Examplary Cases of Teacher Agency.pdf

MLO1 Menjelaskan konsep agensi guru berdasarkan kes contoh-contoh amalan profesion keguruan Explain the examplary cases of teacher agency based on the practice of the teaching profession (C2,PLO1) In this module, the learner will discuss the exemplary cases of teacher agency in 7 cases around the...

MLO1 Menjelaskan konsep agensi guru berdasarkan kes contoh-contoh amalan profesion keguruan Explain the examplary cases of teacher agency based on the practice of the teaching profession (C2,PLO1) In this module, the learner will discuss the exemplary cases of teacher agency in 7 cases around the world. 1. Exemplary Case 1: Finland’s Educational Reform 2. Exemplary Case 2: The National Board for Professional Teaching Standards (NBPTS) in the USA 3. Exemplary Case 3: Lesson Study in Japan 4. Exemplary Case 4: Teacher-opted career tracks in Singapore 5. Exemplary Case 5: Teacher in Greening Education Partnership How about Malaysia? Module Introduction: Exemplary Cases of Teacher Agency Worldwide Content: ○ Overview of the module ○ Importance of teacher agency in educational reform ○ Introduction to seven exemplary cases RECAP Definition of Teacher Agency ○ Explanation of teacher agency ○ Key components: autonomy, empowerment, professional development Significance of Teacher Agency ○ Impact on student learning and educational outcomes ○ Role in educational reform and innovation Exemplary Case 1: Finland’s Educational Reform Finland's Educational Reform Content: ○ Introduction to Finland’s education system ○ Key reforms and innovations ○ High level of trust in teachers ○ Teacher-led curriculum development ○ Continuous professional development opportunities ○ Collaborative learning communities ○ Positive outcomes on student achievement ○ Increased teacher job satisfaction https://toolbox.finland.fi/life-society/teachers-in-finland/ https://gpseducation.oecd.org/CountryProfile?primaryCountry=FIN&treshold=5&topic=TA Exemplary Case 1: Finland’s Educational Reform Finnish teachers have a high degree of professional autonomy and are actively involved in curriculum design and educational policy development. Their agency is supported through continuous professional development and a trust-based school culture. Reference: https://link.springer.com/chapter/10.1007/978-90-481-2660-6_19 “By contrast, typical features of teaching and learning in Finland are, first, high confidence in teachers and principals as professionals. Second feature is to encourage teachers and students to try new ideas and approaches, in other words, to learn about and through innovations. Finally, teaching and learning aims to cultivate creativity in schools while respecting schools’ pedagogic legacies. This does not mean that traditional instruction and school organization are nonexistent in Finland—quite the opposite. What is important is that today’s Finnish education policies are a result of four decades of systematic, mostly intentional, development that has created a culture of diversity, trust, and respect within Finnish society, in general, and within its education system, in particular. “ “In the case of Finland, these include the same comprehensive school for all, a respected teaching profession, research-based teacher preparation, early prevention of failure and a system for special education, school autonomy, and professional leadership.” “Teacher education was upgraded in universities by the end of the 1970s; it was converted into research-based masters-level programs. This also led to a slow but steady rise of quality of Finnish primary school teachers as college-trained teachers began to be replaced by university-trained teachers. This also guaranteed that the teaching profession in primary schools remained the favorite career choice for Finnish upper secondary school graduates.” Exemplary Case 2: The National Board for Professional Teaching Standards (NBPTS) in the USA The National Board for Professional Teaching Standards (NBPTS) in the USA Content: ○ Recognition and professional growth ○ Enhanced leadership opportunities ○ Improvements in teaching quality ○ Student achievement gains Exemplary Case 2: The National Board for Professional Teaching Standards (NBPTS) in the USA The NBPTS certification process encourages teachers to reflect on their practice, set goals for improvement, and demonstrate their professional growth, thereby enhancing their sense of agency. Reference: National Board for Professional Teaching Standards (NBPTS) https://www.nbpts.org/certification/benefits/ - CREATED BY TEACHERS FOR TEACHERS - CHANGES TEACHER PRACTICE https://youtu.be/J4_o20MgLqg?si=2xD790YUVAQ0e8mV Proposition 5 Teachers Collaborate with Other Professionals to Improve School Effectiveness The National Board advocates proactive and cre- ative roles for teachers. Those functions involve analyzing and constructing curricula, coordinating instruction, contributing to the professional devel- opment of staff, and participating in other policy decisions fundamental to the development of highly productive learning communities. https://www.nbpts.org/wp-content/uploads/2017/07/what_teachers_should_know.pdf# page=36.48 Establishment and Purpose: NBPTS was established in 1987 as an independent, nonprofit organization. Its primary goal is to recognize and enhance accomplished teaching through a rigorous certification process. Certification Process: NBPTS offers a voluntary certification program where teachers can demonstrate their knowledge and skills against high, nationally recognized standards. The certification process involves portfolio submissions, content knowledge assessments, and