T1: Concept Teaching as A Profession

1.

What is a profession?

a field which has characteristics such as intellectual finesse interests, adequate qualification training,
solemn needed by the community, enjoy individual and group autonomy, quality service concerned,
service manners or code of ethics and have a separate organization to manage matters relating to
education (Lieberman, 1956).

' profession' is a distinctive line of works that requires education and efficiency as well as high
proficiency and specifies training (Kamus Dewan, 2005)

refers to the characteristics or attributes in expert circles of a profession. four attributes in a

profession, namely experts need to master in-depth content of knowledge, efficiency and expertise in
a particular field, the presence of ethics code to control behavior experts and truth/ approval was
given to a profession by society to operate. (Ornstein and Levine,1993)

professionalism as an attitude and action that touches aspects such as work-related matters
concerning the terms of employment, salaries and wages, schedule tasks and other things related.
Everything is always matters related with concern by unity of the workers. (Hoyle,1980).

2.

Characteristics of Professional Teacher.

Encouragement & passionate - a passion for helping students learn and develop, high commitment
and willingness to accept additional tasks.

Positive and true - democratic, easy to connect with students, more open and adaptable to
changes

Teacher as leader - role model to the students, lead parents through active partnership and lead
their colleagues through mentoring, collaboration and sharing new ideas in teaching

With- it- ness - carry out their duties in the classroom perfectly and act wisely in solving any
problems
which
nevertheless
form
during
his
teaching

Style - displays its own unique style, full of interest, excited, charisma, humor, creative and bring
renewal in teaching

Expertise in motivation - can motivate students through personnel teaching efficacy with a mission
statement that 'all students should learn', believing that they can get the results because they teach
indulge with different sets of mind and physical energy/ mentally and strong courage

Instructional effectiveness - the ability to communicate and teaching skills such skills to design and
provide lessons, explaining clearly, preparing conducive environment, managing classroom using
optimum period, dealing with conflict and evaluate their own teaching achievements.

Book learning - have a thorough knowledge on of how to deliver the content, the principles of
classroom management, curriculum materials, students, purpose and value of education.

Street smarts - have knowledge of students, school and local community, which teachers teach and
use
this
knowledge
to
solve
problems
of
teaching
in
the
classroom.

Mental life - something thoroughly and have ability to think and make reflections on teaching
behavior, and able to explain various ideas, issues and values on teaching it to others as well as
proactive profession needs.

T2: Teaching Code of Ethics and Accountability

1.

Concept of Ethics

ethics refers to rules of behavior, human customs in association with each other and this
arrangement maintained what is right and what is wrong?
derived from the Greek word ETHOS which means the norms, values, rules and measurements of
good human behavior.
PROFESSION CODE OF ETHICS
o a regulation for professional help teachers comply with the principles set forth to take care
of the good image of their profession.
o 3 ASPECTS:

provides guidelines for every member of the profession on the principles outlined
professionalism.

the social control of society related professions

helps professionals prevent interference outside the organization profession

about ethical relationships in the membership of the profession.
CODE OF ETHICS TRAINING MALAYSIA
o Responsibility towards the students

More concern for the welfare and safety of our students from other things

Be fair to all students, regardless of factors of physical, mental, emotional,

political, economic, social, racial or religious.

Keep your professional or confidential information about students unless they are
entitled to know
o

2.

Responsibility towards the parents

Respect the primary responsibility of parents towards their children.

Refrain from using or affected by the social and economic position of the parents

Provide information to parents in the interest of their children and to use the
information received from parents carefully and sensibly
Responsibility towards society and country

Prevent from spreading the teachings that could damage the interests of
students, the community, the nation or the opposite of the Rukun Negara.

Foster in the students attitudes and values that can help and guide them to
become loyal, responsible and helpful citizens, respectful of differences of
culture, race and religion.

Respect the communities in which we serve and meet all responsibilities as a

citizen and is always willing to participate in any community activities.
Responsibility towards colleagues and the Teaching profession

Do not engage in activities that could affect our efficiency as a teacher

Strive to fully discharge our responsibilities diligently and earnestly and keep it in
line with the professional and social progress.

Always ready to help our colleagues, especially those who are new to the
teaching profession

Concept of the Teacher Accountability

Teaching accountability refers to the responsibility of a teacher to the teaching profession.

Accountability of teachers that will be discussed include teacher accountability for student, teacher
's own self, parents, community and country as well as the teaching profession in general.
o Accountability towards student

teachers to educate students to a level of excellence in academic achievement

as well as their potential to form a whole that produce students with a balanced
and harmonious intellectually, spiritually, emotionally, socially and physically.

the responsibility of teachers is to educate students to a high moral level and to

be a good and useful citizen.

