PSLE7006 Spring 2019: Personal Development for Leader Project

This project, focusing on personal development for leaders, explores the multifaceted roles and responsibilities of teachers within an organization, emphasizing their impact on the institution's structure, function, and overall success. The assignment delves into the concept of professionalism in teaching, analyzing it through various perspectives including traditional, conflict theory, neo-liberal, and critical perspectives. It highlights the essential attributes and skills of effective teachers, such as enthusiasm, leadership, organizational abilities, and interpersonal skills, while also examining their roles in planning, implementation, assessment, and administration. Furthermore, the project investigates the influence of teachers on their organizations, emphasizing their contribution to productivity, student growth, and the overall educational environment. Finally, the project addresses professional development, including various models and their application to teachers' needs, while incorporating relevant references and appendices to support the findings.

Running Head: Personal Development For Leader
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Personal Development For Leader
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Project on personal development for leader 1
Table of Contents
Task 1.........................................................................................................................................2
Review of teacher –................................................................................................................2
Roles and responsibilities of a teacher –................................................................................5
Impact of teachers on their organizations –...........................................................................6
Task 2.........................................................................................................................................7
Transferable skills which teachers have –..............................................................................7
Practices, knowledge and general skills of teacher which they can use effectively within
workplace setting –................................................................................................................9
Task 3.......................................................................................................................................13
Professional Development –................................................................................................13
Models of professional development –................................................................................14
References................................................................................................................................20
Appendices 1 –.........................................................................................................................24

Project on personal development for leader 2
Task 1
Review of teacher –
1. In the world of technology and science, education is determines the level of welfare,
prosperity and security of an individual. While quality of education depends on the
various factors such as teaching- learning material, method of teaching, infrastructure,
and curriculum and education technology. Out of these factors, teaching is important
factor for education of acceptable quality. Teacher is a person who helps to the others
in acquiring knowledge, skills, values and competences. They are directly responsible
to operationalize education process, set intimate contract with learners and train and
motivate them in various ways (Carl, 2009). Teacher also needs initial training and
education of reasonable quality and length. Main resource of an education system is
teacher. They have various essential roles and responsibilities which are required in
changing environment or changing social needs. So, needs of professional
development of teachers continuously develop and change as per changing
expectations related to the increasing quality of education, changing in the social
needs, changing technology and science, change in the population of student and
technologies effect on the learning.
2. Concept of professionalism in teaching can be divided in four structures. These are:
 Traditional – Traditional structure of professionalism are based on occupations
like law (Demirkasimoglu, 2010). These professions have high level of
autonomy but also high pay and high status. Because of this teaching
profession are accepted as quasi professional. There are various aspects of
teaching which can be co-relating with traditional structure of professional.
Teachers provide services to the student and require huge skills and
knowledge and are driven through moral imperative. However, as an
occupation teaching is different from traditional professions because they have
more control of the organization as compare to doctors and lawyers. Within
teaching there is no distance between practitioner and client due to the
continue interaction between clients and practitioner, so there is close
relationship between them. As per the traditional structure, teaching is a high
status profession than other professions such as doctors and lawyer. So, within
teaching due to direct interaction and relationship with students, teacher
consider in fully traditional structure (Rozas and Klein, 2010).

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 Conflict Theory – This is another structure or view for the concept of
professionalism in teaching. Knowledge is not enough which makes a high
status profession but value of the knowledge or skills to the organization is
also necessary for high status professions. This theory states that social
relationships of different groups are built upon exploitation and power.
Professionalism in teaching as a form of control of state with teachers can be
direct or indirect rule by state such as economic, political, technological, social
and cultural circumstances determined. Obviously, teaching profession is to be
of value for student as well as the organization. They have the chance or
opportunity to enhance or develop the academic ability and the success and
achievement of their students and also have chance to developed themselves
as people. Teachers have to ensure that groups within the society should be
restricted and proper maintaining of structure of the society (Teachers’
standards, 2011).
 Neo- Liberal – This approach has significantly shifted to professional’s role.
So, the regulation of professionalism in teaching has shifted from autonomy as
a licenced form to a regulated autonomy in form of tightly controlled
autonomy (Ball, 2012). This structure led to develop a new professional along
with various different values of the professional (Patrick, 2013).
 Critical Perspectives – This is the recent structure for the concept of
professionalism in teaching. This perspective states that we rethink
professionalism relating to what we do and how we do rather than acquired
only high status professions.
3. Attributes and skills of a good teacher –
 Enthusiasm: A good teacher should be enthusiastic towards their job and
encourages their students to learn more and to share the same passion as
teachers do and give them more knowledge as they have (Stronge, 2009).
 Leadership: A great teacher has the ability to guide and lead their students in
proper manner. They can manage different character of students or various
different personalities of their students which includes misbehaving by their
students. They guide them in right way or direction. Leadership plays an
essential role in achieving their objectives or goals. So, teacher should be good
leader and guider for their students (Khoshhal and Guraya, 2016).

