Professional Development Philosophy of the JHM Christian School - Case Study Example

AUDIT REPORTS ON THE PROFESSIONAL DEVELOPMENT PHILOSOPHY OF THE JHM CHRISTIAN SCHOOL TABLE OF CONTENTS INTRODUCTION Chapter I Department of Education National Level Chapter II Association of Christian Schools (ACS) District Level Chapter III JHM Christian School Chapter IV Department Set Up Chapter V The Research Proper of the JHM Christian School a. The Department of Education-National Level in partnership with the Private School b. Parallelism in relation to Visions/Progress of Department of Education National/ACS/JHM c. The Program Proper of Department of Education Chapter VI Congruency of JHM, ACS and Christian School Project Development Practices and Its Vision, Mission and Values Chapter VII Five published Materials in Project Development Chapter VIII Conclusion/Recommendations Chapter IX References INTRODUCTION PROFESSIONAL DEVELOPMENT PHILOSOPHY Professional Development refers to the skills required for maintaining two specific career paths. In general, it is a skill offered through continuing education in which includes the more general area of professional development. With changing technology and practices in a profession, it can be seen as training to keep current with ongoing advancement or in the concept of lifelong learning. It is often a function of the human resources or organization development of large corporation or institution to develop and implement a program of professional development. Professional development may include formal types of vocational education, typically post secondary or poly-technical training leading to qualification or a credential required to get or to retain employment. The concept of professional coaching may also be included to informal or individualized programs of professional development. Professional Development Philosophy – All professional development activities are based on a set of formal and informal principles, directives and practices. This underlying “Professional Development Philosophy” is lifelong education. When education is relevant, participatory and applied, we believe that adults learn best, it adheres to the principle that we are all lifelong learners. The institutions’ vision, values and goals and specific policies and procedures provide the over-all guidelines and directions for professional development. There is a room for individual flexibility. You are the expert regarding your own professional development needs and your active participation in the planning and implementation is important. CHAPTER I DEPARTMENT OF EDUCATION NATIONAL The Department of Education-National Vision Committed to a culture of excellence in public service, we are people of organization. We believe that the most important resource of our country is its people. We make the task of educating every child our singular mission. We assist the child to discover his/her full potential in a child-centered and value-driven teaching-learning environment. Thereby, enable him/her to create his/her own destiny in global community. We prepare him/her to become a responsible citizen. An enlightened leader, who loves his/her country and is proud to be its citizen. Not only because they are empowered, competent and accountable, but because they care where administrator exercise visionary leadership responsive to emerging learning needs of the nation, we provide a school system where teachers and principals achieve the desired learning outcome; ensure adequate resources; promote appropriate technology; create and sustain a conducive climate in order to enhance learning; and where the family, the community and other institutions actively support our efforts. To benefit from the system, we affirm the right of every child especially the less advantaged. This is our vision with the help of God we dedicate all our talents and energies to its realization. The Department of Education’s Mission To provide quality basic education that is accessible to all and to lay the foundation for life-long learning and service for the common good. CHAPTER II ASSOCIATION OF CHRISTIAN SCHOOL (ACS) (DISTRICT LEVEL) VISION: “To be an association speaking with a viable and authoritative voice in education and consisting of effective Christian member schools recognized as essential and contributing to the public good by using the “Bible” as foundational reference in learning [so that] Christian School, students, teachers, and parents acquire wisdom, knowledge, and a biblical principles and perspectives as evidenced by a lifestyle of character, leadership, service, stewardship and worship” (National Schools—All Other Countries. 2007). Men and women who are products of Christian schooling are, in general, more God-loving, God-fearing (Mathew 23:37); kind-hearted and helping others with their love and resources (Romans 12:1); developing in both wisdom and stature (Luke 2:52); and living in the world as inspiration to others and most likely to have positive influence on others (Matthew 5:13-14). MISSION: “To enable Christian Educators and member schools to effectively prepare students for life” (National Schools—All Other Countries. 