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As a member of the United Nations (UN), The Bahamas has adopted the
Sustainable Development Goals. Goal number four speaks to the need for quality education.
Obtaining a quality education is the foundation to improving peoples lives and sustainable
development (United Nations, n.d.). A component of this goal speaks to the enhancement of
educators to learn about one particular tool, process or strategy. The challenge of this setting is
that content delivery is at one pace, one style, one time, and there is little to no follow-up with
responsibility for more than 50,000 K-12 students in approximately 170 institutions throughout
The Commonwealth of The Bahamas, which are dispersed over 19 islands and cays.
Subject Education Officers within the Curriculum and Instruction Division (CID) of
MOE and school administrators are tasked with providing in-service training for teachers
through Professional Development (PD) initiatives. Teachers are required to obtain at least 30
In this structure, the Analysis is not seen as a part of the process, rather, a standard
identification of the targeted learners and the learning environment in which it is used. Hence, it
states:
1. Design Phase During this phase, Subject Officers are mostly concerned with
identifying objectives and facilitators for the PD session. Oft times, the objectives determine
2. Delivery Phase During this phase, the content is presented to the learners. Facilitators
3. Evaluation Phase Evaluation for teachers within the MOE is conducted based on a
standard teaching rubric called Performance Appraisal Report. This evaluation is conducted at
the end of the school year and speaks to the general performance of the teacher. On this
performance appraisal, the amount of PD credit hours is recorded. There is no formal
evaluation done based on the specific PD training conducted throughout the year.
utilizing practicing teachers as facilitators. Sessions are conducted lecture style in whole group.
Learners are rarely afforded the opportunity to practice skills within the session. Application of
development to meet the challenges of the twenty-first century (Al Shammari, 2011). The
World Bank (2003) recognizes the importance of teachers facilitating lifelong learners in
students. As such, teacher preparation should be provided within the same frame of lifelong
learning.
to personal interests and that reaches a persons needs (Al Shammari, 2011).
options which can be selected to customize and personalize their own professional learning path.
The acronym CAF was selected to emphasize the key component of free choice. Educators
determine what, when and how they will learn. Cafs are known for their relaxed and
issue of teachers comfort and relaxation. The ignorance of this area can then form a problem in
The PD CAF Model consists of four steps, Choose, Access, Follow through
and Evaluate. The cycle indicates that the learning process is continuous.
Choose - Teachers will set their own learning goals and explore PD options that best support
their learning style and interests. When individuals set goals, they determine an
external standard to which they will internally evaluate their present level of
Access Teachers will engage with content in various formats including in-person, online and
blended environments.
Follow through Teachers will be allowed time to practice the skill in the classroom.
teacher training and school leadership today (in Bretzman, 2015). The PD CAF Model will be
ideal for providing training and support for teachers throughout the Commonwealth of The
Bahamas. Oft times, the Family Islands (minor islands) are excluded from professional
development opportunities that are available to teachers on the major islands. The PD CAF is
web-based and relies on ICT applications that will in increase teachers access to quality
professional development and reduce the cost of training by eliminating costs associated with
Professional development should reach individual teachers needs in a flexible real life
learning that is independent and is tailored based on teachers needs and interests (Al Shammari,
2011). The PD CAF Model allows for readily available support for teachers at their individual
educators can choose. A successful professional development model should provide an informal
experiential learning and peer-coaching. Teachers would choose the instructional strategy they
Administration
meaningful to them.
When I first read the instructions of the assignment, I thought it would be easy seeing that
I already had in mind which aspect of my work environment needed improvement. However, as I
started fine-tuning the details, I ran across some challenges that will probably hamper this model
if it were to be implemented in our system today. As a new teacher trainer within the MOE, I am
often amazed at the simple things senior officials take for granted in relation to the professional
development of teachers. It is often assumed that because teachers are educated educators, they
can automatically and quickly make changes and adjustments to their pedagogy strategies given
little to no support.
The one-time and done strategy currently employed with MOE is not working and
teacher motivation is at an all-time low. I often wonder what the purpose of PD is if its not
meaningful to the teacher. I am a firm believer in professional development and its power to
Creating this model, I was made aware of the many holes located within the current PD
system. The major observation is that there is no set model. Within my unit, I will work with my
team to prepare a formal proposal to implement the PD CAF Model to present to the Director
of Education.
References
teachers: Kuwait perspective. International Journal of Arts & Sciences, 4(8), 55-62.
com.library.open.uwi.edu/docview/908315061?accountid=42537
Andersen, M. H. (2011). The world is my school: Welcome to the era of personalized learning.
Bretzmann, J. (Ed) (2015) Personalized PD: Flipping your professional development. New
199.
teacher efficacy within the construct of the gifted cluster model. Retrieved from
https://search-proquest-
com.library.open.uwi.edu/docview/304712926?accountid=42537
https://sustainablzsedevelopment.un.org