Teachers should use the practices of teaching and select materials for all
students of different race, gender, ethnicity, religion, ability, behavior or beliefs

Teachers need to develop a range of skills in order to accelerate student learning

and to create a classroom environment that is conducive, safe and appropriate

socioemotional
o

3.

atmosphere.

Accountability towards oneself

constantly update themselves on new developments.

delivering information effectively, interpersonal skills, classroom management,

discipline management, group dynamics process, how are students motivation
and students participation in T & L activities.

teachers always maintain good behavior, have patience empathy, sincerity and
honesty in the discharge of his duties.
Accountability towards community and country

teachers should be sensitive to the environment and communities affected

abstain from negative elements that may contaminate the good image of the
school and the community or country.

teachers need to constantly update oneself by bringing changes to students and

giving future generations a dynamic and proactive in line with the aspirations of
the National Education Philosophy and Vision 2020.

teachers need to develop attitudes and values in the students so as to guide and
nurture them to become loyal citizens, responsibility and respect for all people of
different cultures, races and religions as well as having a high level of morality.
Accountability towards colleagues and the teaching profession

respect the profession and always seek to discharge their duties properly

teachers basically need to master the latest knowledge or content knowledge,

pedagogical content knowledge, pedagogy smart and pedagogical skills

teachers can also use the computers in learning, self-access and means of
treatment
as
a
result
of
reading
writing
input
virtual

Teacher Integrity

integrity refers to the inherent superior quality and strong overall to individuals and organizations
(Malaysian Institute of Integrity,2004).

teachers need to implement trusts and powers entrusted by the public interest.

have a good relationship with students based on sincerity and compassion in order to provide the
best education for them.

close

collaboration between teachers and parents will foster cooperation among them.

the teacher should be responsible and obligated to give the best to the students

T3: Issues on Teachers Ethics

1.

2.

The issue of teacher politeness

a. The words contain meaning utterance honest, sincere and true.
b. Use appropriate voice intonation with the purpose of avoiding rising intonation that reflects pride
and anger that unable be controlled.
c. Use appropriate strategies in order to avoid the express purpose of listening offended, for example
using words that implied (indirectness).
d. Be grateful and thankful for the blessings and benefits derived (to say thanks to those who do good
deeds to you).
e. Valuing and respecting others even among the younger, disabled, poor and less intelligent.
Issues on Concern Teachers
a. emphasize the development of students in terms of physical, emotional, spiritual and intellectual.
b. care about the camaraderie with the students, as well as listen to the student concerned, creating a
conducive environment, understand their students individually; empathy, and the academic and
emotional needs of students.

c.

teachers need to take care of themselves and professional enhancement of ethical issues in the
education
system
which
can
have
an
impact
on
student

3.

Appearance of Teacher
a. Appearance of difference
i. teachers need to have a level of skill-based culture, an ability to identify and recognize
certain realities created in the classroom with a variety of cultures
ii. Teachers need to know to stand up properly to deal with the differences.
b. Appearance for dialogue
i. Regular dialogue between teachers and their colleagues are able to deal with the way in
which teachers' attitudes, beliefs and practices of their colleagues
ii. Dialogue between teachers and students is very important for giving them the opportunity
to communicate.
c. Disillusionment
i. Teachers are able to face the frustration is showing openness teachers look outside of
their own culture and the ability to examine beliefs and views beyond.
d. Democracy
i. able to identify the importance of democracy which is all students have an equal
opportunity to engage in all activities.
ii. Teachers are open and provide opportunities for students to engage in the process of T &
L.
iii. students are educated in a multicultural environment will grow excellent if the teacher has
the
appearance
of
a
difference,
dialogue
and
disillusion.

4.

Business in School
a. The teacher should perform his duties as an educator in the classroom instead of doing business in
school.
b. the authorities should play a role by providing comments and take appropriate action against such
teachers
who
tarnish
the
image
of
the
teaching
profession

5.

Part Time Career

a. Civil servants must obtain approval to do part-time work to supplement their income.
b. Some teachers, including part-time jobs provide tuition classes or online classes to help students
overcome difficulties in a variety of subjects using the expertise of outside work hours without
affecting their performance
c. teachers who consider their careers as part-time and prioritize their activities in additional findings
by conducting tuition classes in their home.
Time Management
a. a teacher needs to plan the T & L over the period of time well in order not to waste students time.
b. Teachers also need to be punctual when entering the classroom so that students can acquire the
knowledge and skills fully
c. teachers can avoid mishaps, such as students who do noisy and naughty behavior in the
classroom.

6.

7.

Financial Management
a. need to have accountability for the money collected and in charge
b. Teachers should always practice virtues and wisdom moderate severity prudent financial
management of self and family
c. Teachers need to be cautious when shopping, not practicing extravagant lifestyle and love to boast.