2007). CHAPTER III JHM CHRISTIAN SCHOOL An Education Ministry of JCHS Church FAMILY, COMMUNITY, NATION, WORLD VISION: A center of excellent Christian education Propagate the biblical principles through excellent Christian education among the young minds, to become productive members of their family, society, country and the world. It is an avenue of moral integrity, uprightness, spirituality and progressive leadership towards the fulfillment of God’s purpose for kingdom living. CHAPTER IV DEPARTMENTAL SET UP DEPARTMENT BOF EDUCATION LEVELING CHART: CHAPTER V THE RESEARCH PROPER OF THE JHM CHRISTIAN SCHOOL The department of education is the national governing body. Next is the regional level, which comprises the public and the private schools. The private schools oversee the district level like the Association of Christian Schools, of which the JHM Christian School is one of the member schools. All these departments covering and supervising the JHM Christian School adhere and focus to one parallel vision of: EXCELLENCE IN EDUCATION. This vision embodies the professional development philosophy of the organization as a whole. Considering people as the most important resource of the country, people, the like of students, school board, principal, faculty, parents are all part of this pursuit of excellence developmental goal. The Department of Education- National Level in partnership with the regional sectors, the private schools, has lined up some program of activities that will challenge the students, parents, teacher, school principal, school board to discover/enhance their skills and talents and creativity which is in line with Department of Education vision of: COMMITMENT TO A CULTURE OF EXCELLENCE. The Department of Education National Secretary states that, “All school program of activities for development should be our top priority in this department (The News 2007). During “EXCELLENCE CONVENTION” the secretary stated “ Professional development gearing towards EXCELLENT TEACHERS AND EXCELLENT SERVICE” (The Bulletin 2007). THE PARALLELISM IN RELATION TO VISIONS AND PROGRAMS OF THE DEPARTMENT OF EDUCATION NATIONAL/ASSOCIATION OF CHRISTIAN SCHOOL / JHM CHRISTIAN SCHOOLS The Department of Education – National, the overall overseer of education industry in its vision of imploring God’s help and Christian principles in realization of its goals. The Association of Christian Schools –District, the arm of the Department of Education- Private in overseeing, coaching, mentoring member schools program of activities and practices. ACS is a recognized body created for the purpose of gathering together all the Christian Schools who has the same Christian principles, mandates and vision of unity in faith, and demonstrating Christian professional excellence in its manifested truth of application stated in the bible. As per March 2007 “Walk the Talk” the JHM Christian School- the ACS and JHM as mentor- master in relationship for a common goal of excellent biblical Christian education. THE PROGRAM PROPER OF THE DEPARTMENT OF EDUCATION TITLE: “LANGUAGE AND COMMUNICATION WEEK” The month of August is considered the “Language of Communication Week” celebrated by the Department of Education- National and thereby encouraging also the sub educational sectors to observe and join the celebration. In this celebration the member schools are obliged to participate in the event using the school premises as its venue. Though this is just a simple topic of Language and Communication Week in the observance of native language enhancement, the Department of Education- National ultimate professional development goal in lined with their theme of EXCELLENCE in SERVICE through this “Language and Communication Week” Program of Activities THE ACTUAL “LANGUAGE AND COMMUNICATION WEEK” PROGRAM The JHM Christian School celebrated this event with the observance and respect to the National Native Language or Dialect. The celebration goes with the contest and competition on oration, declamation, singing, dancing, and drawing. All is done using the native dialect language. The writer noticed that most of the member schools presented it with a very common/usual celebration of singing, dancing, oration, declamation, drawing contest. And that’s it all. But the JHM Christian School do the uncommon/unusual presentation by applying, re-thinking, re-inventing and enhancing it to match it with the ACS and JHM Christian principles. The JHM Christian shows patriotism and tribute to its native language by presenting it but on the other side they also seek the bible and apply its principles founded on Gen. II that God is the author of different languages and from there on people no longer spoke one language but many. They stressed that “MORE LANGUAGE, The Merrier.” In this instance the teachers were able to further their knowledge at the same time in line with their vision and ACS vision of integrating God and His Christian principles. Amongst the participating member schools, the JHM Christian School was on top by having been awarded as the “LANGUAGE CENTER” of the Department of Education. Their excellence has been displayed in this manner because they did the activities by using the native language and at the same time the other languages without distorting the purpose of the program. SECOND PROGRAM OF THE DEPARTMENT OF EDUCATION “THE NUTRITION MONTH” The nutrition month is celebrated every month of August. It was again Department of Education National Sponsored Program Activities. In here most of the member school participants join in, in the manner of parading on the streets with pupils carrying baskets on their hand/head with different kinds of fruits and vegetables therein. The theme: is for the observance of healthy foods needed by the body. In this program, the writer again observed the JHM’s ideas. Again they seek the bible and cited the verse in “Our body is the temple of the holy spirit and since it is temple of the holy spirit we ought to be careful what kind of food we are to eat, thus stressing the point of nutrition – God’s way. This is again in line with ACS values of Christian principles. CHAPER VI Congruency of ACS and JHM Christian School Professional Development Practices and Its Mission, Vision and Values JHM Christian School Professional Development Practices ENGLISH PROFICIENCY 1) Teachers are using the English language as a medium of communication during classes, chapel hours. 