BRUNEI DARUSSALAM TEACHER ACADEMY

TIME

(TEACHER INDUCTION)

By Teachers for Teachers for the Children

TIME

Teacher Induction, Mentoring and Enhancement

TIME

• Professional Development for Beginning

Teachers joining schools

• 2014 starting point for Teacher Induction

program under TIME

• 2 years period of professional development

program

• New teachers with MTeach and without

MTeach

TIME

New Teachers

2 Years Program

Graduate from

TIME

Strategies of TIME Target of TIME

Instructional Strategies

Management Motivation

TIME TEACHER INDUCTION (First Year)

First Semester

(Feb – June)

Lesson Plan

Assessment

Scheme of Work

Counselling

Management Modules

Second Semester

(July - Nov)

Lesson Plan

Assessment

Scheme of Work

Counselling

Sharing Session of

Best Practices in

Schools

Action Research

TIME TEACHER INDUCTION (Second Year)

First Semester

(Feb – June)

On-going Action

Research

Management Modules

Second Semester

(July - Nov)

On-going Action

Research

TIME Conference (Sharing of on-going

reseaches)

Management

Motivational Talk

Counseling unit

JAPIM (Komiti Mekar)

IPA Counselor

Professional Talk

Work ethics

Vision Mission

2035

School Leadership

Department of Administration and Services, MoE

JPKE

JAPTIM, JAPSER and ILIA

Curriculum

Special Needs

Examination

Inspectorates

Administration

LDP

E Hijrah

Curriculum and Development Department

Special Education Unit

Department of Examination

Schools Inspectorates Department

Department of Administration and services

Human Resource Development Section

E-Hijrah

TIME (First Year) Total number of Hours

First Semester

(Feb – June)

64 hours

(32 hours per course)

Lesson Plan

Assessment

Scheme of Work

Counselling

10 hours

Management Modules

Second Semester

(July - Nov)

64 hours (32 hours per

course)

Lesson Plan

Assessment

Scheme of Work

Counselling

32 hours

Sharing Session of

Best Practices in

Schools

Action Research

TIME (Second Year) Total number of Hours

First Semester

(Feb – June)

32 hours

On-going Action

Research

10 hours

Management Modules

Second Semester

(July - Nov)

16 hours

On-going Action

Research

42 hours

TIME Conference

TIME (TEACHER INDUCTION)

Year Cohort Semester 1 Semester 2

2014 Cohort

1

• Scheme of

work

• Lesson plan

• Assessment

• Counselling

• Management

modules

• Scheme of

work

• Lesson plan

• Assessment

• Counselling

• Sharing of

best

practices

• Action

Researches

2015

Cohort

1

• On-going

action

research

• Management

modules • On-going

action

research

• TIME

conference

Cohort

2

• Scheme of

work

• Lesson plan

• Assessment

• Counselling

• Management

modules

• Scheme of

work

• Lesson plan

• Assessment

• Counselling

• Sharing of

best

practices

• Action

Researches

In 2014, Who are involved in TIME?

• 171 beginning teachers have been

identified

• 2011, 2012 and 2013

• Primary schools Teachers

• Secondary schools teachers

• Form Sixth Teachers

TIME

(Partners) BDTA

DS

DI

DE

UPK

BPS

ECCE HRD

CDD

SHBIE

SCHOOLS

TEACHERS

TIME (TEACHER INDUCTION) Targeted Outcomes of TIME graduates

• Competent teachers

• Pedagogically competent

• Classroom ready

• Student ready

• Action research classroom-based teachers

• Advancing beginning teachers’ professionalism,

knowledge, understanding and skills.

TIME (TEACHER INDUCTION) Targeted Outcomes of TIME graduates

• Achieving six core values of the profession:

• The belief that all students can learn

• Love and care for students

• Respect for diversity

• Commitment and dedication to the profession

• Collaboration, sharing and team spirit

• Passion for continuous learning and excellence

S

T

U

D

E

N

T

S’

E

X

C

E

L

L

E

N

C

E

School- Based Team

Pengetahuan Ugama Islam

ST members

Bahasa Melayu ST members

Mathematics ST members

Science ST members

English Language ST members

Main Functions of SBT:-

1.SBT as the driving force for the change;

1. To socialize and cascade PLC concept to the

whole school;

1.To identify continuous professional development

needs of their teachers;

1.To ensure classroom-based research are

conducted;

1.To model their commitment to all teams to raise

the academic performance of the students.

Roles of School Leaders

Formulate shared vision

Form SBT

PLC process

Acknowledge & Celebrate

Vision achieved

NO

YES

BI#1: Learning

Focus on 4 critical questions of learning:-

1. What is it we expect them to learn?

2. How will we know when they have

learned it?

3. How will we respond when they

don’t learn?

4. How will we respond when they

already know it?

BI#2: Collaborative Culture

What is collaboration?

“A systematic process in which we work

together, interdependently, to analyze and

impact professional practice in order to

improve our individual and collective

results”

(DuFour, DuFour & Eaker, 2010)

Why Should We Collaborate?

“The era of isolated teachers, working alone to meet

the demands of the myriad needs of all their

students, is neither educationally effective nor

economically viable in the 21st century......When

teachers are given time and tools to collaborate,

they become life-long learners, their instructional

practice improves, and they are ultimately able to

increase achievement far beyond what any of them

could accomplish alone”

(Carroll, Fulton & Doerr, 2010, p.10)

A Key Question

The critical question is not,

“Do we collaborate?

but rather

“What do we collaborate about?”

7 Keys to Collaboration

1. Embed collaboration with a FOCUS ON LEARNING in routine practices of the school

2. Schedule time for collaboration into the school day and school calendar

3. Focus teams on critical questions

4. Make products of collaboration explicit

5. Establish team norms to guide collaboration

6. Pursue specific and measurable team performance goals (SMART Goals)

7. Provide teams with frequent access to relevant information

BI#3: Accountability

“There is nothing more important than each member’s commitment to common purpose and a related performance goal to which the group holds itself jointly accountable.”

(Katzenbach & Smith, 1993)

Why should we create norms?

“Norms can help clarify expectations,

promote open dialogue, and serve as a

powerful tool for holding members

accountable

(Lencioni, 2005)

CLARITY precedes COMPETENCE

BDTA’s Team Norms In order to make our team meetings positive and productive

experiences for all members, we make the following collective

commitments to each other:

Begin and end our meetings on time and stay fully engaged during each meeting.

Maintain a positive attitude at team meetings-no complaining.

Listen respectfully to each other.

Contribute equally to the workload.

Make decisions on the basis of consensus.

Encourage one another to honour our commitments and discuss our concerns.

Fully support each others' efforts to improve student learning.

PLC Focus on Results to

Identify …

1. Each student who has not yet learned the

essential skills and concepts.

1. Each student who has learned the essential

skills and concepts.

1. Strategies to improve upon our individual ability

to teach each essential skill and concept.

1. Strategies to improve upon our collective ability

to teach each essential skill and concept.

The Most Powerful Strategy for

Improving Student Learning

• Teachers work together in collaborative teams to: – Clarify what students must learn;

– Gather evidence of student learning;

– Analyze that evidence;

– Identify the most powerful teaching strategies.

• Reflective teaching must be based on evidence of student learning AND Reflection is most powerful when it is collaborative.

• A journey of a thousand miles

begins with a single step…

• The greatest pleasure in life is

doing what other people say you

cannot do…