As an effort to
produce qualified teachers, teacher educational program has ensured that initial
teachers are given adequate theoretical and practical exposure and also to develop
superior teachers' personality. Important agenda that has been cultivated by the
Malaysian Ministry of Education to improve the quality of teacher education is to
develop professional for teachers. Apart from the serving teacher, the newly
appointed teachers or 'initial teachers' should always enhance their knowledge and
skills to improve their teacher professionalism.
One of the effective ways is to send the initial teacher or teacher in-service
to courses or workshops that appropriate with the current developments such as
Teacher Professional Development Course and ICT skills courses besides providing
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courses related to teaching, learning as well as communication skills with others. An
in-depth studies should also be done so that the planned program can be
implemented effectively designed and provide a useful guide to the teachers
involved to carry out their duties. Therefore, as one who is responsible for the effort
to improve and enhance the qualities of teachers, I suggest to forward the ongoing
Professional Development Course for Teachers as well as be discussed again in
terms of time and content.

1.4. OBJECTIVES OF CPD
According to Abu Bakar Nordin, (1994), there are eight areas of weakness for initial
teacher which are less skilled at managing extra-curricular activities, less skilled to
carry out sports activities, do not understand the rules and discipline of the school,
less confident in controlling discipline of the classroom, lack of experience on the
issues that exist in schools, less theory and practice exercise, not enough skill to the
library and less skilled in socializing (Abu Bakar Nordin, 1994). If this scenario is
left protracted, it will certainly demonizing teachers professionalism.
The purpose of this report is to give an overview of information about how
useful the continuing professional development for teachers and explores how
professional development opportunities can be used by teachers to enhance and
develop their practice, demographic information about the state's teachers, summary
of current situation about CPD that have been done by learning center in the state,
descriptions of the CPD program model for the teacher including activities, benefit
and the cost involved. It would be a valuable aid to local authorities and schools in
taking decisions on the allocation of resources for development and training and it
would help provide more information on development activities and qualifications.
Thus, among the reasons why the course is necessary to be proceed is for: -
i. Adding the knowledge and experience of professional education
related to teaching for novice teachers.
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ii. Spreading the information transformation of the national education
to novice teachers.
iii. Improving communication skills and mastery of information
technology (ICT).
iv. Implementing the building efforts development program for teachers
as facilitators and learning manager.
v. Developing and controlling teacher professional standards and
teacher development program standards.
vi. Undertaking the research and development to innovate teacher
professional development program.
vii. Planning, coordinating and managing recruitment of training pre-
service teacher candidates and in-service training participants that
meet the criteria.










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PART II: CONTINUING PROFESSIONAL DEVELOPMENT FOR TEACHER

2.1. PRESENT SITUATION
Over the last decade there has been increasing emphasis on the importance of CPD.
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 outwith schools. 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.
The Implementation of Malaysian Education Development Plan (PPPM)
2013-2025 is an educational transformation plan towards providing quality
education into the 21
st
century. In addition, era of globalization and changes in the
Malaysian Education policy that moving towards socio-economic development also
proves that teachers themselves need to enhance professionalism to keep pace with
changes and developments of current world information. Government
Transformation Programme also has proposed teachers new charter which covers
CPD.
In many professions the professional body or institution plays a significant
part in the initial education and CPD of its members. Teacher Education Division
(BPG) also has developed a training program to provide new and basic competencies
that should be mastered by teachers. The target group of teachers will be determined
in stages and is required to attend this course. It can be described as in PPPM. This
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course should be attended once only in that grade and is conducted on full-time
within 30 hours.
In 2014, BPG has targeted the PPP DG41 and DG44. Each teacher in grade
DG41 appointed in 2009, 2010 and 2011 as well as teachers in grade DG44
appointed in 2011 and 2012 must attend full-time courses within 30 hours (by
package). This course is held only once in that grade.

For the record, the teachers who have attended CPD Courses / PPB in 2013
dont need to apply this year. Online registration has been done by this division in
February 2014. But starting from March 2014, BPG has submitted the program to
the Malaysian Institute of Teacher Education (IPGM). IPGM has planned the
implementation of this program in collaboration with twenty-seven Malaysian
Institute of Teacher Education Campus (IPGK) based on participants who have
registered online
1
.
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 Government 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 Malaysian
Ministry of Education for those who achieve additional qualifications, nor is there
any change in job title or description to reflect the additional qualifications.

2.2. BENEFITS OF CPD

1
(Kursus Pembangunan Kompetensi Guru Mengikut Gred Pegawai Perkhidmatan Pendidikan (GURU), KPM,
n.d.)
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Regardless of any statutory requirements for professionals to take steps to remain
competent, every professional should see the personal benefits to be gained from
engaging in development activity. CPD will only be of real benefit if the learning
takes place as a voluntary activity, as part of a process of lifelong learning and as a
part of a personal commitment to self-development. No amount of legislation on
CPD will ever ensure that learning will support competent practice unless the
individual him or herself actually wishes to learn (Alsop, 2000).