classroom performance assessments. Standards: NBPTS has developed rigorous standards for accomplished teaching in various subject areas and developmental levels. These standards encompass knowledge of content, teaching practices, and professional responsibility. Impact on Teaching Practice: Teachers who pursue NBPTS certification often report improved teaching practices, increased reflection on their instructional methods, and enhanced student engagement and achievement. Professional Development: NBPTS provides professional development opportunities through its certification process, as well as through workshops, conferences, and resources aimed at supporting ongoing professional growth for educators. Recognition and Support: Achieving NBPTS certification is widely respected in the education community and often leads to increased career opportunities, leadership roles, and salary advancements for certified teachers. Advocacy: NBPTS advocates for policies and practices that support professional teaching standards, including teacher preparation, continuing education, and recognition of accomplished teaching. Research and Evaluation: The organization conducts research to assess the impact of board-certified teachers on student learning outcomes and school communities, contributing to evidence-based practices in education. Exemplary Case 3: Lesson Study in Japan Lesson Study in Japan Content: ○ Introduction to Lesson Study ○ Historical context and development ○ Teacher collaboration in lesson planning and observation ○ Reflective practice and continuous improvement ○ Teachers as researchers ○ Impact on instructional practices ○ Enhanced teaching practices ○ Improved student learning outcomes Exemplary Case 3: Lesson Study in Japan Japanese teachers engage in Lesson Study, a form of professional development where they collaboratively plan, observe, and analyze learning and teaching in 'research lessons.' This practice fosters collective teacher agency and continuous improvement. Reference White Paper: https://landing.carolina.com/Global/FileLib/stc-content/lesson-study-teachers-lea rn-whitepaper.pdf  Lesson study is a teacher professional development tool. It is known by other names including collaborative lesson research, research study, and learning study. Lesson study is essentially a teaching improvement activity in which instructors jointly develop, teach, observe, analyze, and revise a lesson to more effectively promote student learning. Lesson study focuses on the teaching process–not the teacher–as well as the students’ learning process for a particular lesson. It is a success for teachers and students when the teacher learns how to best match their lesson delivery approach with student learning as made visible during the lesson. Towards the association: The World Association of Lesson Studies (WALS) -Conference, events, journal, books THE LESSON STUDY CYCLE A lesson study cycle is organized around four basic steps and their essential elements: 1. Study Form a team of teachers. Define a clear lesson focus and goals. Conduct in-depth research on the lesson focus, student learning, and the applicable standards and curriculum. 2. Plan Write a lesson proposal. 3. Teach One of the teachers from the team teaches the lesson to a live audience that includes the rest of the team and other knowledgeable people. The other team members and observers note and record the students’ learning and responses to the lesson. 4. Reflect The teachers and observers discuss the observations made during the lesson and how the lesson might be adjusted to improve student reception and learning. The team communicates its lesson study and findings to others within and potentially outside of its school. Exemplary Case 4: Teacher-opted career tracks in Singapore Exemplary Case 4: Teacher-opted career tracks in Singapore Singaporean teachers are encouraged to innovate and implement new teaching strategies through initiatives like the Teachers’ Work Plan. This fosters a culture of continuous improvement and professional growth. Reference: https://www.moe.gov.sg/careers/become-teachers/pri-sec-jc-ci/professional -development Career Tracks in Singapore Content: ○ Introduction to career tracks system ○ Purpose and objectives ○ Leadership track ○ Specialist track ○ Teaching track ○ Empowering teachers to choose career paths ○ Professional development tailored to career track ○ Teacher motivation and retention ○ Enhanced professional growth Variety of professional development opportunities like training courses and conferences. Professional development packages and leave schemes, including scholarships and sponsorships, that support our teachers in strengthening and upskilling themselves professionally in different areas of educational specialisation. Teachers' work attachment programme allows our teachers to take part in work attachments at organisations to broaden perspectives, create new learning experiences for professional development and to enrich their students' learning. Management and Leadership in Schools programme and Leaders in Education programme are milestone courses for high-potential Education Officers to prepare them for leadership roles. https://www.straitstimes.com/singapore/flexi-work-porosity-in-careers-moe-looking-into-how-to-meet-teachers-evolving- needs Exemplary Case 5: Teacher in Greening Education Partnership Greening Education Partnership (GEP) Content: ○ Introduction to GEP ○ Goals and objectives ○ Role of teachers in environmental education ○ Collaborative projects and initiatives ○ Training programs for teachers ○ Integration of environmental education in the curriculum ○ Enhanced environmental awareness ○ Student engagement in sustainability https://www.un.org/en/transforming-education-summit/transform-the-world https://www.unesco.org/en/sustainable-development/education/cop29-cce-webinars https://www.unesco.org/en/sustainable-development/education/cop29-cce-webinars https://teachersfortheplanet.org/solutions/?