CHAPTER 1: TEACHING AS A PROFESSION - Try out the various methods

of teaching that are effective

1) Concept for learners
a. Teaching
- process that facilitate learning
- application of knowledge, skills,
and quality designed to provide
unique service
- to meet the educational needs of
the individual and society.
b. Profession
- An occupation that involves
specialist training & formal
qualification
- Teacher provide caring service
to students;
1. Diagnosing their needs
2. Panning, selecting & using
methods & evaluation
procedures to promote
learning
c. Professionalism
- Attitude or action that touches
aspects such as work-related
matter (employment, salaries &
wages, schedule task, etc.)

2) Characteristics of a Teacher as a
Professional
I. Content knowledge
II. Pedagogical skills
III. Ability to assess

a. Commitment to student & student

learning
- Treat students equally & with respect
- Sensitive to factors that influence
individual student learning
- Facilitates the development of
students as contributing citizens of
the country

b. Leadership in learning communities

- Provide safe & supportive learning
- Discussion with colleagues to
overcome problems in t&l

c. Creative
- Creative in the planning,
implementation and selection of
materials for T&L
d. Determined
- Determined to improve learners’ level
of proficiency

1
CHAPTER 2: POLICIES AND DIRECTIONS
OF THE NATIONAL EDUCATION
National Education Policiy
- An ongoing effort towards further developing
the potential of individuals in a holistic &
integrated manner
- To produce individuals who are intellectually,
spiritually, emotionally & physically balanced
& harmonis
- Based on firm belief in & devotion to God
- To produce Malaysian citizen who are
knowledgebale & competent
- Who possess high moral standards, who are
responsible & capable of achieving high level
of personal well-being
- Being able to contribute to the harmony &
betterment of the family, the variety & the
action.
Master Plan for Education Development
(2006-2010)
- To produce quality education for all
through the following 2 main approaches
a. Ensure equity & equality in education
i. Fair educational opportunities
ii. Master 3R’s
iii. Improve ict
b. Schools to develop within excellent
cluster schools and meesureable
success in the education system of
country
i. Identify cluster schools
ii. Introduce various programs to
strengthen & competitiveness in
education cluster
1. Nation Building
Focusing to build Malaysian nation for
strengthening the unity, develop national
identity and patriotism also developing human
resources based on country needs.
2. Developing human capital
Focusing to developing human capital with
high knowledge and skills, appreciates values,
at the same time, be able to increase
knowledge, skills, competence, practices
moral values, positive attitudes and finally
discipline.
3. Strengthening nation schools
Focuses for making national schools the school
of choice whereas unity could be develop
among nation in early age in the school without
restriction control to other ethnic.
4. Bridging the education gap
Focusing to bridge the rural-urban gap in
education, social economic level and to
increase access, equity, and quality by
providing adequate educational infrastructure
and facilities to ensure students had an
opportunities for excellence.
5. Enhancing teaching profession
Focusing to provide more qualified and trained
teachers to school, also promoted national
educational system for prolonged effect.
6. Accelerating excellence of educational
institutions
Focusing to accelerate excellence at
educational institutions by creating excellence
cluster according to niche areas.
The school that had been chosen from this
cluster become a benchmark and showcase at
international level in term of effort to develop
high quality educational system and world
class.
Education National Key in Result Area
(NKRA)
- To deliver higher level of education and
better students performance
- Focused on holistic improvements
(students’ intellectual, emotional, spiritual
& physical aspects)
- Widening accessto quality & affordable
education
i. Pre-school (20% involvement)
- Increase of 87% for 4&5 yo child
- Increase quality of preschool by
transform private & other sector
preschool as a part of national
education system.
i. Linus ( master 3M)
ii. Develop SBT to increase students
achievement on par to national levels
iii. Bai’ah (for GB & principal) based on
Performance Based Assessment
2
Malaysia Education Blueprint (2013-2025)

1. Provide equal access to quality education

of an international standars
2. Ensure every child is proficient in BM & BI
3. Develop values-driven Malaysians
4. Transform teaching into profession of
choice
5. Ensure high-performing school leaders in
every school
6. Empower JPNs, PPDs, and schools to
customize solutions based on need.
7. Leverage ICT to scale up quality learning
across Malaysia
8. Transform ministry delivery capabilities &
capacity
9. Partner with parents, community & private
sector at scale,
10. Maximize student outcomes for every
Ringgit
11. Increase transparency for direct public-
accountability.

