The document discusses teacher professional development through training, mentoring, and observation/assessment. It provides background on each approach and how they are implemented. Training involves experts demonstrating skills with feedback and coaching. Mentoring pairs experienced teachers with novices to guide and assist them. Observation/assessment involves teachers observing each other's lessons for feedback to improve practice, though distinguishing evaluation from assessment can be difficult. The document examines benefits and challenges of each approach.

1. Cynthia Crump-Russell
February 18, 2010

2. Vision and Mission
• Ministry of Education (MOE)
 Quality education and training
 Human resource development
• Curriculum Development Unit (CDU)
 Teacher Professional development
 Sharing best practices
 Monitoring

3. Bare walls

4. Certified
teacher
Novice
teacher

5. Training
• To improve teachers’ thinking and behavior.To enhance teachers’
competencies by exposing them to a repertoire of practices they can
replicate in their classrooms (Sparks & Loucks-Horsley, 1989).
MENTORING
• To help to reinforce teacher competencies in training sessions, as their
mentors provide them with constant guidance and feedback; improving
the teaching practice especially of uncertified teachers (Hooker, 2009).
OSERVATION
ASSESSMENT
• To guide implementation.To provide support and gather and analyze
data as a result of observation and assessment of instruction to promote
teacher reflection of (own) practice and the improvement of student
achievement (Hooker, 2009; Sparks & Loucks-Horsley, 1989).

6. TRAINING
1920s-1940s: progressivism and
experiential learning.
1960s-1980s. Elementary and
Secondary Education Act
2000- Present. Emphases on training
come out of recurring criticisms;
MENTORING
1699. Homer’s Odyssey shared the
role of the mentor selected to watch
over Telemachus
1969. Modern usage by the French
1750. The word seemed to appear in
the English language
2000. A shift to a more inclusive
approach.
In recent times, the role of
mentoring based on reflective
learning
OBSERVATION/ASSESSMENT
1850s. Coach referred to persons
who helped students prepare for
examinations
1950s. YMCA sponsored programs
to provide counseling and learning
1960s. a heavier focus on academic
methodologies
In modern times coaching propelled
by constructivism –

7. TRAINING
Demonstration
and modeling by
experts and/or
supervisors
(trainers).
*simulation of
skills, feedback,
and coaching.
Practicum-based
experiences by
trainees
peer observation
and coaching
MENTORING
More
experienced
teachers or
practitioners in
the school
community guide
and assist
younger novice
teachers.
OBSERVATION
Teachers and/or
practitioners work
in peers
sharing lesson
plans, videos of
teaching, notes,
and other forms

8. Observation/Assessment
The observed teacher might not feel she is working in
isolation and the feedback received can improve practice
The success of the model might depend on the expertise of
the facilitator; Distinguishing between assessment and
evaluation of instruction might be problematic.
Mentoring
The novice teachers have access to role model and
instructional practices, and their personal support.
Conflict can arise in relationships. It might be costly to pay
the mentor
Training
Training is a cost-efficient means since an institution can have
a large number of teachers trained at a time.
Tendency to rely on expert when peers can be effective
trainers.

9. Training
•schools obtains
detailed Conduct
needs analysis;
especially
assessment among
novice teachers and
low performing
profiles of teacher
behaviors;
•Develop training
material;
•Create
implementation plan
•Deliver the training;
•Evaluate
Mentoring
•Conduct needs
assessment to
confirm
developmental
needs;
•Train participants –
self management of
learning stage;
•Support the learning
stage;
•Assist with
evaluation (Bloom,
n.d.)
Observation/assessment
•Design aims and
objectives based on
observed needs
•Plan with
participants to clarify
roles;
•Conduct pre-
observation
conference;
•provide training in
strategies and
coaching;
•work in pairs,
alternating roles
•Observation,
feedback and
reflection;
•Analyze data
•Conduct post-
observation
conference

10. Professional
development
Professional training
Staff development
Teacher training
Developmental
mentoring
Sponsored mentoring
Workplace mentoring
Life mentoring
teacher evaluation,
peer-coaching;
clinical supervision
10 minute snapshots
learning walk

11.  Teachers working with local facilitators,
[experts], or master teachers to engage in
more gradual processes of learning, building
master of pedagogy, content and technology
skills. Site-based TDP often focus on the
specific, situational problems that individual
teachers encounter as they try to implement
new techniques in their classroom practice.
(Hooker, 2009, p. 5).

12.  Bloom (n.d.).
 Curriculum Implementation Pilot Report. (2008).
 Harvey, A., & Kamvounias, P. (2006).
 Hooker, M. (2009).
 Kezar, A. J. (2001).
 Knowledge Base. http://www.socialresearchmethods.net/kb/intreval.htm
 Lewis, L.K., Schmisseur, A. M., Stephens, K. K., & Weir, K. E. (2008).
 McCabe, H. (2008).
 National Curriculum policy Framework (2009).
 Vacilotto, S., & Cummings, R. (2007).