2) PUBLICATIONS/NEWSLETTER/LITERATURE AND BOOK WRITING The school publishes excellent and developmentally appropriate books and materials for students The school publishes the mentor teacher handbook and encourages teachers to read more books on excellence in service. For the parents, a special book entitled “Guide to Effective Parenting” was published to assists the parents in the long journey reviewing the children. In arts subjects, the pupil loves to draw and was able to join contest and won awards The teachers & the school board were able to compile and write a book on their actual teaching experiences and these applied solutions in every problem they encountered & the other schools benefited for it. 3) COMMUNITY INVOLVEMENT Having the mobile schools, students, teachers, and principals have the opportunity to participate in community projects. They teach the out of the school youth in some vocational technology, technical academic and spiritual aspect of the recipient group in the community. Notes: All of these are in line w/ JHM Vision of bringing the Center of Excellent Christian education / and ACS vision of effective Christian School. To identify and described the exemplary professional development practices. I think in the area of publications, networking and community development, the first (publication) is theoretical and the second (networking) and the third is community development is the implementation of what have been written and learned. Practices that could be improved or expanded is the networking aspect because networking means sharpening of talents and exchange of views and ideas, opportunities for the better of self-profession and the school that general towards professional development. Since in networking as per Macro 2007 states “Iron sharpens iron”, we can learn from the best minds and bright ideas. The appropriation of professional development activities in terms of meeting the development need of professional at the entry level, mind level, senior/veterans stages are very evident in a sense that in most of the activities the students, parents, teachers are all involved even the viewing public during program of activities. The standard of department of Education – national staff development is what is provided in a school system. PROFESSIONAL DEVELOPMENT Professional Development, as observed by the Professional Development. Center for Media Literacy (2002) that the most pressing issue in education currently is the transformation of the teacher’s role. Nowadays, it is not anymore what we call a “sage on the stage”. It is now a “guide on the side”. According to the Center for Media Literacy (2002), in the article “Professional Development”, this does not include the educators and youth ministers in churches, temples and synagogues. Scout leaders, after school organizers and coaches for a plethora of sports. Chapter VII Five published Materials in Professional Development Professional Development prepares, trains, and recruits high quality teachers, principals, paraprofessionals and other staff (“Professional Development Opportunities”, 2007). Professional Development helps to enhance the IT contribution to teaching, learning, and administrative services at institution, to do job better, to connect with colleagues and to advance professional career (“Transforming Education Through Information Technologies Professional Development” 2007). The work required to implement the New Jersey Professional Standards for teachers and school leaders and other state and federal educator quality initiatives, are supported by the Professional Standards and Learning unit. In December 2003, The New Jersey Professional Standards adopted by the State of the Board of Education, provide a clear vision of the knowledge, performance and dispositions that the teachers and school leaders need to support student learning and achievement of the revised Core Curriculum Content Standards (“Academic Professional Standards, 2006). The responsibility of the Professional standards and learning unit for supporting teacher and school leader quality initiatives includes 1) Professional Development for Teachers and work of the Professional Teaching Standards Board; 2) Professional Development for School Leaders and work of School Leader Professional Development Advisory Committee; 3) State Action for Education Leadership Project that strengthens the focus on the instructional leadership; 4) National Board for Professional Teaching Standards subsidy and support program; 5) Teacher Mentor and Induction Support and Training Program; and 5) highly Qualified Teacher Initiative under NCLB (“Professional Standards in Learning,” 2006). Through school in-service workshops, professional development has traditionally been provided. It is a classic conception of that model the district or school brings in an outside consultant or curriculum expert on a staff-development day to give teachers a one-time training seminar on a garden-variety pedagogic or subject-area topic. In the professional literature that approach has been routinely lamented. Experts say that it lacks continuity and coherence, that it misconceives of the way adults learn best, and that it fails to appreciate the complexity of teachers' work (Little, 1994; Miles, 1995). From the data of National Center for Education Statistics, studies show that in 2000, teachers typically spent about a day or less