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There are three perspectives of PD and alignment has to be reached for PD to make contextual sense
- Professional - NGOs/ Theories/ school of thought: The sea of knowledge and beliefs from books and presentations: TPCK, Maslow
- Oganisational - Ministry --> School --> Department Policies: What the organistion adopts as educational premises.
- Self - Personal Philosophy: What you believe in and hold fast to
Areas for Professional Development for Schools
- Educational Policies and Areas for PD
- ICT
- 21st Century Skills
- ICT PD Frameworks (See Education)
- Learning Frameworks from Academy of Singapore Teachers ( http://www.academyofsingaporeteachers.moe.gov.sg/cos/o.x?c=/ast/pagetree&func=view&rid=1071424)
- A Framework for Professional Development: A US Initiative ( http://www.p12.nysed.gov/tqpd/documents/PDFrameworkPDF.pdf)
- TPACK Framework (http://www.tpck.org/)
- Technology
- Pedagogy (Teaching and Learning Theory and Methods)
- Assessment
- Curriculum Knowledge (Subject or Content Mastery)
- Teacher Portfolios
- Treffinger's Level of Service
- Blooms Taxonomy
- Blooms Digital Taxonomy: http://edorigami.wikispaces.com/Bloom's+and+ICT+tools
*in general lists or rubrics (Websites, personal compilations -->what a teacher must know), or by proposed frameworks (ISTE, P21S) or by Institutional Policy (MOE, state or international Govts)
- Levels of Policies and Frameworks
- National
- Organisations
- Teacher Training Institutions
- Communities of Practice
- Formal Vs Informal
Why?
- Baselines
- Benchmarking
Local Context
References
Google Sites
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