Leadership and Teacher Development

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Now showing 1 - 5 of 14
  • Publication
    Portfolio of Professional Practice (PoPP) for Teacher Educators
    (2013-01-01)
    A PoPP is a collection of work that highlights and demonstrates my knowledge and skills of professional practice as a teacher educator. The rationale for creating my PoPP is to: Provide opportunities to set concrete goals for my practice as a teacher educator; Plan and articulate specific strategies to attain my goals of becoming an effective teacher educator; Serve as a learning instrument and provide structure by which to gather data; Reflect upon data and guide improvements in my professional practice as a teacher educator; Offer the opportunity to critique my work and evaluate the effectiveness of my practice as a teacher educator; Capture the complexities of my professional practice as a teacher educator; Create collegial interactions based on documented practice accounts; Document individual growth, excellence and talents of professional practice as a teacher educator.
  • Publication
    Teacher Educator Enhancement Strategy (TEES)
    (2013-01-01)
    This teacher educator enhancement strategy (TEES) aims to create a comprehensive and holistic enhancement system that meets the needs of Ministry of Education personnel and teacher educators. This document lays out the preliminary enhancement design in order to solicit feedback and insights from Leadership and Teacher Development (LTD) program stakeholders. The strategy includes: 1) the enhancement program goal and objectives; 2) the principles and rationale that drive the enhancement program; 3) the necessary tools to be created; and 4) the detailed operational enhancement methodology and design.
  • Publication
    Portfolio of Professional Practice (PoPP) for Teachers
    (2013-01-01)
    A PoPP is a collection of work that highlights and demonstrates my knowledge and skills of professional practice as a teacher educator. The rationale for creating my PoPP is to: Provide opportunities to set concrete goals for my practice as a teacher educator; Plan and articulate specific strategies to attain my goals of becoming an effective teacher educator; Serve as a learning instrument and provide structure by which to gather data; Reflect upon data and guide improvements in my professional practice as a teacher educator; Offer the opportunity to critique my work and evaluate the effectiveness of my practice as a teacher educator; Capture the complexities of my professional practice as a teacher educator; Create collegial interactions based on documented practice accounts; Document individual growth, excellence and talents of professional practice as a teacher educator.
  • Publication
    Teacher Educator Enhancement Workshop 1 Agenda
    (2013-01-01)
    GOAL: To present and practice the overall principles and tools of the TEEP program (Learning Circle development, Action Research Inquiry, and Portfolio development) OBJECTIVES: At the end of the workshop, participants will be able to: Recognize multiple ways of knowing, learning, teaching, and approaching problems of practice State sources of information about problems of practice State approaches to address problems of practice Define and describe the Action Research Inquiry Cycle Use the Action Research Package to practice AR between workshop days Define and describe the use of the Portfolio of Professional Practice Explain what are useful data that constitute credible AR and portfolio evidence DURATION: 2 groups of Teacher Educators, all disciplines 2 days - 6 hours per day Refer to table below for the revised schedule for Arabic, English, Math, Science & Technology Teacher Educators
  • Publication
    Teacher Educator Enhancement Orientation - Workshop 1 Facilitator's Guide
    (2013-01-01)
    These notes outline the goal and objectives of each workshop, the necessary materials, the preparation needed, and learning activities conducted during the trainings for the five disciplines (Arabic, English, Math, Science, and Technology). The notes model the principles of “Learning Circle” development, “Action Research”, and “Portfolio of Professional Practice” use. The agenda describes a participatory enhancement design where participants practice the essential techniques. The agenda details how to introduce and work with the tools mentioned above. Teacher educators participate in LCs that involve four workshop sessions, action research projects, and on-going intersession meetings in order to master LC development, action research, and portfolio strategies that they will then implement with grades 5-10 teachers through in-service modules. Workshop 1 highlights the methodology and design of the TEEP: TEEP LC development, AR inquiry cycle, and Portfolio of Professional Practice: