Pre-service Training

In-service Training

Professional Organizations

Online Teacher Networks

Pre-service Teacher Education

·                    The education and training provided to student teachers before they have undertaken any teaching.           

·                    All stages of education and training that precede the teacher’s entry to his/her employment in a school or in an educational institution.

            Students who complete a bachelor's degree before returning to a university to complete the pre-service education programme are in a consecutive pre-service programme, while students who complete their pre-service training at the same time as their undergraduate degree are in a concurrent programme.

Theoretical Background

            The practical nature of pre-service education training programmes aligns with American philosopher John Dewey’s theory of experience. In his book “Experience and Education” Dewey prescribes that learning must be based upon the actual life experiences of an individual that are interactive, experimental, and purposive in nature.

             Donald Schon expanded upon Dewey’s model by focusing further upon the importance of reflective practice in the learning process. Schon was a proponent of using reflection in teacher education and other professions to guide learning through reflection on past experiences to guide future learning and practice.

Major focus in the pre-service education programme-

·                    The pre-service teacher is placed within a school setting (either elementary, or secondary)

·                    The pre-service teacher will be given opportunities to develop skills through observing their associate teacher (teacher educator), creating lesson plans, teaching lessons and experiential learning about classroom management.

·                    Pre-service programmes offer academic based courses, designed to expose teacher candidates to collaborative inquiry, current research, educational philosophy, theory, pedagogy and practical resources to provide a foundation for their work as educators. This, combined with the experience gained through the practical teaching, prepare the next generation of teachers for the challenges of the classroom.

Pre- service Training in India, Historical Background

            The significance of teacher education has been stressed by successive commissions and committees appointed by the Govt. of India from time to time. Isolation of training institutions for primary and secondary teachers from the mainstream of academic life of the universities was identified as a crucial problem. It was recommended to distinguish education from pedagogy and to recognize it as a social science or as an independent academic discipline.

Recommendations to improve the quality of Teacher Education

§  Re-orientation of subject knowledge

§  Vitalization of professional studies

§  Improvement in methods of teaching and evaluation

§  Development of special courses and programmes

§  Revision of curricula

 

2.2 In-service Teacher Education

            The definition of in-service is something that happens while someone is a full-time employee. In-service training is a process and a part of continuing education that helps the teachers to gain greater insight into teaching. In this training teachers become involved in order to broaden their knowledge, improve their skills and attitudes.

            It is essential for bridging the gap in pre-service education and for meeting the demands of the changing world.

Objectives

1.      To remove the inadequacies of pre-service education.

2.      To acquaint teachers with new international experiments in education

3.      To make them aware of the new developments in the educational field

4.      To motivate teachers and promote the spirit of inquiry and help to be a reflective teacher

5.      To renew knowledge, maintain and enhance efficiency

6.      To upgrade pedagogical skills

In-service Courses

a)      Refresher courses

b)     Summer courses

c)     Orientation programmes

d)     Workshops, seminars, symposia, panel discussions, conferences etc.

e)     Study visits, exchange programmes, project works, media based distance education

Agencies involved in In-service Education

            UGC, SCERT, NCERT, DIET, Council for Teacher Education, NGOs, etc.

1.      Programme of Mass Orientation of School Teachers (PMOST)

Implemented by NCERT in collaboration with various SCERT s, in 1986-90.

2.      Special Orientation Programme for Primary Teachers (SOPT)

3.      District Primary Education Programme (DPEP)

4.      Sarva Siksha Abhiyan (SSA) initiated in 2000. (20 days in-service programme to each teacher in a year on different programmes like pedagogy monitoring, evaluation, etc. 10% of total number of working days of an academic session should be spent in training of teachers for their professional development.)

5.      SRGs (State Resource Group) and DRGs  (District Resource Group) and BRCs (Block Resource Centre) were established to develop training packages and plan to cover the whole state.

6.      30 days of induction training for freshly recruited teachers

7.      60 days training for untrained teachers

 

Agencies of Teacher Education.

(a)    National Level

         University Grant Commission

         National Council of Education Research and Training (NCERT)

         National Council for Teacher Education (NCTE)

         India Council of Social Science and Research

         Tata Institute of Social Science and Research

         Centre of Advanced Studies in Educator (MSU)

(b)    State Level

         State Institutes of Education

         State Councils of Educational Research and Training (SCERT)

         Centres of Continuing Education Teachers

         State Boards of Teacher Education

         University Department of Education

 

2.3 Online Teacher Networks

            Online communities are transforming professional development for teachers.

From blogging and Twitter to online networks, the evolution of professional development and interactions for teachers in the social media age takes place drastically.

Merits

1. Helps to save from professional isolation. Especially in schools where teachers have find themselves in schools where innovation can be a dirty word, where any attempt to change is met with resistance, and even ridicule. In this environment, some teachers can eventually lose some of their motivation and willingness.

2. A whole new world of professional dialogue is open. Stimulating and challenging conversations with teachers from around the world is possible.

3. Huge amount of professional support is provided.

4. Gets chance to communicate the nuances of the development

5. Provides a sort of positive environment

6. It is a platform to blend conventional wisdom with emerging technologies

7. Helps for the mobilization of available resources relevant in the contemporary context

 

            Websites provide discussion forums. There are now other examples of sites providing a community approach, including the Guardian Teacher Network. These positively oriented online communities provide the genuine potential to affect real and meaningful change in classrooms. In order to learn from each other, one need to share and be prepared to be positively questioned and challenged by others in the community. It's through this rich form of interaction that successfully innovative real-world staff rooms are achieved.

            Online networks can provide us with the opportunity to interact with broader group professionals, if converted into communities.

 

Examples of Teacher Networks (international)

§  The Guardian

§  European Schoolnet

§  An On-Line Journal for Teacher Research

o   Networks offers a place for sharing reports of action research, in which teachers at all levels, kindergarten to postgraduate, are reflecting on classroom practice. Published online by the University of Wisconsin Digital Collections Center

§  New Teachers Online

o   Teachers Network seeks to improve student learning by helping teachers integrate web-based lessons into their instructional practice. Helps to Browse free lesson plans, Resources & Videos for Teachers, Educators etc.

§  NEA - Online Social Networking for Educators

§  ETEN- European Teacher Education Network.

§  The National Teachers Enhancement Network (NTEN) offers online, graduate-level science courses from a world-class public research university. NTEN was one of the first online professional development programmes of Extended University at Montana State University and was created with funding from the National Science Foundation.

 

2.3 TEACHER ORGANIZATIONS or professional organizations for teachers

            A professional association (also called a professional body, professional organization, or professional society) is usually a nonprofit organization seeking to further a particular profession, the interests of individuals engaged in that profession and the public interest.

·        A group of people in a learned occupation who are entrusted with maintaining control or oversight of the legitimate practice of the occupation.

·        A body acting to safeguard the public interest. 

·        Organizations which represent the interest of the professional practitioners that act to maintain their own privileged and powerful position as a controlling body. 

            Many professional bodies are involved in the development and monitoring of professional educational programmes, and the updating of skills. Many professional bodies also act as learned societies for the academic disciplines underlying their profession.

            In order to overcome the problems faced in the professional life and to enhance the status, the teachers assemble at a common platform and conceive a formal association named as the teachers’ organization.

            Teachers’ organizations are voluntary organizations. To promote effective learning and enable teachers to concentrate on their tasks, congenial working conditions, professional organization of teachers could play a critical role.

 

Academically Oriented Teachers Organizations        

Ø  Primarily concerned with curriculum improvement, leadership development, research and publication of materials needed by specialists in the field.

 

Objectives

1. To obtain associations of teachers into relations of mutual assistances and cooperation.

2. To obtain for them all the rights to which they are entitled.

3. To raise the standards of teaching profession by securing the conditions essential to the best professional service.

4. To promote the welfare of the children of the nation by providing progressively better educational opportunity.

5. To promote such a democratization of the schools as well enable them better to equip their pupils to take their places in the industrial, social and political life of the community.

6. To fight all forms of racism in education.

             

 

§     Role of teacher organization towards teacher accountability is a new emphasis on learning

§     The professional teacher organizations make provision of resource teachers, equipment and adequate space.

§     Guidance services for students

            The ill effects of unscientific view leads to lots of problems like decreased interest and concentration in studies and co-curricular activities, examination phobia, anxiety, panic and extremely depressed reactions. The professional teacher organizations will have to work globally to search for a technique of guidance.

Teacher Associations in India

1.      Indian Association of Teachers of Library and Information Science (IATLIS)- professional organization to further the cause of library education in India.

2.      English Language Teachers' Association of India (ELTAI), Chennai, India.

3.      Association of Mathematics Teachers of India

4.      National Science Teachers Association

5.      NABT National Association of Biology Teachers

 

 

 

 

 

 

 

 

Need for Enhancing Global Language Competencies in Teachers

Global competence refers to the acquisition of in-depth knowledge and understanding of international issues, an appreciation of and ability to learn and work with people from diverse linguistic and cultural backgrounds, proficiency in a foreign language, and skills to function productively in an interdependent world community. This definition contains four basic elements:

§  International awareness

This constitutes the knowledge and understanding of world history, socioeconomic and political systems, and other global events. This awareness includes the understanding that local and national events can have international implications. An individual who is aware of the broader world environment also recognizes that an individual’s actions can affect others beyond one’s own borders.

§  Appreciation of cultural diversity.

 This entails the ability to know, understand, and appreciate people from other cultures along with the capacity to acknowledge other points of view about pressing world issues. Awareness and appreciation of cross-cultural differences, and the willingness to accept those differences, opens doors for opportunities to engage in productive and respectful cross-cultural relations.

§  Proficiency in foreign languages.

The ability to understand, read, write, and speak in more than one language enhances cross-cultural communication skills. The knowledge of additional languages opens doors to the understanding of other cultures and people who speak those languages.

§  Competitive skills

The ability to compete globally entails the acquisition of extensive knowledge of international issues. To be able to compete, students need high-level thinking skills that enhance creativity and innovation. Students who gain a thorough understanding of the economic, social, and technological changes taking place across the globe enhance their ability to compete in the worldwide marketplace.

Global competence is a crucial shift in our understanding of the purpose of education in a changing world.  Students everywhere deserve the opportunity to succeed in the global economy and contribute as global citizens.  We must fashion a more creative and visionary educational response to the interconnected world of the 21st century, starting now. There is a great need for enhancing global language competencies in teachers. Thus a globally competent teacher is able to;

§  Communicate in multiple languages

§  Create a classroom environment that values diversity and global engagement

§  Integrate learning experiences for students that promote content-aligned explorations of the world

§  Facilitate intercultural and international conversations

§  Develop local, national, or international partnerships

§  Develop and use appropriate methods of inquiry to assess students' global competence development

Global competence starts by being aware, curious, and interested in learning about the world and how it works.  Globally competent teachers ask and explore critical questions and "researchable" problems - problems for which there may not be one right answer, but can be systematically engaged intellectually and emotionally.  Their questions are globally significant, questions that address important phenomena and events that are relevant world wide - in their own community and in communities across the globe.

Globally competent teachers can articulate the significance of their questions and know how to respond to these questions by identifying, collecting, and analyzing credible information from a variety of local, national and international sources, including those in multiple languages. They can connect the local to the global, for example, by explaining how a local issue like their school recycling program exemplifies a global process far beyond their backyards.  From analysis to synthesis to evaluation, they can weigh and integrate evidence to create a coherent response that considers multiple perspectives and draws defensible conclusions --be it an essay, a problem or design solution, a scientific explanation or a work of art.

Teachers have a presence that creates a positive influence on students’ behaviour. They can articulate their thoughts and ideas whilst modifying their language according to the context and audience. Globally competent teachers understand that audiences differ on the basis of culture, geography, faith, ideology, wealth, and other factors and that they may perceive different meanings from the same information.  They can effectively communicate, verbally and non-verbally, with diverse audiences.  Because it is increasingly the world's common language for commerce and communication, globally competent teachers are proficient in English as well as in at least one other world language.

Communicating ideas occurs in a variety of culturally diverse settings, and especially within collaborative teams.  Globally competent teachers are able to situate themselves in a variety of cultural contexts, organize and participate in diverse groups, and work effectively toward a common goal. Globally competent teachers are media and artistically savvy; they know how to choose and effectively use appropriate technology and media to communicate with diverse audiences, including through respectful online social networking.  In short, they are technology and media literate within a global communications environment.

Globally competent teachers recognize that they have a particular perspective, and that others may or may not share it.  They are able to articulate and explain the perspectives of other people, groups, or schools of thought and identify influences on these perspectives, including how differential access to knowledge, technology, and resources can affect people's views.  Their understanding of others' perspectives is deeply informed by historical knowledge about other cultures as well as contemporary events.  They can compare and contrast their perspective with others, and integrate their own and others' viewpoints to construct a new one, when needed.

Global competence also requires the ability to understand prevailing world conditions, issues, and trends through an interdisciplinary lens as well, in order to understand the interconnectedness of the issue and its broad themes as well as subtle nuances.  Globally competent teachers are lifelong learners.  They are able to adapt and contribute knowledge and understanding to a world that is constantly, rapidly evolving. 

 

 

 

 

Vision and Mission of a Language Teacher.

Imagine you have a rare free weekend with no professional responsibilities. What will you do? What will you plan for yourself and your family? Instead, would you go ahead without any plans for the weekend? Would the results of both be the same? You know the answers for the above. Your personal vision and mission statements for teaching also does the same for you.