T4: Development Stages of Teachers

1.

Theory of Development Stages of Teacher

a. Theory of Thoughtfulness (Fuller, 1969)
i. Personal Care Level / Personal Survival

1.
2.
3.

b.

preservice teachers are paying attention to their personal survival, which is their
ability to cope successfully teaching.
Often the concerns and fears of the capability of self will diminish after the first
few months of teaching.
Signs that show concern for themselves declining when the teacher started to
give more attention to the ways to handle the necessary tasks with good
teaching.

ii.

Care Level Toward Task

1. teachers pay attention to the ways in which he can handle the task with good
teaching.
2. Teachers who reach the stage of development are starting to have the
confidence to tackle everyday tasks and can overcome the problem of discipline
in classrooms.

iii.

Impact Level
1. the teacher began to give attention to the impact of teaching on students
learning.
2. Teacher concerns related to the effect or impact of teaching on student learning
and achievement.
3. Teachers are more concerned about the growth and development of students

Five Development of Teachers (Trotter,1986)

i. Novice Level
1. The novices learn the specific facts objectively and master the basic concepts
and principles in action
2. Novice teachers are learning and trying to form a holistic view to understand the
meaning of ' being a teacher '
3. They began to acquire some basic skills, master the terminology, terminology
related to his profession, and gather initial ideas about teaching duties.
4. Novice teachers do not have the skills that are required to handle teaching in a
classroom.
ii.

Advanced Novice Level

1. the teacher education students continue to collect and add factual knowledge,
recognize and correct facts not previously understood
2. advanced novice also trying to add information related to the process of learning,
to enhance the knowledge of the terminology, principles and concepts related to
the profession
3. At this stage , the exposure to the actual situation of the school through programs
such as School Based Experience and Practicum in which this extension novice
teachers help teachers gain experience in performing daily tasks.

iii.

Efficiently Level
1. The third stage is the stage efficiency (competence) in which a teacher to
achieve the skills in their respective fields.
2. teachers begin to recognize more and more the principles and concepts out of
context and elements with respect to specific situations.
3. teachers begin to have the ability to solve T & L problems they face.

iv. Skilled Level

1. Skilled teachers have high cognitive ability to digest and analyze the learning
environment in a creative and distinctive.
2. Skilled teachers have enough experience and can help to understand the
situation he faces.
3. Skilled teachers exhibiting a distinctive teaching styles.
4. Skilled teachers have the ability to guide and mentor novice teachers

v. Expert Level
1. The supervision of expert teachers use their experience on the skilled level but
holistically
2. Expert teachers can be regarded as authoritative spokesmen or he who in his
profession
2.

Journey from Novice to Expert- Implications Toward Teachers

a. Novice teachers
i. Knowledge is a discrete/ different content.
ii. Pedagogical action is limited, leading to methods of imparting knowledge and teaching
performance.
b.

Expert teachers
i. In-depth knowledge of the content and may associate with different contexts in an
integrated manner.
ii. Action is broader pedagogy, interactive and diverse.
iii. Teach to consider the way students learn, how students construct concepts in cognitive
structure representation

T5: The Role of Primary School Teachers

1.

Teacher as Practitioner Knowledge and Skills

a. Teachers have a responsibility to always seek knowledge and practice to meet the educational
needs of young people and the future of the country.
b. Teachers should foster a culture of self-love for science in students while they are in school so that
knowledge can be developed and utilized in all aspects of their life.
c. Teachers are practitioners of pedagogical content knowledge when he was able to synthesize and
integrate the three pillars of knowledge, the knowledge of content, general pedagogical knowledge
and know how to connect the educational context and the different contexts in an integrated
manner
d. Teacher organizes lecture by integrating learning skills and thinking skills in content in order to
produce students capable of higher order thinking and conducive to learning styles and cognitive
styles.

2.

Consultant
a. Cultivate the interest and motivation of the academic subjects in order to improve their academic
achievement.
b. Guide students to identify strengths and weaknesses, interests and inclinations themselves against
fields of endeavor, according to their interests and talents and abilities so that their potential can be
developed.
c. Instill passion and healthy attitudes toward school and relate it with their daily practices.
d. Identify and assist students who are experiencing problems of education / socio / health in making
personal adjustments from the social, emotional, mental and physical aspects.

3.

The Reflective Practitioner

a. Able to identify the strengths and weaknesses within himself to achieve better performance
b. Teaching is more effective according to the principles and models of teaching and diversity
techniques.
c. Actions and decisions based on knowledge and pedagogical knowledge effectively

4.

Researchers
a. Adding theoretical clarity, language and learning
b. Increase knowledge and understanding of classroom practice and improve teaching skills
c. Facilitate collaboration with students and other teachers
d. Opportunity to expand our mutual commitment towards the improvement and enhancement of the
profession

5.

