action plan : smpaphm staff development section

Staff Development Section : Action Plan

CONTENTS Pages

1. INTRODUCTION 2

1.1. Definition 2

1.2. Staff Development Section : In Brief 2

1.3. Participants of Staff Development 3

1.4. Pre-commencement Discussions 4

2. THE 5 PRONGED APPROACH 5

2.1. Conferences, Seminars and Workshops (External) 5

2.2. Sharing Sessions (Internal) 6

2.3. Credentials Development 7

2.4. Team Building 8

2.5. Part-time Study 9

3. PLANS AND SCHEDULES 9

3.1. Prospective Conferences Based on General and Department Levels 9

3.2. Tentative Schedule of Internal Sharing Sessions 12

3.3. Team-Building in Temburong 13

4. SUGGESTIONS AND RECOMMENDATIONS 16

4.1. Long-term Development 16

4.2. Logistics and Facilities 17

4.2.1. Evaluation Form 18

4.2.2. Content Management System Website 18

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1. INTRODUCTION

1.1 Definition

Professional development, or in the case of Sekolah Menengah Pengiran Anak Puteri

Hajah Masna (henceforth SMPAPHM), ‘staff development’, has been and will always be an

integral component to the improvement and betterment of its teaching staff whether it be in

teaching itself or in life skills deemed beneficial for personal or professional gains. Speck and

Knipe (2005) defines professional development as “skills and knowledge attained for both

personal development and career advancement”.

They further reiterate that “professional development encompasses all types of

facilitated learning opportunities, ranging from college degrees to formal coursework,

conferences and informal learning opportunities situated in practice”. These types will be

juxtaposed against the needs of staff from SMPAPHM and the direction of the Staff

Development Section.

1.2 Staff Development Section, In Brief

The ‘Staff Development Section’ (henceforth SDS) is a relatively new section to

SMPAPHM. Although it might have existed in the past, it was perhaps resurrected and

became active under the guidance of Cikgu Siti Hawa, Deputy Principal Academic of

SMPAPHM. In 2010, the responsibility of heading SDS has been handed over to me, Cikgu

Pg. Hj. Shaiffadzillah Pg. Hj. Omarali, whilst the members of SDS comprise of Assistant

HODs from all the academic departments.

Although I have next to no experience in running a Staff Development Section, I have

vast experience and knowledge in the processes of monitoring professional development

itself. Being the first Bruneian to become a full-fledged ‘online learner’ in University of

Southern Queensland under the programme of Educational Technology, I was actively

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involved in the development of professional development for people in Australia and Fiji, in

general, countries from the Oceania continent. A region-wide project named

‘KnowledgeGarden’ was constructed by me and my two colleagues from Fiji (Javed Yussof)

and Australia (Colin Hill). From there onwards, I was an active participant in a plethora of

professional development courses. A full testimonial of my credentials can be attained from

my personal online portfolio, www.shaiomarali.com, which itself is one of a few e-portfolios

portraying my professional development conquests.

1.3 Participants of Staff Development

A wide variety of people, particularly teachers, engage in professional development.

Individuals may participate in professional development because of an interest in lifelong

learning, a sense of moral obligation, to maintain and improve professional competence,

enhance career progression, keep abreast of new technology and practice, or to comply with

professional regulatory organizations.

Many American states have professional development requirements for school

teachers. For example, Arkansas teachers must complete 60 hours of documented

professional development activities annually. Professional development credits are named

differently from state to state. For example, teachers: in Indiana are required to earn 90

Continuing Renewal Units (CRUs) per year; in Massachusetts, need 150 Professional

Development Points (PDPs); and in Georgia, must earn 10 Professional Learning Units

(PLUs).

In other countries, motions have been undertaken in setting the standards of teaching.

For example, in the United Kingdom, teachers are required to hold a QTS (Qualified Teacher

Status) or an NCFE (National Certification Framework of Education), both of which I own as

part of my professional development repertoire. Therefore, the importance of professional

development indeed falls on the need to become better teachers.