WHAT IS A VISION STATEMENT?

Your vision is your dream. It refers to the most ideal situation generated if your dreams are perfectly manifested. Without a vision, you lack direction. As the ancient Roman philosopher Seneca observed, "If a man knows not what harbor he seeks, any wind is the right wind." Identifying where you want to go in relation to where you are is the key to identifying those areas where you need to improve.

Vision statements are short phrases or sentences that express your hopes or dreams for the future. A vision is a clear, comprehensive photograph of an individual at some point in the future. By developing a vision statement(s) one clarifies one’s core values of teaching. Our vision statements inspire us for action. Your vision describes the optimum, the mental picture you carry of the ideal future state for yourself (5 & 10 year picture). We all have some ideas about what that might be and by spending a little time clarifying your vision, it will help define your mission and give a clearer sense of direction.

A Vision Statement:

• Defines the optimal desired future state - the mental picture - of what an individual wants to achieve over time;
• Functions as the "north star":  Provides guidance to what an individual is focused on achieving in five, ten, or more years, amidst all the distractions of one’s everyday work,;
• It is what inspires the individual towards achieving his lofty vision,

Features of an effective vision statement include:

• Clarity and lack of ambiguity
• Paints a vivid and clear picture, not ambiguous
• Describes a bright future (hope)
• Memorable and engaging expression
• Realistic aspirations, achievable
• Alignment with educational values and culture
• Time bound if it talks of achieving any goal or objective

WHAT IS A MISSION STATEMENT?

A mission statement describes what a teacher is going to do and why he/she is going to do that. A mission statement is the wind that brings you to your desired harbor. It guides your travel and powers your momentum. A mission statement grounds one’s vision in practical terms. Mission statements are similar to vision statements, in that they, too, look at the big picture. However, they're more concrete, and they are definitely more "action-oriented" than vision statements. Mission statements are the "how-to" statements or action plans that help schools achieve their vision. They prompt change and growth. The mission should answer three key questions: • What is it that I do? • How do I do it? • For whom do I do it? Your vision statement should inspire you to dream; your mission statement should inspire you to action.

A Mission statement:

• Defines the present state or purpose of an individual;
• Answers three questions about what an individual does – what, for whom and how.

• Is written succinctly in the form of a sentence or two, but for a shorter timeframe (one to three years) than a Vision statement; and,

WHY SHOULD YOU CREATE VISION AND MISSION STATEMENTS?

First of all, because these statements can help you focus on what is really important. It's easy for a teacher to lose sight of one’s focus when dealing with the day-to-day hassles of teaching. Your vision and mission statements help you remember what is important as you go about doing your daily work.

Second, your vision and mission statements let others have a snapshot view of who you are and what do you want to do. It enhances your image as being competent and professional. This makes collaboration easier.

It can be very helpful when you are being recruited to a school. It can explain your goals to interested agencies in a clear and concise manner.

If the school has a vision and mission statement of its own, both the parties involved can have a mutual understanding and acceptance of common elements of focus. It can strengthen the school culture by better alignment with its own vision and mission; improve decision-making with clarity about "big picture;" and, enhance cross-functional relationships through a shared understanding of priorities.

DIFFERENCE BETWEEN VISION AND MISSION STATEMENTS

Individuals summarize their goals and objectives in mission and vision statements. Both of these serve different purposes for an individual but are often confused with each other. Both serve important, yet different roles as core elements of a strategic plan.

While a mission statement describes what a teacher wants to do now, a vision statement outlines what a teacher wants to be in the future. The Vision Statement focuses on the future; it is a source of inspiration and motivation. A vision describes your ideal future state. A mission statement captures how you are going to realize the vision. The Mission Statement concentrates on the present; it defines the students, critical processes and it informs you about the desired level of performance. Your mission will answer three questions - what you are going to do, who you are doing it for and how you are going to do it.

Comparison chart

Mission Statement versus Vision Statement comparison chart
	Mission Statement	Vision Statement
About	A Mission statement talks about HOW you will get to where you want to be. Defines the purpose and primary objectives related to your student needs and school values.	A Vision statement outlines WHERE you want to be. Communicates both the purpose and values of your teaching.
Answer	It answers the question, “What do I do? What makes me different?”	It answers the question, “Where do I aim to be?”
Time	A mission statement talks about the present leading to its future.	A vision statement talks about your future.
Function	It lists the broad goals for which you strive. Its prime function is internal; to define the key measure or measures of the individual’s success and its prime audience is the person himself.	It lists where you see yourself some years from now. It inspires you to give your best. It shapes your understanding of why you are working here.
Change	Your mission statement may change, but it should still tie back to your core values, customer needs and vision.	As you evolve, you might feel tempted to change your vision. However, vision statements explain your career’s foundation, so change should be kept to a minimum.
Developing a statement	What do I do today? For whom do I do it? What is the benefit? In other words, Why I do what we do? What, For Whom and Why?	Where do I want to be going forward? When do I want to reach that stage? How do I want to do it?
Features of an effective statement	Defines the purpose and values of the Teacher: Who are the teacher’s primary "clients" (stakeholders)? What are the responsibilities of the teacher towards the students?	Clarity and lack of ambiguity: Describing a bright future (hope); Memorable and engaging expression; realistic aspirations, achievable; alignment with school values and culture.

