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Teacher Development

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The way teachers learn may be more like the ways students learn than we have previously understood. Learning and organizational theorists are teaching us that people learn best through active involvement and by thinking about and articulating what they learned (Resnick 1986; Schon 1991).
Teacher development in recent years has taken centre stage and has been viewed as critical and an essential enabler for the development of students and the education system. Practices, Processes, and policies built on this view encourage teachers to involve them as learners just as they would propose their students to be life- long learners. Does this view translate as practice at the ground level in schools, and how much has teacher development progressed …show more content…

The difference lies in the curriculum content, context of each classroom within the school, the context of each school within the community. The participation of the educator is central to advancement of the educator’s professional learning and also critical for the general advancement of the fraternity’s professional learning. Being an involved and active participant in professional learning provides opportunities for new knowledge, broadening ones thinking and also provides a platform for all educators to be able to reach certain milestones in their teaching …show more content…

SSDs oversee the professional and personal development of every teacher in their schools. They work closely with the Middle Managers to identify programmes to meet the learning needs of the teachers which enable the translation of the school’s learning focus into a comprehensive staff development plan. By 2010, MOE aimed to have 350 SSDs, so that each school can enjoy the benefits an SSD brings to a school and its staff. The SSD role is a critical one at school level comparable to playing the role of training and development and also serving certain elements of compensation and benefits as many SSDs oversee the Staff Welfare Committee. As the post of the SSD is critical perhaps schools should review and enhance the time spent on reviewing the learning needs of the school and in particular more attention has to be put to see on the outcomes of these

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