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http://www.shaiomarali.com/


However, with regards to the objective of the SMPAPHM Staff Development Section,

teachers are expected to participate in professional development sessions that concern both in

the betterment of teaching skills and qualities, and the betterment of life skills.

1.4 Pre-Commencement Discussions

In 2009, the Staff Development Section almost entirely focused on sharing sessions

among teachers. In particular, the sharing sessions conducted were based on the presenters’

prior participation in external conferences or workshops. In essence, knowledge gained by

selected teachers of SMPAPHM from attending conferences and workshops, were then

passed on to their fellow co-workers in internal sharing sessions. A majority of the sharing

sessions were conducting within the department of the presenter concerned.

In 2010, the SDS will maintain this tradition of sharing sessions that are to be

conducted every Thursday afternoon. Currently, the SDS has accumulated information from

Assistant HODs of proposed sessions to be presented throughout the year. A form was

distributed to each Assistant HOD for their perusal, which prompts the listing of these

proposed sharing sessions (see Appendix).

Apart from maintaining the tradition of conducting sharing sessions, the Staff

Development Section is now venturing into the area of Continuing Professional Development

(CPD), whereby the SDS will take the role of a consultant on the issues of professional

development. During the first Heads of Section meeting of the year, I have introduced the

five-pronged approach that will be undertaken by the SDS. These will be elaborated in Part 2

of the paper, and where appropriate, details of these areas of approach will be elaborated as

tentative plans. These areas of approach in Part 2 will then accumulate into several itineraries,

represented by schedules and Gantt Charts in Part 3.

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2. THE SDS 5-PRONGED APPROACH

It was brought to my attention that several departments have made plans on

conducting sharing sessions. For example, to the best of my knowledge, the English

Department has recently conducted a sharing session for the department staff. This has been

included in the year’s itinerary. This part therefore, focuses only on planned activities

concerning professional development based on the five-pronged approach of the SDS. These

areas of approach are 1) conferences, seminars and workshops, 2) internal sharing sessions,

3) credential development, 4) team-building and 5) part-time education.

2.1 Conferences, Seminar and Workshops

Brunei is increasingly opening its doors to hosting international conferences, and in

contrast has become increasingly supportive of teachers attending conferences abroad. The

SDS plans to bear the responsibility of identifying and nominating teachers as audience or

participants. In addition, the SDS hopes in identifying teachers who have the potential in

presenting papers and facilitating workshops. Since I have vast experience in this agendum, I

am in the best position to consult teachers who aspire in venturing into the circuit of public

presentation.

To date, I have presented in at least 8 international conferences, have been invited to

perform 4 workshops, have been invited to chair a public lecture, and have participated in

more than 50 conferences from the start of my teaching career. In parallel with these

participations, I have published several research papers and articles as well as an

internationally produced book. It is therefore in the best interest of the SDS in motivating

teachers to attempt the same direction of professional development in these endeavors:

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a) being participants of conferences, seminars and workshops

b) being paper presenters and workshop facilitators

c) being publishers of scholarly articles and books

The SDS has identified several conferences and seminars local and abroad that are

deemed beneficial to the professional development of SMPAPHM staff. These conferences

are mentioned in Part 3 of the paper according to the departments.

2.2 Sharing Sessions (Internal)

To continue with last year’s successful arsenal of sharing sessions performed within

departments, school-wide as well as facilitated by invited presenters, the SDS again this year

attempt in constructing a year’s worth of sharing sessions. For the sake of clarity, the sharing

sessions comprise of three levels according to the methods they are to be executed. These

levels are:

a) Intra-department sharing sessions

b) Intra-school sharing sessions

c) Inter-community sharing sessions

a) Intra-department sharing sessions

Sharing sessions that fall under this level are those executed by a teacher for an

audience within their department. Being the most common method of sharing, it is expected

that each department run a minimum of four intra-department sharing sessions throughout the

year.

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b) Intra-school sharing sessions

Sharing sessions that fall under this level are those executed by a teacher for an

audience that comprise of several departments, or an audience that involves no set criteria.

Sessions that fall under this level are of a larger scale and therefore deemed as quite

significant to the development of teachers. In essence, sessions are a microcosm of a full-

scale conference.

c) Inter-community sharing sessions

Sharing sessions that fall under this level are those that concern with presenters from

within the school community. They can be executed by invited speakers or visiting

companies, and likewise the audience can comprise of teachers and individuals from the

community. One example of such sharing session is the Internet Security session that was

conducted last year by representatives of AiTi.

The result of these three levels is a tentative schedule of sessions that will be revised

repetitively according to the changes that occur throughout the year. A draft rendition of this

list is in Part 3 of this paper.

2.3 Credentials Development

A teacher’s credential reflects one’s ability in teaching. The more educated and

experienced the teacher is in one’s field, the more is one considered as a potentially

successful teacher. In fact, teachers for decades in Brunei have been recruited based on their

academic credentials and consequently promoted in time based on their academic and

experience credentials. Thus is the significance of this area.

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There are several channels through which credentials can be improved and thus this

area will be divided according to the means by which teachers intend to pursue credential

development.

a) Certifications of Expertise

There are two ways by which certifications of expertise can be achieved. One is

through undergoing an assessment that scrutinizes the teacher’s knowledge in the field

concerned. Another is by means of showing experience. The former involves formal

examinations while the latter involves Continuing Professional Developmemnt (CPD). Both

ways result in a certification.

b) Acknowledgment of Expertise

The United Kingdom employs both QTS and NCFE as a measurement of a teacher’s

expertise. In fact, without either of these acknowledgments, teachers are regarded as not

qualified to teach. Unlike Brunei’s system of PGDE, PGCE and MTeach, acknowledgment of

expertise can be attained without undergoing a rigorous learning attendance. Several of these

acknowledgements can be obtained by teachers on their own accord, with the SDS guiding

them in the right direction.

c) Memberships and Fellowships

In the world of portfolios, one’s affiliation and involvement with a professional

association indicates the desire to be involved in eliciting change. Being a member means

being able to have an opinion within the association. Having said that, being a member of an

association always results in attaining benefits exclusive to the member circles. There are two

forms of memberships that teachers can affiliate themselves with and these are:

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a) Being a member of local associations

a. As part of the executive committee

b. As a member

b) Being a member of international associations

a. As an Affiliate Member

b. As a Professional Member

c. As a Fellow

d. As an Alumni

The associations and organisations that may benefit teachers of SMPAPHM are

mentioned in Part 3 of this paper.

2.4. Team Building

In a corporation, team building is the most integral trait of success. Every institution is

built on good teamwork, and SMPAPHM is an institution. Therefore, one-fifth of the SDS

approach is devoted to team-building. In Singapore, team-building involves recreational

activities that demands teamwork and leadership. Under the same nuance, the characteristics

of trust, loyalty and delegation of tasks are focused on. Team building activities range from

relaxed involvements, to mentally and physically strenuous tasks. Several examples of these

activities include:

Rope elements (high ropes, low ropes)

Water elements (kayakking, dragonboating, makeshift raft)

Community elements (camping, community service)

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2.5. Part-time study

As a disclaimer, the SDS is not responsible in handling the processes of teachers

wanting to perform part-time study. However, the SDS can and will act as a consultant to

teachers who desire to learn more about attaining academic credentials while working. This

will be elaborated further in a revised edition of this working paper, to be made available at

the start of Term 2.

3. PLANS AND SCHEDULES

In this part of the working paper, I will present tentative schedules and matrices of

planned activities in detail. The information presented is always subjected to change and will

grow in essence as the year progresses. In addition, all information presented is regarded as

accurate during the writing of this paper.