_unesco_category=greening-capacity Exemplary Case 6: Decentralized Education in Indonesia and New Zealand Introduction The decentralization of education has been a pivotal reform in many countries, aiming to improve educational outcomes by shifting decision-making powers closer to the local level. This essay critically examines the impact of decentralization on teacher agency in Indonesia and New Zealand, exploring how these reforms have influenced teachers' autonomy, professional development, and overall agency. Decentralization of Education in Indonesia Historical Context and Reforms Indonesia's decentralization of education began in earnest with the enactment of the Regional Autonomy Law in 1999, which transferred significant powers from the central government to local governments. The aim was to improve educational quality by making schools more responsive to local needs and conditions. Decentralized Education in Indonesia Impact on Teacher Agency 1. Increased Autonomy: ○ Teachers in Indonesia gained more autonomy in designing and implementing curricula tailored to local contexts. This shift allowed for more culturally relevant and context-specific teaching methods. ○ However, the degree of autonomy varied significantly across regions, with disparities in resources and administrative capacity affecting the implementation of reforms. 2. Professional Development: ○ Decentralization brought opportunities for localized professional development programs. Teachers could engage in training that directly addressed the specific challenges and needs of their communities. ○ Despite these opportunities, inconsistent funding and support from local governments sometimes limited the effectiveness of professional development initiatives. 3. Challenges and Limitations: ○ The transition to a decentralized system exposed significant disparities between regions. Wealthier areas could provide better resources and support for teachers, while poorer regions struggled with inadequate infrastructure and funding. ○ The lack of a standardized framework for teacher evaluation and development led to inconsistencies in teaching quality and professional growth opportunities. Decentralization of Education in New Zealand Historical Context and Reforms New Zealand’s education system underwent significant decentralization with the implementation of the Tomorrow's Schools reforms in 1989. These reforms aimed to give schools greater self-management and empower local communities to have a more direct role in educational decision-making Decentralized Education in New Zealand Impact on Teacher Agency 1. Enhanced Autonomy: ○ Teachers in New Zealand experienced increased autonomy in their professional roles, with more control over curriculum design, teaching methods, and school management. ○ The establishment of Boards of Trustees allowed teachers to participate in school governance, further enhancing their sense of agency and involvement in decision-making processes. 2. Professional Development: ○ Decentralization facilitated targeted professional development programs tailored to the specific needs of individual schools and communities. ○ The emphasis on continuous professional development helped create a culture of lifelong learning among teachers, promoting innovation and improved teaching practices. 3. Challenges and Limitations: ○ While decentralization brought many benefits, it also introduced challenges such as increased administrative burdens on teachers and school leaders. ○ The variability in the capacity of Boards of Trustees to effectively manage schools led to inconsistencies in the implementation of educational policies and practices. Challenges of Decentralization on teacher agency Both countries faced challenges in achieving the intended outcomes of decentralization: Equity: In Indonesia, regional disparities in resources and administrative capacity led to unequal opportunities for teachers. In New Zealand, variability in the effectiveness of local governance introduced inconsistencies in educational quality. Support Systems: The success of decentralization efforts depended heavily on the support systems in place. In both countries, the need for consistent and adequate funding, as well as effective administrative structures, was crucial to the success of these reforms. Exemplary Case 6: Participatory and Collective Agency Collective Teacher Agency Teacher agency is critical for school transformation defined teachers' agency as ‘empowerment to move ideas forward, to reach goals or even to transform the context’. Teacher collaboration is needed to encourage teachers to take ownership of innovations and changes. Through collaboration, teachers can display their collective agency, connected to their autonomous capacity to collaborate, support other teachers and receive support from their colleagues to improve their teaching and overall school effectiveness. Collective agency involves a positive interdependence between teachers—both intentionally, using others as a resource for learning and acting as a support for them and transformative practice—teachers' willingness to share ideas and discussions with colleagues and use their critical feedback to improve teaching practices. When teachers have a sense of collective agency, they feel empowered and