UNESCO Pillars of Education

a. Learning to know (Knowledge & skills)

b. Learning to do ( putting knowledge &
learning in practice)
c. Learning to live together (social skills &
values)
d. Learning to be (foster personal
development)

3
 CHAPTER 3: LEGISLATION RELATED TO
TEACHER EDUCATION
Code of Ethics for Teachers in Malaysia
Ethics – rules of behaviour, maintained what is
right and what is wrong
i. Responsibility to students
- Students’ welfare & safety
- Execute fairness
- Keep any information confidential
- Guide & teach every students
- Demonstrate good example
- Maintain & upgrade professional
efficiencies
ii. Responsibility to parents
- Respect the major responsibility of
the parents
- Generate good relationship
- Maintain confidentiality of information
provided by parents
- Inform the parents any information
regarding their children
iii. Responsibility to society & nation
- Do not disseminate teachings which
can damage the trust
- Guide & teach students to be loyal *
responsible citizens
- Encourage cooperation & -
understanding
iv. Responsibility to Colleagues
teaching profession
- Take care & show respect
- Do not get involved in activity which
can ruin teaching career
- Make effort to fulfil responsibilities
 Accountability
o Honesty, responsibility, duty &
trustworthy
o Be ready to give on explanation &
justification required
o Refers to the responsibility of a teacher
to the profession
i. Accountability to students
- Educate students towards excellence
- Forming a maximum potential of the
students
i. Accountability to Yourself
- Be knowledgeable & update on new
development
i. Accountability to parents
- Development & programs of the
students
i. Accountability to the community &
nation
- Perform at their best to achieve the
aspiration in Philosophy of Education
i. Accountability to the colleagues &
teaching profession
- Foster good relations
Education Act 1996
- National language is a compulsory to be
taught in school
- Knowledge is the goal & survival of the
nation
- Existence of pre-school, primary and
secondary school & higher education
- Education system is reinforced which
covers each level of schooling
- National mission to be world-class
education system
National education of philosophy as the
base of act
&
Children’s Rights
- To be a better person
- To share the knowledge with others
- To get good work
- To make the word a better place
- To develop their ability
4
CHAPTER 4: TEACHER QUALITY

Standard for teacher in Malaysia

- Professional teaching
- Knowledge & understanding
- Teaching & learning skills

a. Professional Teaching Values

- Teachers have goal, objectives
& clear educational vision
- Teacher have strong ideas &
capable of making changes
- Teacher will improve their ability,
commitment, initiatives &
responsibility
- Teacher’s training programs

b. Knowledge & understanding

- Teacher can improve their
confidence & professional duties
to maintain effectiveness
- Relevant to the development of
education

c. Teaching & learning skills

- Skills to plan, implement,
monitor, assess & evaluate,
good classroom management
- Produce efficient teaching &
learning

Job Satisfaction

- An employee feels self-motivated &

satisfied with his/her job
- An employee feels he/she is having job
stability, career growth and a comfortable
work life balance
- Can be measured in cognitive, affective,
and behavioural components.

5
CHAPTER 5: STAGES OF TEACHER
DEVELOPMENT
a. Concerns Theory (fuller, 1969)
Concern – impression of the teacher /
something that is considered to be a problem
 Personal care level / survival stage
- Paying attention to their personal
survival (ability to cope successfully
teaching)
 Care level towards task / task stage
- Pay attention to the ways in which
he/she can handle the task / challenges
with good teaching
- How to master the content of subject
(students’ discipline, classroom
management, assessment, planning &
preparation)
- Starting to have confidence to tackle
the tasks
- Can overcome the problems among
students
- Lesson plan(focused on how to
improve teaching strategies & lesson
content by sharing the lesson
 Impact level / impact stage
- Began to give attention to the impact of
teaching on students’ learning
- Focus on rejuvenation & reflection
- They see students as individuals with
potential
- Teacher are no longer worried about
his/her ability to control the class
- Their concerns related to the impact of
teaching on students’ learning
b. Five stages of Teacher development
(troller, 1986)
i. The novice level
- Begins when you register as
students in teacher education in
Teaching degree program
- Learns the specific facts
objectively & master the basic
concepts & principles
- Learning & trying to understand
the meaning of ‘being a teacher’
- Acquire some basic skill, gather
initial ideas about teaching duties
ii. Advance novice level
- Continues to collect & add factual
knowledge, recognize & correct
previous not understood facts
- Trying to add information related
to the process of learning, to
enhance knowledge, principles &
concepts related to profession
- Exposure to the actual situation
(SBE, practicum)
- All the observations, mentor
teacher can support the novice
teacher to develop confidence &
skills.
iii. Efficient level
- Had a certificate in teaching
- Begins to recognize more about
the principles & concepts out of
context and elements to specific
situation
- Able to understand the principles
& concepts of learning
- Have the ability to solve the t&l
problems
- Can investigate their own practice
through reflection
iv. Skilled level
- Teacher who can influence the
students’ lives in a positive way &
can leave a lasting impression
- Easily identify key elements in a
task
- Have high cognition ability, to
analyse the learning environment
- Exhibits a smooth style of teaching
- Have the ability to guide and
mentor novice teacher
- Can shore ideas, experience &
skills (forums, seminar)
v. Expert level
- Can understand & deal with many
& various information but still able
to conduct a smooth teaching
- Ideas & skills in this level can
affect policies related to the
conduct of classroom teaching
6
Types of expert knowledge

1. Content knowledge Activities that promotes teacher

2. Pedagogical knowledge
3. Pedagogical-content knowledge
Implications for Teaching
- Teacher become expert by:
1. Learning from experience
2. Growing efficiency
3. Developing their insights
development
o Teacher training
o Writing reflections and cases
o Feedbacks on lesson
o Attending seminars
o Lesson observation

Six stages of teacher development (MOE)

DG41 - Novice (Implementer)

DG44 - Aspiring (Activator)

DG48 - Competent (Mentor)

DG52 - Proficient (Activator of Change)

DG54 - Strategic (Strategic Thinker)

JUSA C - Visionary (Holistic Thinke4)

Life Long Learning

7
CHAPTER 6: DEVELOPING designed the particular activity
PROFESSIONAL SKILLS OF TEACHERS being reviewed.

a. Types of models for professional

development
a. Continuing Professional Development
i. Observations/assessment (CPD)
- A master teacher in a school, a  CPD is a planned, continuous &
specialist, perhaps a very lifelong process
experienced teacher colleague—  Teachers try to develop their personal
observes teachers in their & professional qualities, improve their
classrooms, assessing their knowledge, skills and practice
instructional practices and providing
structured feedback. This model of vi. Purpose of CPD
PD may be used as a support  Improve students’ learning
measure following workshops or 1. Teachers aware of new
periodically throughout the school development & techniques
year as a form of peer coaching in teaching
2. Learn from other teacher
ii. Open classroom experiences
- Teacher create the lesson and invite 3. Critically reflect on their
other colleague to observe the lesson teaching practice
& provide feedback 4. Design/implement new
strategies to address
iii. Lesson study students’ issues
- Plan, develop & improve the lesson,
test the lesson in the classroom,  Importance of CPD
observe & make changes, collect  The education professional
data to see the impact of the lesson  The learner
 Your workplace
iv. Study groups between teachers
- Teachers benefit from formal  Models of CPD
discussions and interactions with  Lieberman (199^)
peers around critical issues. In study o Direct teaching (courses &
groups teachers collaborate, as a workshops)
single large group or in smaller teams, o Learning in school
to study a particular issue with the o Learning outside of school
goal of solving a common problem or
creating and implementing a plan to  Kennedy (2005)
attain a common goal. The study— 1. Training
the reading, discussion, writing and 2. Action research
reflection, led by a skilled facilitator— 3. Coaching/mentoring
is the key component of a study
group. During the study process they  Implementation of CPD
may use print-based resources,  Mentoring
classroom materials (such as work  Peer-feedback
created by students) and their  Training
experiences as part of their approach
to the problem.

v. Looking at student work Developing Professional Skills of Teachers

- A model of teacher collaborative
self-study and formative
assessment that focuses on
examining student work and
assessing the way the teacher
 Personal Professional Development
Plan
o An individual (normally working
with a teacher, mentor or
supervisor) sets out the goals,

8
 strategies and outcomes of
learning and training
o To meet requirements from
regulatory or statutory bodies
around continuing professional
development (CPD) and
revalidation to retain a licence
to practise, stay on a
professional register and
demonstrate professional
standing.
o The plan should clearly define
time frames, activities and
outcomes to meet the defined
goals, and specify dates for
review and meetings with
teachers, supervisors or line
managers.
o Learning activities may include
formal and informal training,
reading, attending meetings,
observing colleagues,
practising clinical skills,
refreshing or learning new
study skills, or developing
new skills to meet a career
goal.

9
CHAPTER 7: TYPES OF LEADERSHIP

a. The basics of leadership b. Theories of leadership

Leadership – person’s ability to inspire  Traditional Theory (Trait Theory)
confidence & support among the group of o Leader identified by trait
people to achieve the goals possessed
- Adapt to various situations
Types of Leadership
- Cooperative, decision maker
Natural leadership - Not easily giving up
- Self-confidence, highly
 Appear as an influential person (although resistance to stress
not formally appointed)
 Members of the eldest, most experiences,  Traditional Theory (Behaviour
have a high interpersonal skills. Theory)
o How leaders behave in the
Charismatic leadership
leadership
 Leader has special / unusual quality
 Able to solve problems / face a crisis i. Theory X
successfully - Leader considers his staff
 Oriented achievement motivated by money
- Lazy, avoid work unless forced,
 Oriented creativity / innovation
not cooperated unless directed &
 High energetic
controlled.
 Self-confidence is high
- Leaders will be more autocratic
Bureaucratic leadership behaviour

 Structured & operates under specific ii. Theory Y

procedures - Leaders thought his staff as hard
 Use official powers working, foster cooperation,
 Aimed to maximize efficiency through ambitious & have positive attitude.
rational management approach
iii. Grid Management
Distributed leadership - Concern for production
 Activities are distributed in an interactive  Leaders show concern for the
network between leader & members task & employee productivity
in order to achieve goals
 Can create a spirit cooperation
 Considered as the most appropriate
- Concern for the human
leadership
 Leaders are paying attention
Transactional leadership on good relations with the
workers
 Management leadership
 Refers to a leadership style which lays  Traditional theory (situation theory)
emphasis on the transaction between o Different situation of the
leader & its subordinates. environment needs different way
 Employs reward & punishment for of the leadership
motivating followers o Depend on the follower, leader
 More to bureaucratic leadership style factors & situation factor.
Transformational leadership
i. Fiedler Contingency theory (1967)
 Type of leadership which becomes a - There is no one best way to lead
reason for the transformation (change) an organization
 Employs charisma & enthusiasm to inspire - Influenced by the style of
his/her followers leadership and the support
 More to charismatic leadership environment

10
 ii. Hersey & Blanchard Situation theory  Inclusive
(1977)
- Leadership effectiveness is based
in the situation

 Current Theory
i. Transformation Theory  Special needs education
- Leaders able to move his
followers to act to achieve
specific goals based on
values, motivations, needs,
desires & aspirations
- Leader & followers work
together

ii. Moral leadership

- Leaders do not find ways to
benefit themselves but to
act for the betterment of
mankind
- Holding values, moral
(leaders earn the trust
among the members)

c. The concepts of teachers as leaders

- Teacher influence the classroom
- Main coach of the subject, head of the
field, senior master, teacher mentor
- Teacher act as a model of leadership
- Able to guide & motivate other
teachers to work together
- Do not wait orders but clever to
implement the teaching innovation

d. Role of teachers as leaders

- Create lesson plan, implement the
teaching of skills
- Lead & assist the task of curriculum
and co-curriculum subjects
- Provide advice & guidance in the
subject matter
- Conduct research (to explore
innovations)

e. Leadership skills for teachers

- Conducting T&L in the
classroom
- Make decisions in T&L, for
extracurricular activities,
selecting materials,
administration task
f. Leadership challenges in schools
 Mainstream

11
CHAPTER 8: ORGANIZATIONAL b. School Organization
STRUCTURE IN EDUCATION 1. Principal / Headmaster

a. Organizational structure in MOE

Malaysia

1. MOE 2. PK1
- Perform the duties /
responsibilities (curriculum
management & administration
management)
- T&l , timetables, examination
2. Deputy Secretary General
(Management) 3. PK Hem
- Corporate affairs - Student affairs
- School audit - Discipline, scholarship, student
- Internal audit welfare
- Information technology &
communication 4. PK – KO
- Legal advisor - Manage the development of co-
- Policy & international relations curriculum affairs