Socialization Agents
a. Teachers are able to serve up individual socialize and have high emotional intelligence to be able to
adapt to the working world
b. Teachers should be involved in community activities organized by the local community as a family
carnival, rock climbing expeditions, cultural activities, collaborative, tuition and so on.
c. Teachers have the opportunity to socialize with parents, residents and community leaders, mingle
and get to know the practice and culture of the local community closer and deeper

6.

Agent of Change
a. able to manage the transition from the old to the new, help others release the existing ways and try
new ways and show a positive spirit, with the ability of self- confidence and willingness to engage
constructively in the face of change
b. Teachers will dynamically responsive and strive to lead the change in line with the aspirations of the
country through his teaching duties in accordance with current demands
c. teachers themselves must adopt the concept of Lifelong Learning
Substitute Parent
a. Teachers not only need to understand a child being taught by them, but he must also gain an
understanding in terms of family structure and family function in the culture and practices of
different customs.
b. Awareness and sensitization of teachers on these issues will help school children cope with more
confidence.
c. Teachers who understand this situation will give more specific attention and strive to create schools
and classrooms more conducive to worries and concerns of children about the world outside of
school can be minimized
Shaping Behavior
a. Behaviorist Approach
i. Provide a focus on behavior change.
ii. Attitudes, values, beliefs, feelings and self-image are not the main focus in the
development of behavior.
iii. Goals of behaviorist approach is to teach new behaviors or maintain the desired behavior
through reinforcement.
iv. Prioritize the use of natural reinforcement
b. Humanist Approach
i. Provide a focus on thoughts, feelings, psychological and emotional needs of the individual
ii. Provide opportunities for individuals to master the control of his own behavior, rather than
through conformity to the other party or the formation of behavior
iii. The interventions emphasize communication skills, understanding of motives, personal
consultation (private conferences), problem solving in groups / individuals and the use of
consultants

7.

8.

9.

Learning Manager
a. Planning, organizing, directing and controlling the activities of T & L.
b. Manage the classroom in terms of rules and routine of handling class.
c. Manage the physical environment in terms of tables and chairs set furniture, temperature, lighting,
landscaping, safe equipment / IR & IP to the physical safety of the classroom reserved
d. Managing the psychosocial environment of the classroom to ensure the learning environment is
friendly, where students build self-confidence, there is a feeling accepted unconditional and mutual
respect among students and teachers
e. Manage the process of assessment in the classroom in terms of providing questions examinations,
administering, monitoring, inspection, record keeping and provide reporting pupil achievement or
progress

T6: Teacher Leadership

1.

Type of Leadership
a. Natural Leadership
i. will appear an influential person, although he was not formally appointed
ii. members of the oldest, most experienced, and have high interpersonal skills will naturally
be considered and accepted by the members of the group as their leader

2.

b.

Charismatic Leadership
i. Charismatic leaders demonstrated its ability to solve problems or face a crisis
ii. personality traits
1. Oriented achievement.
2. Oriented creativity and innovation.
3. Highly energetic and self- involvement
4. Self-confidence is high.
5. The need to use their influence on others
iii. not necessarily charismatic or effective leaders who can lead the achievements and
positive change in the organization or community

c.

Leadership bureaucratic
i. Bureaucratic leadership in the school organization:
1. The structure of the hierarchical organization of the school headmaster or
principal in the leadership.
2. Teachers have their own areas of expertise
3. There are rules of the school and the academic timetable for compliance
4. General area / subject panel responsible for ensuring that extracurricular
activities are implemented according to the guidelines and the correct duration.
ii. Bureaucratic leaders rarely explore new ways to solve problems
iii. Bureaucratic leaders may be said to have accountability for its work, ensuring quality and
objective preserved and accessible organization

d.

Distributed Leadership
i. Distributed leadership can create a spirit of cooperation and camaraderie among
colleagues.
ii. considered as the most appropriate leadership style for school organizations and
educational institutions in which a large number of members were professional

Theories of Leadership
a. Trait Theory
i. developed in the 1920s and 1930s where a leader is identified by trait possessed
ii. assumes people already have the characteristics or traits, inherited traits and specific
traits suited to be an effective leader
iii. a set of personal attributes and leadership skills (Yukl,1989)
1. The need for success
2. The need for power
3. Self-confidence
4. Emotional maturity
5. Technical skills
6. Conceptual skills
7. Interpersonal skills
b. Behavior Theory
i. focuses on how leaders behave in the process of leadership (especially against their
followers).
ii. Theory X and Theory Y by Douglas McGregor (1960)
1. represent the difference in the way a leader thinks of his staff in an organization.
2. Theory X:
a. The leader considers his staff motivated by money, lazy and will avoid
work unless forced, would not cooperate unless directed and controlled
b. The organization will not give space and opportunities for staff to
maximize their abilities and potential
3. Theory Y:
a. leaders thought his staff as hard working, look at the work as a matter of
natural as play or rest will foster cooperation, ambitious and have a
positive attitude towards work
b. leaders thought his staff as hard working, look at the work as a matter of
natural as play or rest will foster cooperation, ambitious and have a
positive attitude towards work

iii.

c.