in professional development on any one content area. Meanwhile, only 18 percent of teachers felt that the training they received was connected "to a great extent" to other school improvement activities, while 10 percent to 15 percent reported that they were given significant follow-up materials or activities, depending on the content area of the training. The proportion of teachers who felt their professional-development activity significantly improved their teaching ranged from 12 percent to 27 percent (NCES, 2001). Data shows that it is consistent with evidence that many teachers view the professional development opportunities available to them as uninspired, if not bordering on demeaning. Early 1990s, a steady stream of research and commentary has advocated a roughly consistent alternative to the workshop model of professional development. This approach holds that for teacher learning to truly matter, it needs to take place in a more active and coherent intellectual environment, in which ideas can be exchanged and an explicit connection to the bigger picture of school improvement is made. Proponents of this view of professional development highlight the need for collaborative learning contexts, teacher research and inquiry, engagement in practical tasks of instruction and assessment, exploration of relevant subject matter, and in addition to that, consistent feedback and follow-up activities. In such experts' recommendations, "top down" training seminars are often outweighed by a flexible but purposeful menu of teacher networks, study groups, partnerships with universities, peer reviews, online-learning activities, and curriculum-development projects (Little, 1994; Darling-Hammond, 1998; Smylie et al., 2001; National Staff Development Council, 2001). Recent studies suggest that professional development conceived along the lines prescribed by the consensus view can in fact be effective: A study in 2000 by the National Staff Development Council, they examined the award-winning professional-development programs at eight public schools that had made measurable gains in student achievement. It shows that in each of the schools, "the very nature of staff development shifted from isolated learning and the occasional workshop to focused, ongoing organizational learning built on collaborative reflection and joint action." Specifically, the study found that the schools' professional-development programs were characterized by collaborative structures, diverse and extensive professional-learning opportunities, and an emphasis on accountability and student results (WestEd, 2000). The Consortium of Chicago School Research, (2001) found that "high quality" professional-development programs, for example those characterized by "sustained, coherent study; collaborative learning; time for classroom experimentation; and follow-up," had a significant effect on teachers' instructional practices. Research have identified a reciprocal relationship between strong professional-development offerings and a school's overall "orientation toward innovation," suggesting the two feed off each other (Smylie et al., 2001). Longitudinal study commissioned by the U.S. Department of Education in 2000, tracked the experiences of teachers participating in activities financed by the federal Eisenhower Professional Development Program (primarily for efforts in mathematics and science). It was found out that professional development that focused on "specific, higher-order teaching strategies" for example, the use of problems with no obvious solutions, increased teachers' use of such strategies. The study found, if the professional-development activity was collaborative in format; involved participation of teachers from the same subject, grade, or school; provided "active learning" opportunities for teachers; and was consistent with the teachers' goals and other activities (Porter et al., 2000). Based on research, changes in the way teacher training is conceived and organized are, in effect, supplemented by others that focused more directly on the content of successful professional development programs. It was suggested that professional development is most successful when it exposes teachers to content that helps them make their subject-area knowledge deep and contextual and prepares them to respond to individual needs of the students. In the study of effective teacher practices in 2000, a researcher for the Educational Testing Service linked higher student test scores in math with teachers' professional-development training in higher-order thinking skills and in working with special populations of students. They try to device strategies to solve different types of problems. They found similarities in results in science-test scores in connection with teachers who had had professional-development training in hands-on laboratory skills. The study's data suggest that other, more all-purpose types of training content, an example is classroom management, interdisciplinary instruction, collaborative learning—had a minimal or negative effect on student scores (Wenglinsky, 2000). Analysis of evaluative studies of professional-development programs, were done in 1998. They found out that in math and in science, programs of focusing contextually on subject knowledge and on student learning of particular subject matter had a greater effect on student learning than those prescribing generic set of teaching behaviors. They come up with the hypothesis that by giving teachers a greater understanding on how students learn in a subject, the more successful programs enabled teachers to continue to develop and refine their own practices. More importantly, it