Report On Teachers Development Program On How To Improve Performance Of The Group With Special Needs (Term Paper Sample)

REPORT ON TEACHERS DEVELOPMENT PROGRAM ON HOW TO IMPROVE PERFORMANCE OF THE GROUP WITH SPECIAL NEEDS
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REPORT ON TEACHERS DEVELOPMENT PROGRAM ON HOW TO IMPROVE PERFORMANCE OF THE GROUP WITH SPECIAL NEEDS
ABSTRACT
Education is an essential human right as enshrined in the constitution. In addition, education is an important source of social change. Teacher education deals with professional education towards achievement of skills, attitudes, as well as knowledge what is considered desirable, so as to make teachers effective in their duties in line with the needs of the society. Teacher training and development is fundamental in allowing teachers to deliver the content based on the needs of the learners. The principal objective of teacher training and development is to develop educational skills, which are compatible with education policies, as well as providing teachers with relevant skills and knowledge necessary to meet the current technology based learning systems.
The size of the class and other salient factors do not influence learners’ learning trajectories as much as the quality of their teachers. There is positive relationship between well-executed teacher training and development, and high-level learner learning. This paper will examine the teacher training and development complexities, key situation, analysis (needs assessment, steps in designing a teacher training program, and evaluating of teacher training program), conclusions and recommendations.
REPORT ON TEACHERS DEVELOPMENT PROGRAM ON HOW TO IMPROVE PERFORMANCE OF THE GROUP WITH SPECIAL NEEDS
Introduction
Technology is changing the way the classroom is managed and learners learn at an implausible rate. As emphasis on digital classrooms on learner attainment, district leaders are keen to explore and implement instruments that will help change the learning experience. While the prospective value of educational technology instruments is high, the manner in which instruments are implemented may drastically affect the actual value offered to learners. Therefore, training and development have become important among teachers to enhance their knowledge and skills towards improving the educational experience and outcomes (Atay, 2007).
Training is any act that intentionally attempts to improve individual’s skills at a given task. It entails systematic advancement of know-how, as well as techniques and approaches towards problems solving. Apart from knowledge acquisition, training comprises, implementation and usage of the gained skills. From continuous use of these teaching skills, experience is gained. Main aim of training is to improve the standards and quality of service delivery by teachers, therefore there is need for the implementation of performance contracts in teaching, and continuous work reviews. Training programs for teachers usually combine training and development (Bruce & Ross, 2008).
Based on educational research findings, students’ development and achievement of learning objectives are determined by the quality of teachers’ services as well as management techniques. Beneficial policies and appropriate education guidelines should be implemented in the learning facilities in the society, (Buczynski & Hansen, 2010).
Complexities
There has been ever-fluctuating trends in the education sectors, for example, the existence of diverse culture requires teachers and schools to adopt universal learning systems. In every society there exists both physically and mentally challenged learners that demands special attention from teachers. Technological advancement has as well necessitated integration of education system to meet the current demands of the digital society. There exists a connection between teachers, learners, and parents which can be utilized to improve performance. Consistent teacher-parent communication, teacher-student communication, and parent-student communication is vital for learner performance appraisal.
During teachers’ learning period, knowledge regarding learning and teaching was less developed, several teaching instruments were not accessible and the responsibility of education was more narrowly conceived. In fact, there were less training and development opportunities available for teachers (Hofman & Dijkstra, 2010). The accessibility of educational resources, such as internet. The presence of these internet accelerated learning materials provides both learners and teachers a basis of self enhancement. Teachers should access, and explore these sources and eventually convey their findings to the needy learners. With this approach, competence and service delivery of teachers will be enhanced. Therefore, teachers nowadays also require competences to continually innovate and adapt to learning environment.
Consequently, the only tool that can be used to achieve these competences is crafting an effective training program for teachers. School systems nowadays are charged with the responsibility of dealing with ever- growing demands: lowering the achievement gap, embracing evidence-based practices, meeting sufficient yearly progress objectives, managing the needs of second-language, as well as special-needs learners, as well as remaining current on the growing amount of pedagogical in addition to content area research. The teacher training and development aims at improving the education quality and make it well-suited with education practices and policies so as to ensure relevant content delivery. However, quality of education comprises multifaceted roles that describe learning activities which influences learning outcomes because efficient learning technique is determined by; age, disposition, IQ, social status, and environmental factors, Darling-Hammond & Richardson, (2009).
Easy-to- gather, formal measurements, like teacher qualifications, student test scores, as well as years of teaching experience are inadequate in assessing teacher competences. Many other factors need to be considered, such as communication skills, the capacity to convey knowledge, know-how of the subject matter, as well as professional development achievement (Buczynski & Hansen, 2010). Key Situation Investment in human capital via training and development along with educational programs is perceived as a determinant of the increase in the value of that specific capital. It is universally acknowledged that the quality, as well as quantity of human capital buildup is crucial determinants of the efficiency of economy. To optimize the usage of human capital is an increasingly technological work environment, training is considered to be vital. However, this demands the provision of quality education at all levels of a specific school system (Darling-Hammond & Richardson, 2009). Research evidence demonstrates that different kinds of teacher training, capacity- building and work experience have positive impacts on the quality of education. Thus, having well-trained, as well as experienced teachers in schools is just as vital as good educational materials and good rapport between the community and teachers.
Teachers’ appraisal programs must be incorporated among the indicators of quality learning. Teacher quality and accessibility are among the primary determinants of quality learning. Although teacher quality is very difficult to evaluate, some observable teacher features, like experience, training, qualifications along with incentives may be utilized as surrogates for quality. Also, the issues of education quality, in general, and teacher training and development programs in specific have remained a huge challenge for many educational systems in United States and other parts of the world. Teachers’ appraisal is primarily aimed at improving learning among many schools, which falls under: in-service training, pre-service training, as well as informal on-the-job training (Hofman & Dijkstra, 2010).
Analysis
A basic goal of a training and development program for teachers is to improve performance by equipping teachers with the necessary skills and knowledge to deal with the changing classroom environment. A training program for teachers must have clearly stated, as well as realistic goals to be effective in improving the achievement of learners. The goals will be determined by the quality and components of the training services. These training programs must be regular and should be able to address the learning objectives. The learning workshops should equip teachers with adequate ICT skills, for example. Effective training will equip teachers with the indispensable skills and understanding to enhance performance in their schools (John & Gravani, 2005).
Assessment involving Needs
Needs
Every teacher, just like any employee, demands proper remuneration. In order to realize quality teaching from teachers, they must stay motivated. Therefore teachers should be paid well, as well as offering them benefits. These benefits should be in the form of Hospital Insurance, transport allowances, proper housing, and continuous trainings. On the other hand, students’ conditions must be assessed to determine their needs. Students should be offered adequate leaning materials ranging from books to reference materials, for example internet. Further, the needs of the group with special needs should be considered. Learning facilities for the deaf, blind and any other special category should be availed.
Needs Assessment Training activities have the advantage of improving teachers’ skills and advancement of knowledge and performance as a result of effective understanding of institutional framework. Evaluation of prevailing teaching conditions should be done in order to determine appropriate changes that should be adopted. Evaluation and gap analysis in learning sectors sho...