Grid Management (Managerial Grid) by Blake and Mouton (1964.1978)

1. five types of action:
a. Country Club - The emphasis is on human needs, human relations and
a harmonious work culture and fun.
b. Impoverished - Leaders contribute very minimal effort, whether on the
welfare of workers (the human element) as well as the achievement of
organizational goals (elements of production).
c. Team - Provides an emphasis on the spirit of positive interdependence
between members and a commitment to the goals of the organization
d. Oriented Tasks - Provides an emphasis on efficiency without taking into
account the human factor.
e. Middle Road - Leaders try to coordinate the balance the need to ensure
the work completed while maintaining human dignity at a modest level.

Situation theory
i. Fiedler contingency theory (1967)
1. A leadership style may be effective in one situation but rather occur in other
situations
2. subject to the optimal leadership (contingent upon) psychological orientation
leader and claims environment consisting of:
a. The size of the organization, how leaders adapt to the environment
b. Resources and operation of different ways
c. The notion of the leader of the staff and vice versa
d. Use of technology and so forth
3. Leader behavior may be motivated by tasks or relationships between people and
explained in three critical dimensions:
a. Leader- member relations, the extent of the leader is accepted and
supported by the members. If members of the group receive the leader,
the leader felt honored and inspired to lead members to levels more
effectively
b. Task structure refers to the clarity of the task and the clarity of the role of
the administrative tasks. When tasks are routine and well defined, the
situation supports the process of leadership.
c. Position power (power position) if the leader has a strong formal power
(to appoint, discipline, change, determine promotion), so the situation
supports the process of leadership.
ii.

Hersey and Blanchard situation theory (1977)

1. expand the idea of Blake and Mouton Management Grid and Fiedler contingency
model
2. There are four leadership styles and issues raised by them, the style of telling,
selling participating, delegating)
3. The uses of leadership style vary to match the maturity level of the group.
Interpreted based on the maturity level of the two aspect:
a. Psychological maturity which are the confidence, ability and safety of
members to accept the responsibilities given.
b. Maturity of operational tasks, the skills and technical knowledge they
possess
i. Low Maturity Group - Low motivation, lack of skills, lack of
definite goals of the organization, lack of cohesion of the
group. Leaders must take the time to clarify the role and goals
of the organization, making a more intensive supervision and
encourages members to 'accept' work their way through '
persuasion
ii. 'Style keeping the appropriateness for this group is to inform
and sell
iii. High Maturity Group - motivation high, high skills, committed to
the goals of the organization, team members and leaders trust

4.

3.

several issues that should be considered in connection with the theory of Hersey
and Blanchard Situation
a. a cluster of cultural factors will influence the way people work and
leadership style
b. men are more task-oriented leaders, and leaders of women are aware
and sensitive, which is more oriented to interactions of humans
c. the situation model only discusses the relationship of leaders and
members in custody, structural issues, politics and symbols will not be
discussed

d.

Current Theory Transformation Theory

i. By the years of the 90s, the pattern of study and research on leadership gradually change
to a new paradigm which is also referred to as the 'New Leads' or 'The New Leadership
ii. Transformational Leadership
1. Transformational leaders are able to move his followers to act to achieve specific
goals based on values and motivations, needs and desires, aspirations and
expectations of both parties, the leaders and followers.
2. Transformational leaders make full use of the power and influence to persuade
his followers to bring about change in the organization.
3. Transformational leaders inspired and give individual consideration, based on the
operation and in turn influence their followers to shift from the attitude of '
indifferent ' to the level of motivation and commitment to a higher level
4. Transformational leaders are the key driver cohesion and followers work together
to achieve a common goal (shared goals).
5. Transformational leaders to be catalysts for change, challenging the thinking
among his followers to view a problem from different perspectives, consult before
acting and to raise awareness and concern for the followers of the importance
and value of the organization's goals.

e.