3. Deputy Secretary (Development)

- Finance c. Duties & Responsibilities of teacher
- Malaysians Examinations Council 1. Practitioner knowledge & skills
- Dewan Bahasa & Pustaka - Practice the knowledge
- Procurement & asset - Role model to the student

4. Educational Operation Sector 2. Value Practitioner

- Boarding school / cluster - Show good behaviour & attitude
management - Apply moral values in the
- Daily school management curriculum
- Vocational educational
- Special & Islamic education 3. Educators
- Sports, arts & c-curriculum - Guide, demonstrate & express

5. Policy & education development 4. Managers of classroom & learning

sector
- Textbook
- Curriculum development centre
- Planning & research education
policy
- Malaysian Examination Board
5. Mentor
6. Professional Development of
Teachers
- IPG
- Jemaah Nazir & Jaminan Quality

6. Reference expert

12
 7. Researcher 4. Expectation on self
- Depends on the intentions, wishes
& dreams to be achieved
- Have many opportunities in career
path
- Were given the opportunities to
attend the courses to develop their
8. Socialization Agents
professional development

9. Agents of Change

10. National Nations Builder

d. Teacher Expectation
1. Expectation on Students
- Teaching meets learning
outcomes & students’
performance standards are at the
expected level
- Changes in students’ behaviour
demonstrate that the learning
outcomes achieved

2. Expectation on Social
Administrator & manager
- To appreciate the hard work &
efforts
- School management should be
fair & not biased
- Lead with trust & integrity
- Superior welfare of teachers with
tolerance, understanding, caring,
sensitive, kind & fair

3. Expectation on parents &

community
- Parents to participate in controlling
students’ behaviour, motivate in
their learning
- Offer help & moral support
- Expect Police, RELA & community
to participate in the control &
safety of students & schools

13
CHAPTER 9: TEACHER AS AGENT OF 2. Innovative Teaching and Learning
CHANGE Stratgies

1. Innovation in Education 1) Project Based Learning

- Innovation is the ability to transform 2) Problem Based Learning

and create something new whether in
the form of sources or techniques that 3) E-Learning (Full e-learning or
is relevant with the changes towards a blended learning)
more dynamic development 4) Learning Through Internet
- Innovative teachers are teachers that 5) Cross Learning
have the ability in preparing students
with a new skills such as higher order 3. Business opportunities for innovation
thinking skills, ability to solve problem teaching and learning products
and a high creativity

- Role of innovative teachers are :-

a) Able to transform the t&l process to

develop a competence students in
various ways

b) Able to carry out their duties and

roles that is suitable with the
schools vision and mission and
also able to sustain a quality
education
c) Able to master abt the changes in
pedagogy field
d) Always think about the challenges
that the students will be facing
- Role of teachers in implementing
innovation in t&l
a) Teachers should always keep
updated with new information of
teaching startegies that is effective
for the students
b) Be creative and innovative in
teaching and developing students
4. Managing Educational Changes
Types of Changes
a) Changes towards improvement
- Changes due to new skills and
sources been introduced
b) Changes in organizational
strategies
- changes that is been done that
includes the entire organization
such as reconstructing
organization and changing the
vision and mission of organization
c) Reactive changes
- Changes due to the reaction of
feedback from stakeholders

c) Always think outside of the box by d) Changes due to expectation

providing something unusual that - Changes happen due to self-
is effective to the students expectation to improve self or the
organization towards competency
d) Able to master various of skills
including teaching, ict and many
more

14
Cause of denying in changes

i. drastic changes
ii. changes done without thinking about
the long term effect
iii. changes will disrupt the exisiting things
for example PPSMI
iv. changes been done does not fulfil the
community needs
v. the attitude of the organizations or the
member that afraid of changes

Ways to manage changes

i. changes that wanted to be done must

be planned neatly and the long term
and short term effect need to be taken
account
ii. show the implementation of the
changes will give a positive effect
iii. changes need feedback and
perspective from other people
iv. changes need to be clear and specific
v. changes must not be drastic and a
process is needed
vi. a detailed research needs to be done
on the changes whether it is what the
community needs or it is a self-need

15