 

HOW DO YOU CREATE VISION AND MISSION STATEMENTS?

Armed with a better understanding of vision and mission statements, it's time for you to develop them for yourself.

LEARN WHAT IS IMPORTANT TO YOU

1. Think about what's important to you- your values, strengths, passions, people etc. One of the first steps you should take when developing the vision and mission will be to define the issue(s) that matter most to you. How do you go about doing so?

ASK YOURSELF

• What is your dream for your students?
• What would you like to see change?
• What kind of community (or program, policy, school, neighborhood, etc.) do we want to create?
• What do you see as the students’ major issues or problems?
• What do you see as your major strengths and assets?
• What do you think should be the purpose of your teaching?
• Why should these issues be addressed?
• What would success look like?

2. Start building a mental image of what you want your life to look like. There are a variety of ways to do this. You could:

draw a picture of your ideal future.

Mindmap your ideal future.

Use a vision planning tool such as http://www.mentoringgroup.com/html/articles/mentee_2.html.

3. Start drafting out your visions using the notes you have made. As you are looking at potential statements, remember to keep them broad and enduring. Vision and mission statements that are wide in scope allow for a sense of continuity with a community's history, traditions, and broad purposes. Vision and mission statements that are built to last will guide efforts both today and tomorrow.

After you have brainstormed a lot of ideas, you can assess critically the different ideas. You can also ask yourselves the following questions about vision statements:

• Does it give hope for a better future?
• Will it inspire me to realize my dreams through positive, effective action?

A final caution: When developing a vision, remember that less can be more; keep it short, and you will remember it longer.

Mission Statements

The process of writing your mission statement is much like that for developing your vision statements. The same brainstorming process can help you develop possibilities for your mission statement. Remember, though, that unlike with vision statements, you will want to develop a single mission statement for your work. After having brainstormed for possible statements, you will want to ask of each one:

• Does it describe what you will do and why you will do it?
• Is it concise (one sentence)?
• Is it outcome oriented?
• Is it inclusive of all your goals?

Considering all of the above, you can decide on a statement that best meets these criteria.

Features of an effective mission statement are:

• Reflects the purpose and values of the individual
• Defines the primary "clients" (students)
• Defines the responsibilities towards these "clients"
• States the ways in which the responsibilities will be fulfilled

Mission statements are not static and need to be re-visited as we grow and our circumstances change. So even if you have created one in the past here is an opportunity to reflect on and re-craft a mission that gets you up each morning excited and full of purpose.

For a new teacher, the vision statement will be formulated first as it will guide the mission statement and the rest of the strategic plan. For an experienced teacher where the mission is established, sometimes the mission guides the vision statement and the rest of the strategic plan for the future.

Next, you have to decide how to use these statements. There are many, many ways in which you may choose to declare your vision and mission statements. To name just a few examples, you might:

• Add them to your letterhead or stationary
• Use them on your website/blog
• Give away T-shirts, or bookmarks, or other small gifts with them
• Use them when you give interviews
• Display them on the cover of your profile/annual report

...and so on. Again, this is a step that will use all of your creativity.

If there is no downside to having a clear Vision and Mission, why do some teachers not have them? Some of the reasons I've heard are:

• "It takes too much time to develop them."

• "I can’t ever reach a consensus on a few."

• "Everyone here already knows what I do, so what is the benefit of writing a statement  about it?

• "I have my goals - who needs a Vision or Mission?

• "I don’t have time to take my focus away from my real job to focus on it."

• "Actually defining my Vision and Mission will mean changes in my work - who has time to  deal with more change?"

In my opinion, none of these reasons outweigh the benefits of having a well-written Vision and Mission statement. If a teacher cannot define his/her "reason for existing (Mission) or "where he/she is going" (Vision), how can he align Students, learning processes, and evaluation of student performances towards a successful future? So, it's never too late for a teacher to define his Vision and Mission.