Current Theory of Moral Leadership

i. Sergiovanni (1992) defines moral leadership as a form of worries that motivate others
through the principles and holding the admirable.
ii. Moral leaders do not find ways to benefit themselves but to act for the betterment of
mankind
iii. moral leaders earn the trust the members of the organization gradually and inspire loyalty
to leadership style
iv. School leaders should exhibit ethical values that can be emulated by students, parents
and community

Implications Leads to School

a. Implications of Trait Theory
i. Encouraged by the mission and spirited teacher (Mission -driven and passionate)
ii. Positive and real - Respect, caring, empathy and fairness.
iii. Leaders teacher (Teacher Leader) - Leading students, parents, colleagues, has an
element of influence.
iv. With-it-ness, classroom management skills, maintaining student involvement in the task
v. Teacher style-distinctive style, humor element, creative, novel, knowledgeable
b. Implications of Theory X and Theory Y
i. Manager of the school or the teacher should not assume employees or students basically
lazy and trying to avoid their responsibilities.
ii. Students lack motivation to learn rather than something natural.
iii. Understanding Maslow's hierarchy of needs can help school managers or teachers
identify appropriate activities so that their needs are met
iv. Theory X assumes the needs of the low-level determinants of human behavior, while
Theory Y of the needs of the higher levels.
c. Implications of Behavioral Theories
i. teachers build a friendly relationship with them will gain the support of the implementation
of the activities or school programs, and to create the feeling that they are valued.
ii. School managers should strive to create the space and opportunity to create a spirit of
cooperation and camaraderie among colleagues to achieve organizational goals.

4.

d.

Implications of Situation Theory

i. If the teachers and staff are unsure of their roles and responsibilities, vision, mission,
goals, rules and routines of each field task should be clearly explained through pamphlets,
official documents, display posters or during assembly so that the members of the
organization share the same direction

e.

Implications of Transformation Theory

i. Teachers leadership transformation can stimulate students together to appreciate and
accept the ideology and vision towards realizing the vision of the school
ii. Transformational leaders generate consensus, promote collaborative work, clarify the
importance of teamwork to the students managed to produce something to the highest
self-sufficiency
iii. Transformational leaders demonstrate concern, respect the uniqueness and diversity of
the ability of individuals to grow towards the achievement of the highest potential.
iv. Transformational leaders emphasize performance and reward contingencies given for
outstanding efforts demonstrated. Transformational leaders not to maintain the status quo
or existing structures but acts to change attitudes, values and thoughts of the higher levels

Leadership of Schools and Teachers

a. Leadership of School
i. The success of a school achieving school status effective or outstanding schools will be
referred to the ability of the leadership of the school principal or headmaster of the
school's traditional leadership model
ii. School leadership is seen as a collaborative effort, fostering camaraderie colleagues as a
means of enhancing professional practice
b.

5.

Leadership of teachers
i. Create lesson plans, implement the teaching of skills and the creation and development of
the students according to the highest standards set by the Ministry of Education.
ii. Lead and assist in the task of curriculum and co-curriculum subjects related to the field of
expertise or specialization.
iii. Being a resource, providing advice and guidance in the subject field or expertise.
iv. Conduct research, produce scholarly writing and research, to explore innovations and new
discoveries in the subject or area of specialization and expertise in presenting the results.
v. Perform tasks as directed by the District Education Officer, Director of Education and
Director of the Ministry of Education.

The Leadership Challenge

a. Every teacher should be dynamic leader and able to adapt to the skills to manage change and
innovation that happens from time to time
b. Openness to new ideas, a willingness to modify the pattern and style of leadership and a
willingness to learn the knowledge to work in an environment that is based on advanced technology
c. Vision of Education
i. Unity in all levels of the organization and the community
ii. Style of leadership quality management and achieve no defects.
iii. Service to close loving relationship and camaraderie and produce educators who are
concerned.
iv. Empowerment or empowerment in which the delegation of power from the center to the
periphery, from the power and control to the partnership of "technical rationality" to "
reflective rationality ".
v. Cultural knowledge through reading, learning culture, mindset, culture with their
discussions, writing culture and cultural works.
vi. Caring school students to cultivate self-esteem and feelings of love for the school's
commitment to be created.
vii. Culture of excellence, have an attitude to strive for excellence.
d.

Teaching and Learning of Science and Mathematics in MTL

i. Since the basis of The Teaching and Learning of Science and Mathematics in English
(PPSMI) introduced from Januari 2003, the leaders of the teachers to meet these

e.

f.

challenges with courage to step up efforts and use of the English language, either formal
or informal
ii. teachers use English in conversation, conduct of meetings and school assemblies and
reproduce reading materials in English
iii. the leadership of the transformation play an important role in determining the success of
PPSMI.
iv. However, in July 2009, after nine years of these execution PPSMI, the Ministry of
Education has decided to restore the use of the mother tongue as the basis of instruction
for the teaching of Science and Mathematics, upholding the Malay language and
strengthen the teaching of English
Transformation of Primary School Curriculum
i. Transforming the curriculum is based on the holistic process changes the existing school
curriculum by taking into account the needs of the fundamental aspects of the changes to
the curriculum, the structure of the content, pedagogy, time allocation, assessment
methods, curriculum materials and school management
ii. Within this curriculum transformation, the top leadership plays an important role in
determining the effectiveness of the curriculum KSSR.
iii. Any changes need to prioritize the training curriculum for staff development, teaching
resources and learning support, encourage teamwork and financial allocation given to the
anxiety and stress of work as a result of the change can be reduced
iv. To meet the challenges of curriculum change, transformation and transaction leadership
practices should be given proper considerations without compromising the moral and
ethical leadership
Education Development Master Plan (PIPP) 2006-2010
i. aimed at developing a world-class education system to fulfill the aspirations of Vision 2020
to make Malaysia a developed nation in our own mold
ii. a development plan document which covers three main areas, namely infrastructure,
employment and manpower
iii. leadership education Ministry of Education has a tremendous responsibility in developing
the human capital that is comprehensive, progressive, moral and ethical standards as well
as human capital who are knowledgeable and highly skilled ICT literacy.

T7: Organizational Structure of Education

1.

Vision, Mission and Goals of the Ministry of Education

a. Vision: 'Generation Generator Ideal School Distinction/Quality Education Begets Learned
Individuals for a Prosperous Nation
i. emphasize the nature of a school that is supposed to exist that have a strong connection
with nature that generation will be create by the school.
b.
Mission: Upholding a quality education system that develops individuals to their full potential and
fulfills the aspirations of the nation

2.

Organization of the Ministry of Education

Deputy Secretary
General (Management)

Corporate
Affairs
School Audit
Internal Audit
Division
Matriculation
Legal Advisor

Deputy
Secretary
(Development)

Finance
Procuremen
t and Asset
Dewan
Bahasa dan
Pustaka
(Statutory

Educational Operation
Sector

Boarding
School/Cluste
r Management
Daily School
Management
The Technical
and

Policy and Education

Development Sector

Textbook
Curriculum
Developmen
t Centre
Planning and
Research
Education

Professional
Development
of
Teachers

Teacher
Education
Division

Institut
Aminuddin
Baki

Jemaah

Sponsorship
Human
Resource
Management
Development
and Evaluation
of Competency
Policy and
International
Relations
Information
Technology and
Communication
s

Bodies)
Malaysian
Examination
s
Council
(Statutory
Bodies)
Institut
Terjemahan
Negara
Malaysia

Vocational
Education
Special
Education
Islamic
Education
Sports,
Arts
and
Cocurriculum

Policy
Educational
Technology
National
Book
Council
of
Malaysia
Malaysian
Examination
Board

Nazir
dan
Jaminan
Kualiti
Institute
of
Teacher
Education

3.

School Organization
a. Principle: led the leadership in the school
b. PK 1: responsible for the curriculum of Justice and Administration
i. Duties under the curriculum is all matters relating to curriculum, teaching and learning (T &
L), timetables, examinations and resource center.
c. PK 2: responsible for Student Affairs (HEM)
i. all matters relating to discipline, Watchdog, scholarships, admission list, testimonials /
certificates, Text Book Loan Scheme (SPBT), school magazine, student welfare, the
arrival schedule, his annual monthly and record school events
d. PK 3: managing the PK cocurricular matters.
i. managing the development co-curricular affairs uniformed bodies, associations / clubs,
sports games, co-curricular, academic, co -curricular, Schools Sports Council District
(MSSD), the Malaysian Schools Sports Council (MSSC), sports secretary , organizing and
staging sports games.

4.

Duties and Responsibilities of Teachers

a. Practitioner Knowledge and Skills
b. Value Practitioner
c. Educators
d. Managers of Classroom and Learning
e. Reference Expert
f. Mentor
g. Research
h. Socialization Agents
i. Agents of Change
j. National Nations Builders

5.

Expectations of Teachers
a. Expectation on Students
i. targeting teachers hope that teaching meets learning outcomes and student performance
standards are at the expected level
ii. the effort of teachers in achieving the learning outcomes is to be the key success factors
of students in their exams.
iii. Strong teaching spirit to meet the expectations of the teachers worked hard drives using a
variety of strategies to ensure that students have the personality and noble character
b.

Expectation on School Administrator or Manager

i. appreciate the hard work and efforts
ii. the school management should be fair and not biased or unbiased not to mention a policy
of favoritism in giving performance evaluations or anything of appreciation to teachers.
iii. the parties are able to lead with trust, integrity and hard

c.

Expectation on Parents and Community

i. participate controlling student behavior, motivate students in their learning, to offer help
and moral support in all projects and activities.

ii.
d.

put expectations to the police, RELA and the community to participate in the control and
safety of students and schools.