Teaching is a profession that requires high degrees of skill in subject
knowledge, pedagogy, and methodology in managing relationships with a wide
range of people. Gaining qualified teacher status (QTS) is only the start of a
professional development journey that teachers take over the course of their working
lives.
Teachers and other education professionals ensure that they need to
maintain and refresh their repertoires of teaching and learning skills and knowledge
in a changing landscape. The notion of continuing professional development is
therefore an important one. Education professionals undertake a commitment to
manage their own development over the span of their careers.
There are undoubtedly costs attached not least in terms of time
commitment, so benefits must be identified in order to provide the motivation to
pursue relevant development activity. Continuing professional development can be
thought to have many benefits (Alsop, 2000). For example, it
i. Ensures your capabilities keep pace with the current standards of
others in the same field.
ii. Ensures that you maintain and enhance the knowledge and skills
you need to deliver a professional service to your customers, clients
and the community.
iii. Ensures that you and your knowledge stay relevant and up to date.
iv. Helps you continue to make a meaningful contribution to your team
and become more effective in the workplace. This will help you to
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go forward in your career and move into new positions where you
can lead, manage, influence, coach and mentor others.
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v. Allows you to up-skill and engage in innovate solutions.
vi. Enables you to plan and achieve your career goals.
vii. Enables you to recognise your knowledge gaps and helps you to
address problems.
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2.3. FINANCIAL CONSIDERATIONS IN CPD
The forms of support to teachers' professional development can consist
in paid working time and substitutions (often discouraged for budget and
organizational could be better), funding of CPD costs sustained by teachers,
salary incentives, CPD as condition for salary progression and promotion,
national policies and campaigns.
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 District Education
Office (Pejabat Pendidikan Daerah - PPD). 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. The government has already
allocated RM 54.6 billion in education sector for Budget 2014. It also 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.
The costs of developing a framework for CPD would involve:

2
(Kloosterman, n.d.)
3
(The benefits of Continuing Professional Development (CPD), n.d.)
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i. additional guidance for teachers and schools on how to plan and
monitor CPD, including the effective use of professional
development portfolios;
ii. 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;
iii. development of a statement of the standard for teachers with
responsibility for senior management; and
iv. where appropriate and practical, development of associated
qualifications.












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PART III: END MATTER

3.1. CONCLUSION
National Key Result Areas (NKRA) stated that an increase in student achievement
and any significant increase in education is a measuring scale of education system in
our country. Therefore, education has been identified as one of the key to make
Malaysia an advanced country by 2020.
Lorriman, (1997) said that most of us are limited in our careers much more
by the barriers in our minds than by any external barriers (Lorriman, 1997). That is
why only mastery of 3M (reading, writing and arithmetic) is not enough for student
who will finish school. Instead, the main focus is to create a generation with higher
thinking skills and not just with knowledge alone. Apparently, positive correlation
between qualified teacher and student achievement, act as the most important factor
for school in improving their performance.
The teachers not only act as an educator by direct teaching but also helping
students in building their school experience so they can achieve the maximum
possible development and growth (Rahimah, 1999). Our next step is to ensure that
both the schools and teachers understand the true meanings of CPD, the importance
of engaging in quality-based activities, and have both school administrators and
teachers involved in formulating the teachers CPD plans as well as developing a
CPD recognition system. To make these mission possible, the contributions from the
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government, the schools, and the teachers are indispensable, and it cannot be done if
any one of them is missing (Chi-kin Lee & Ling-po, 2008).




REFERENCES

Abu Bakar Nordin. (1994). Cabaran pendidikan Guru: Falsafah dan Strategi Dalam
pembentukan Guru yang Unggul. In Rashidi Azizan, & Abdullah Mohd. Noor,
Pendidikan Guru: Cabaran, Falsafah dan Strategi Dalam Pembentukan Guru yang
Unggul. Malaysia: Masa Enterprise.
Alsop, A. (2000). Continuing Professional Development: A Guide for Therapists. USA:
Blackwell Publishing Inc.
Chi-kin Lee, J., & L.-p. S. (2008). Developing Teachers and Developing Schools in Changing
Contexts. Hong Kong: The Chinese University of Hong Kong.
Kementerian Pendidikan Malaysia. (2001). Pembangunan Pendidikan 2001-2010. Malaysia:
Kementerian Pendidikan Malaysia.
Lewin, K., & Stuart, J. (2003). Researching Teacher Education: New Perspectives On
Practice. Performance and Policy. London: Department for International
Development (DFID Educational Paper 49a.).
Lorriman, J. (1997). Continuing Professional Development: A Practical Approach. United
Kingdom: The Institution of Electrical Engineers.
R. A. (1999). Pendidikan Guru Untuk Sekolah Berkesan: Prosiding Seminar Jawatankuasa
Penyelarasan Pendidikan Guru. Kuala Lumpur: Universiti Malaya.




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INTERNET:

Kursus Pembangunan Kompetensi Guru Mengikut Gred Pegawai Perkhidmatan Pendidikan
(GURU), KPM. (n.d.). Retrieved from IPG Kampus Temenggong Ibrahim:
http://cpd.ipgkti.edu.my/index.php/program-cpd-2014
The benefits of Continuing Professional Development (CPD). (n.d.). Retrieved from The
Chartered Institute for IT: http://www.bcs.org/category/17016











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APPENDICES


Figure 1: Budget 2014
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Figure 2: CPD activity examples