was found out that organizational aspects of the programs such as duration and follow up had little effect on student outcomes. However, the author acknowledges that with strong subject area content, enhanced structural features might improve programs (Kennedy, 1998). A 2000 professional-development guide for reading teachers adopted by the Learning First Alliance, an organization of 12 major national education associations, advocates an extensive, specialized regimen of subject-area training. The guide asserts that each stage of student "reading acquisition is worthy of intensive focus in a long-range professional development" With training sessions "supported by readings that explain psychological, linguistic, and educational reasons for the recommended practices." To give teachers the depth of knowledge necessary to meet students' diverse and changing needs is its goal (Learning First Alliance, 2000). No one suggest that designing and sustaining successful professional development programs is easy and inevitable, although a growing number of signs point to the efficacy and value of certain models of teacher training. One reason the workshop model has persisted appears to be the organizational and financial difficulties of implementing alternatives (Little, 1994; Darling-Hammond and McLaughlin, 1995). In general, to be successful, experts emphasize the importance of strong and engaged instructional leadership on the part of the school principal to provide a high quality professional-development programs. In addition to that, they also stress the need for innovative and coordinated management of funding and teachers' time. Moreover, they call on governments and school systems to provide greater financial and administrative support (Smylie et al., 2000; WestEd, 2000; Wenglinsky, 2000; Porter et al. 2000). To identify embedded elements of school culture and infrastructure that stand in a way of changes in professional development, some commentators point to the need for thorough examination of school policies and practices. (Darling-Hammond, and McLaughlin, 1995; Smylie et al., 2000). Chapter VIII Conclusion/Recommendations The standard of the Department of Education-National is holistic in approach, and it coincide or congruent with the ACS and JHM Christian School professional development practices, its vision, mission and goals. All the published materials in project development discussed here are good and beneficial to all. At the end, the unity of all sectors will achieve the desired results of professional development. It is recommended that school employees must assess their aptitudes strengths and developmental needs with their school supervisor. These school employees must decide on the direction that they want to take in their career. They should work with their supervisors to develop an individual development plan that supports their current job as well as their longer-term professional goals. Aside from this, these school employees must work with their supervisors to schedule the appropriate on-the-job training, necessary formal education, training/seminars and other capability enhancement activities. On the other hand, the manager/administrator or supervisor must support the growth and capability enhancement endeavors of the staff under them. The manager/administrator or must determine the employees’ work-related knowledge, skills and experiences which are necessary for the proper delivery of their functions and responsibilities in the school they work with. The manager/administrator or must also assist employees in determining their capability enhancement heeds and guide the school employees in pursuing their professional development planning. Lastly, the school organization must ensure that there exist a workable organizational structure that may help acquire the desired knowledge, skills, capabilities and experiences of the school employees. It is pertinent that this school organization must allocate funds in pursuit of professional development for all the staff of their organization. References Academic and Professional Standards. 2006. “Professional Standards and Learning.” State of New Jersey: Department of Education. Darling-Hammond, L. 1998. "Teacher Learning That Supports Learning," Educational Leadership Darling-Hammond, L., and McLaughlin, M.W. 1995. "Policies That Support Professional Development in an Era of Reform," Phi Delta Kappan, Reprint by MiddleWeb. Educause. 2007. “Transforming Education Through Information Technologies Professional Development. EDUCAUSE. Kennedy, M.M. 1998 "Measuring Progress Toward Equity in Science and Mathematics Education," Wisconsin Center for Education Research Learning First Alliance. "Every Child Reading: A Professional Development Guide," 2000 Little, J.W. 1994. "Teachers Professional Development in a Climate of Education Reform." U.S.: Department of Education. National Center for Education Statistics, "Teacher Preparation and Professional Development: 2000," 2001. National Schools—All Other Countries. 2007. Association of Christian School International. “Standards for Staff Development.” 2001. Porter, A.C., Birman, B.F., Garet, M.S., 2000 "Does Professional Development Change Teaching Practice? Results From a Three-Year Study." See "Executive Summary." Professional Development. 2002. “Center for Media Literacy.” CML Media Kit Smylie, M.A., Allensworth, E., Greenberg, R.C., Harris, R., Luppescu, S. 2001 "Teacher Professional Development in Chicago: Supporting Effective Practice," Consortium on Chicago School Research. WestED. 2000 "Teachers Who Learn, Kids Who Achieve: A Look at Schools With Model Professional Development." Read More