Expectation on Self
i. many opportunities in career path in addition to the incentives in terms of their welfare as
a teacher
ii. teachers are given the opportunity to attend courses for professional development and
opportunities for further education

Topic 8 - Teacher Professional Development and Life Long Learning

Professional development
Encompasses all types of facilitated learning opportunities including credentials such as academic degrees to formal
coursework, conferences and informal learning opportunities situated in practice
Life Long Learning
A process of acquiring and updating all kinds of knowledge, skills, abilities and interests, that continues throughout a
person's life

1.

Personal Learning Plan

http://edglossary.org/personal-learning-plan/
a. developed by students (learning teachers) in collaboration with lecturers as a way to help them
achieve short- and long-term learning goals
b. based on the belief that they will be more motivated to learn, will feel a stronger sense of ownership
over their education if they decide what they want to learn, how they are going to learn it, and why
they need learn it to achieve their personal goals.
c. Contents
i. Think about and describe their personal life aspirations, particularly their collegiate and
career goals.
ii. Self-assess their individual learning strengths and weaknesses, or reflect on what they
have academically achieved, excelled at, or struggled with in the past.
iii. Identify specific learning gaps or skill deficiencies that should be addressed in their
education, or specific knowledge, skills, and character traits they would like to acquire.
iv. List or describe their personal interests, passions, pursuits, and hobbies, and identify
ways to integrate those interests into their education.
v. Chart a personal educational program that will allow them to achieve their educational and
aspirational goals while also fulfilling learning requirements, such as particular learning
standards or credit and course requirements for graduation.
vi. Document major learning accomplishments or milestones.

2.

Reading culture
a. People start to learn, think, plan and do some survey through reading
b. Reading is a way to gain new knowledge
c. As a road to success
d. To produce a creative and innovative teacher
e. Improving teaching skills
f. Use authentic reading materials
Creating a reading culture

Reduce unhealthy activities and replace it with reading

Know what to read and what not to read

Balance your reading

Prepare a list and obtain the reading materials

Allocate SOME TIME per day to read

Bring READING MATERIAL along with you

Find a suitable place to read

Visit book fair and book store to instill the interest of reading

3.

Research Culture
a. Solve problems
i. Find causes of problems
ii. Suggestion for improvement
iii. Generate critical
b. Seek new ways
i. Generate innovative and creative thinking.
ii. Explore new things
c. Preventing assumption

4.

Reflective Culture
a. Use metacognitive strategies
b. Reflect the experiences
c. Realize the implications
d. Critical about their own practice.
e. Evaluate the teaching and learning process
f. Help teachers to make decision about the teaching theory
g. Help teachers to make decision about whether to proceed or to modify or abandon teaching
strategies and resources.

5.

Meetings/ Discussion
a. Meeting
i. To come to a consensus
ii. To make decisions based on agreement
iii. Action taken should be planned

6.

b.

Discussion
i. To share ideas
ii. To express opinions and feelings
iii. To avoid conflicts
iv. Preventing isolation and individualism

c.

Factors promoting Meetings/ discussion

i. Having the same goals
ii. Ablility to give feedback
iii. Open dialogue opportunities

d.

Challenges to Meetings/ discussion

i. Difficult to set up time for discussion
ii. Being Egoistic
iii. Being selfish
iv. Reluctant to accept others opinons
v. Teachers are not able to mingle
vi. Conflicts

Collaboration / Cooperation
a. Collaboration
i. Working with others in a project and have a DIFFERENT goals
ii. To achieve positive development (win-win)
iii. Sharing ideas, resources, strategies, methods
iv. Examples: working with other schools, foreign teachers, other teachers on a project for
different purposes
v. Factors affecting:
1. Being Trustworthy
2. Volunteering
b.

Cooperation
i. Working with others in a project and have a SAME goals
ii. To achieve positive development (win-win)
iii. Sharing ideas, resources, strategies, methods
iv. Examples: Curriculum review, Team teaching, test moderation

v. Based on
1. Positive interdependence
2. Accountability
3. Equal opportunities
4. Simultaneous interaction
7.

In-Service-Training
a. Part of Professional Development
b. Focus on gaining of knowledge and skills related to the profession
c. Falls under the responsibility of the Teacher Education Division (BPG)
d. Objectives:
i. Provide opportunities for teachers to enhance knowledge and skills
ii. Enhance teacher class management skills
iii. Equip teachers with and to competency
iv. Give exposure to teachers about innovation in the educational field
v. Provide knowledge and awareness regarding the educational transformation

8.

Teaching for Authentic Learning

a. Teach based on the activities in real situation which encourage pupils to focus on the knowledge
and skills such as thinking skills and problem solving skills
b. Take appropriate steps to understand the task and to use various authentic resources
c. Collaboration
d. Student-centred teaching