3.1. Prospective Conferences Based on General and Department Levels

Below is a table listing of prospective conferences that are deemed to be realistically

‘attendable’ by SMPAPHM teachers. It is safe to note that only conferences with venues

within the ASEAN region have been included because teachers are restricted to time

constraints and teaching schedules and attending conferences oftentimes come second to

teaching. For further information on conferences that occur outside of the region, teachers are

advised to seek information from the SDS.

As experienced every year, conferences and workshops, particularly those performed

in Brunei, will be announced as the year progresses. It is expected that annual events, such as

the Hari Guru Workshop, UBD Conference on Maths and Science Education or the BELTA

Symposium, will come to light as the year progresses.

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TEACHERS (GENERAL INTEREST)

1 International Conference on Teaching and Learning with Technology (iCTLT)Singapore, www.ictlt.com

March 2-6

2 TOUCHPOINT 2010 1st Technology in Education ConferenceManila, Philippines, http://www.dlsu.edu.ph/conferences/touchpoint/

March 4-5

3 Global Learn Asia Pacific 2010Penang, Malaysia, www.aace.org/conf/glearn

May 17-20

4 15th International Conference on EducationUniversiti Brunei Darussalam

May 24-27

5 International Conference on Teaching and LearningSingapore, http://www.unisim.edu.sg/ict2010

June 30 - July 2

6 17th International Conference on LearningTai Po, New Territories, Hong Kong.www.thelearner.com/conference-2010

July 6

7 International Conference on e-Learning (ICEL)Universiti Sains Malaysia, Penang, Malaysia

July 12-13

8 International Conference on Computers in EducationPutrajaya, Malaysia

November 29

ENGLISH TEACHERS

9 Centre for English Language Communication Conference (CELC)Singapore, www.nus.edu.sg/celc/symposium

May 26-28

10 3rd International Online Language Conference (IOLC)Online, www.iolc2010.ioksp.com

September 23-24

11 15th International Conference on English in South-East Asia (ESEA)University of Macau, Macau

December 9-11

MATHEMATICS TEACHERS

12 15th Asian Technology Conference in MathematicsKuala Lumpur, Malaysia, www.atcm.mathandtech.com

December 17-21

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http://www.iolc2010.ioksp.com/

http://www.nus.edu.sg/celc/symposium

http://www.thelearner.com/conference-2010

http://www.unisim.edu.sg/ict2010

http://www.aace.org/conf/glearn

http://www.dlsu.edu.ph/conferences/touchpoint/

http://www.ictlt.com/


3.2. Tentative Schedule of Internal Sharing Sessions

As a result of the memorandum distributed to Assistant HODs in submitting proposed

sharing session, a tabulated list has been generated in order to organise a continuum of

activities throughout the year. Most departments submitted their proposals, with the

exception of a few such as Jabatan Pengajian Islam and Business Studies Department. The

justification behind the lack of response was cited as not having any confirmed sharing

sessions planned. The SDS has decided in following up this problem in the near future, and

by term 2, will prompt each department in having at least 4 sharing sessions in 2010.

No Session Title Presenter(s) Audience Month or Specific Date

1 Teaching Writing Through Text Types for Secondary English Teachers

Cg. Sri HaniCg. Suhaila SulongEnglish Dept.

English Dept. teachers

28th January

2 SAP – Where Are They Heading?

Cg. Siti HawaAdmin Dept.

All teachers 4th February

3 Using Virtual Learning Environment for Blended Learning

Cg. Shai OmaraliEnglish Dept.

Selected teachers from all depts.

11th February

4 Personal Learning Network Cg. Izad MajidICT Dept.

Selected teachers from all depts.

18th February

5 Interactive Whiteboard Cg. David EmertonEnglish Dept.

English Dept. teachers

February

6 Digital Media in Teaching Cg. Mohd. AziminMaths Dept.

11th March

7 Japan Foundation Group for Secondary School Educators

Cg. Hjh. JamalliahGeog. Dept.