capable of making a difference through collaboration. Teachers with a strong collective agency are more likely to initiate and participate in collaborative activities, seek out opportunities for collaboration and take ownership of their professional learning. When teachers perceive a supportive and collaborative relationship with colleagues, teachers' collective agency grows, primarily when focused on achieving common goals for school improvement. Conversely, a lack of collective agency can hinder collaboration, as teachers may feel disempowered and less motivated to collaborate with their colleagues. Participatory and Collective Agency Content: ○ Definition and key concepts ○ Importance in educational settings ○ Teacher-led initiatives ○ Collaborative decision-making processes ○ Collaborative teaching models ○ School-wide improvement projects ○ Increased teacher ownership ○ Improved school culture and climate AND WHAT ABOUT MALAYSIA? In Malaysia, several strategies and initiatives have been implemented to empower teacher agency. This essay examines these efforts, focusing on professional development, curricular autonomy, collaborative practices, policy frameworks, and support systems. Still long way to go… Professional Development 1. Continuous Professional Development (CPD) Programs: ○ Malaysia has established various CPD programs aimed at enhancing teachers' skills and knowledge. These programs are often tailored to meet the specific needs of teachers at different career stages. ○ The Ministry of Education (MoE) conducts workshops, seminars, and courses on pedagogical methods, technology integration, and subject-specific content. Teacher Training Institutes (TTIs): TTIs play a crucial role in pre-service and in-service training. They provide comprehensive programs that focus on both theoretical and practical aspects of teaching. Partnerships with international educational bodies enable Malaysian teachers to access global best practices and innovative teaching methodologies. Curricular Autonomy 1. School-Based Assessment (SBA): ○ The introduction of SBA has allowed teachers more autonomy in evaluating students' performance. Teachers can design assessments that align with their instructional methods and the specific learning needs of their students. ○ This shift from centralized examinations to more holistic and continuous assessment practices fosters a more flexible and responsive teaching environment. 2. Curriculum Innovation: ○ Teachers are encouraged to adapt and innovate the curriculum to better suit their classroom context. This includes incorporating local culture and knowledge into lessons, thereby making learning more relevant and engaging for students. ○ The flexibility in curriculum design supports teachers in implementing creative and student-centered teaching approaches. Collaborative Practices 1. Professional Learning Communities (PLCs): ○ PLCs are established in schools to promote collaborative learning and professional growth among teachers. These communities provide a platform for teachers to share experiences, discuss challenges, and develop solutions collectively. ○ Regular meetings and peer observations within PLCs enhance reflective practices and foster a culture of continuous improvement. 2. Lesson Study: ○ Lesson study, a form of collaborative professional development originating from Japan, has been adopted in Malaysia. In this practice, teachers work together to plan, observe, and analyze learning and teaching in 'research lessons.' ○ This collaborative approach helps teachers refine their instructional strategies and improve student learning outcomes through shared expertise and feedback. Policy Frameworks 1. Malaysia Education Blueprint (MEB) 2013-2025: ○ The MEB outlines strategic priorities and reforms aimed at transforming the education system. It emphasizes the importance of teacher quality and professional development as key components of educational excellence. ○ Specific initiatives under the MEB focus on elevating the teaching profession, including the introduction of performance-based incentives and career progression pathways. Standard Guru Malaysia (SGM): SGM provides a comprehensive framework for teacher competencies, guiding professional development and performance evaluation. It sets clear expectations for teachers' knowledge, skills, and attitudes, promoting a standard of excellence in the profession. The framework supports teachers in identifying areas for improvement and accessing relevant professional development resources. Support Systems 1. Mentoring and Coaching: ○ New and less experienced teachers are paired with mentors who provide guidance, support, and feedback. This mentoring system helps teachers navigate the challenges of the profession and enhances their instructional practices. ○ Coaching programs focus on specific areas such as instructional strategies, classroom management, and student engagement, providing targeted support for teachers’ professional growth. Technology Integration: The MoE has invested in ICT infrastructure and training to support teachers in integrating technology into their teaching practices. Initiatives like the Digital Education Transformation Programme aim to equip teachers with the skills and tools needed for 21st-century education. Online platforms and resources provide teachers with access to a wealth of educational materials, collaborative tools, and professional development opportunities. Teacher Voice matters Policy: Dialogues- roundtable, townhall Changes: Teacher integral in curriculum changes Leadership: SIC+ Partnerships: Universities, Industry, Organizations Unions Terima kasih