Geog Dept. & Hist Dept. Teachers

March

8 Assessing the Weak Ability Students

n/a n/a 1st April

9 Green Pack Cg. Lina Hasrina n/a 8th April

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10 Dikir Brunei Cg. YussofMalay Dept.

Muslim teachers

April

11 An Introduction to Research and Research Methods


Interested teachers

April

12 Preparing Lesson Materials Level CoordinatorMath Dept.

Math teachers April to October

13 Using SMARTBoard Cg. Mrs. ChenMath Dept.

Math teachers June

14 How to Use MS PowerPoint to its Fullest Potential


Selected teachers

June

15 Introduction to Teaching and Training a Choir Team

Cg. Shai OmaraliMusic Guild

Interested teachers

25th August

16 Professional Development for Science and Math Teachers

n/a n/a 4th November

3.3. Team Building in Temburong

I have engaged in several informal discussions among the teachers with regards to a

trip to Temburong. The reception was positive yet the plan is still in its initial stages. To date,

the SDS believes that a team-building excursion in Temburong would benefit the teaching

staff as a whole as it is both a recreational and communalistic form of professional

development. The tentative company that has been highlighted as having the capacity to

provide the needs of the SDS is ‘Intrepid Tour’, which offers corporate training activities.

Below is an excerpt of their Corporate Training Programme.

Challenge, fun activities, learning about individual potential, effective teams and

team productivity. In the inspiring setting of Brunei's forests, rivers and jungles. INTREPID'S

experiential based programmes immerse participants in a series of progressive challenges. Coupled

with discussions and review sessions, they present fun, practical situations to test and develop

individual skills and group productivity, plus specific work-place skills and communication

strategies. Programmes utilise well proven methodologies to maximise learning outcomes.

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Trust and mutual support are essential foundations for effective teams. Our

programmes include risk taking exercises that forge closer teamwork and highlight

important team effectiveness factors. Learning by doing is the basis of our experiential

training.

Comparative studies of organisational change and personal development

training prove that new surroundings greatly increase the retained learning from a training

experience. Further, that an experiential format, especially when combined with a wilderness

setting and adventurous activities, is the most effective methodology. An experiential

training format is relatively fast, and has the most substantial short and long term benefits.

Learning experiences in INTREPID'S Team Development Programmes are designed to

link decisions, actions and consequences. Calculated risk-taking, task requirements, and

people considerations all form part of the training experience.

In our unique training situation, the results of team decisions are immediate, clear

and personally relevant. Essential organisational tasks - such as meal preparation - can be

part of the training process. Success is important for the entire group. The insights and

understanding are meaningful and long lasting.

Team games and challenge activities are used to highlight topics, but real situations

in this unusual environment have proven more effective to develop new patterns of group

interaction and personal involvement.

Planning is an important programme element. Finding the balance between time

spent planning and instant action is one learning outcome.

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Our training areas are normally remote and challenging. The natural environment

presents realistic problem-solving situations, and the opportunity to see team issues more

clearly, without distractions. Review and discussion ensures experiences are related back to

the real work setting.

Implementing sound safety practices using equipment which meets recognised

international standards is an integral part of the training experience. Adventure is a central

ingredient of the learning process. An adventure is a step into the unknown. Therefore

the written programme cannot possibly contain all the details; that would not be an

adventure. The adventure in our programmes creates productive learning experiences.

Our Team Development Programmes are directed by Allan Riches; a professional

educator (B.Ed., M.Ed.Admin., MACE, AAIF.) with the relevant academic and practical

qualifications, and 25 years experience designing and conducting adventure based

wilderness training. Allan helped established Outward Bound centres in a number of

countries, and consulted with users and standards organisations in the testing, selection

and design of safety equipment for adventurous training. He developed Risk Management

procedures for a number of adventure based training organisations and instigated major

changes in the engineering and construction of adventure training activities and apparatus

throughout the Asia Pacific region. As a Churchill Fellow he visited forty adventure based

training organisations in North America and Europe to learn their training and safety

practices. With this background, INTREPID'S clients can be assured that safety and effective

learning outcomes are an integral part of all programmes.

Planning, good organisation, personal commitment and effective

communication. The ingredients for a well earned jungle meal; and an effective business or

government enterprise.

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All our Team Development Programmes are designed to support corporate goals, so

developmental outcomes are beneficial for individuals, and the organisation. Each

programme is different, to cater for specific organisational goals and team

capabilities. INTREPID'S has a variety of venues and activity options available, within and

adjacent to Brunei.

During the writing of this report, discussions with prospective participants of this

team-building excursion are still in its initial stages. However, there is a positive response

from teachers in the idea of having an overnight excursion to Temburong. Although the

actual date and duration of this activity is tentative, it has been identified that it will

commence during school term holidays, with the Term 3 or 4 school holidays being the more

viable option.

4. SUGGESTIONS AND RECOMMENDATIONS

4.1. Long-term Development

The core agendum of this section is the provision of opportunities in participating in

and conducting sharing sessions, be it of a departmental scale or an international level

conference. Thus, the short term progress of this section, commencing in 2010 is the

provision of attractive sharing sessions for its teaching staff.

It is important to note that the school has already conducted at least 6 sharing

sessions, whereby a few were conducted prior to the drafting of the tentative sharing session

schedule. Moreover, during the writing of this paper, the section has been continuously

approached by staff keen in conducting sharing sessions. This proves that the schedule is

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indeed tentative and due to its dynamic nature, is not a just representation of the actual

process of professional development.

Come 2011, the section, with experience and data attained from 2010, will devote

more support towards the other approaches stated in Parts 2. and 3. of this paper. As a

measurement of reliability and validity, the section will perform and action research on the

needs of the teaching staff. This action research will commence in Term 3, giving a grace

period for several sharing sessions to be conducted and consequently evaluative feedback

from the participants concerned.

A significant milestone in the long-tern running of the SDS is the production of a

teaching staff e-portfolio system whereby each staff is able to update the progress of their

professional development online, therefore recording and improving one’s resume for future

perusal. In addition, the presence of e-portfolio will further ease the recording of participants

under the SDS.

4.2. Logistics and Facilities

To ensure the smooth-running of the section, its committee must be 1) in constant

liaison with parties who are involved in the professional development of staff, and 2) be in

parallel with the advancements and knowledge of professional development opportunities.

Such logistic processes are compulsory to the formal tasks of the SDS.

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4.2.1 Evaluation Forms

To date, several logistic measures have been implemented. This includes the public

announcement of upcoming sharing sessions via notice boards and the tentative schedules.

However, what is perhaps most significant is the presence of evaluative feedback forms for

participants of sharing sessions. Currently, no feedback form has been utilized in the sharing

sessions that commenced last January and February. A suggestion that has been implied by

the SDS is the construction of an evaluative feedback form whose instruments and items are

reflective of the needs of the teaching staff.

The SDS plans to construct a simple evaluation form that would address the needs of

staff. This form is expected to be completed by the start of Term 2, whereby it will then be

available for consequent sharing sessions. The forms will be administered after every session

and will focus on participants’ perspectives.

4.2.2 Content Management System Website

In line with the notion of setting a record of teachers’ e-portfolio, the platform of

these will be supported by an online Content Management System (CMS). The CMS will be

constructed using the Ning network, a web2.0 environment that is already being used for the

SMPAPHM Music Guild (http://onestoplear.ning.com). The creation of this CMS

exclusively for the SDS will commence from the second half of 2010, and should be readily

available by 2011.

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http://onestoplear.ning.com/


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