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 Organization: Teachers have to do various task such as planning, marketing
and managing the organization. So, they require organization skills too for
achieving their goals or objectives. So, it will help them in completing their
task timely.
 Respectful: A good teacher should be respectful towards their students. So,
student can openly communicate about their issues or problems and also share
their suggestions and opinions to their teacher. So, it will also help in creating
good environment within the organization (Azer, 2014).
 Multitasking: A good teacher has skills of multitasking. They can do more
than one task at the same time such as managing their class as well as teaching
them with proper planning system.
 Teamwork: They have an ability to work individually as well as in the team.
They have to make their students as they feel such as they are part of the team.
They must have relationship with other teachers which help them in solving
problems and also helps in creating plans relating to the overall teaching
system (Saphier, 2017).
 Ability to Teach: They need to have instructive skills, creative skills, their own
style of teaching and way of explaining any concept which students can be
understand easily.
 Communication & Interpersonal skills: Teachers must have good
communication skills and interpersonal skills. They should be able to interact
with all people that include different age group, parents and managers and
understand their different point of views (Sutoliffe, 2013).
 Adaptability: They need to handle their students in each circumstances and
able to give solutions for the problem of their students.
 Creativity: Teacher needs creativity to developing interest for the students.
This can be done through various activities such as role play, games and other
fun related activities (Jenkins, 2016).
 Patience & Confidence: While teaching, patience is necessary for handling the
class. Confidence is also essential attribute for a good teacher.
 Emotional Intelligence: A great teacher has an ability to control their emotion
and also has ability to understand the emotions of their students.

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 Critical Thinking: Due to number of different problems, teacher should have
critical thinking for solving those problems, conflicts among students and
other personal issues relating to their students (Banner and Cannon, 2017).
Roles and responsibilities of a teacher –
Teacher can play their role within their teaching profession in various ways as at planning
stage, teacher plays an important role in achieiving their goals. They have to prepare and
make proper plan as how they will teach to their students and how they will increase the
growth of the students. They work together with other teacher to gain new knowledge, adopt
new concepts and philosophies for teaching and planning teaching at grade level for
improving the experience of learning. Besides teaching, teachers are implementers of
learning and providing students with the tools and material which be necessary for their
learning. Teachers work one to one pupil or with small number of group too. They also play a
role of assessors as they have to evaluate skills of their students through formal and informal
assessments and then assigning marks to them. During interaction with pupils, teacher plays a
vital role such as role of a therapist, parents, and a nutritionist. Teachers must be good leader
and have all leadership qualities. A teacher can build up self- esteem of students and also tear
down self-esteem of students (Roles and Responsibilities for Teacher in the Classroom,
2017). They have to able to share their knowledge to another and deliver it with clarity of
information. To listen and solve the student’s issues or problem, respecting their suggestions
or views and try to know their needs. A teacher also act as a guide and councillor and offer
support and help to their students where they can (Keller, 2011). Teacher is also responsible
towards administration department. They are responsible for the initial enrolment and the
administration which is required within the duration of the course. A teacher is also an
information provider to the learners, so their responsibilities is to provide, develop and
produce learning and teaching material appropriate for a range of purposes, context and target
audience. Teacher has to treat their students equally; it means there are no difference with
regards to age, gender, caste and the religion of their students. Teacher have to manage all
things such as managing the group or students, managing various activities while teaching as
well as other curricular activities and also managing the learning (Allen, 2014). During
training, teacher plays a role of Assessor. Learners will have various different learning needs,
so they need to accommodate their needs. So, assessment skills will help them to promote
quality, inclusion and diversity. This helps in increasing the motivation level to the teacher as
well as the learners. They have to assessing changing or varying leadership styles within a

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group and also provide motivation to the learners. This will help in identifying numerous
teaching methods that could be useful in teaching. Teachers are also responsible for maintain
healthy and safe environment within the workplace as per the Health and Safety Work Act,
1974 and they are responsible for safety needs for their learners as per Maslow’s hierarchy
needs theory of motivation. So, it will help them in identifying any hazards which would
hinder the environment as well as learning (Kamen, 2012).
Impact of teachers on their organizations –
Teacher plays an important role in achieving the goals of their organization. Without teacher,
organizations relating to the educational institutions can not able to survive for a longer
period of time. They can impact the organization in various ways or manner such as origin of
organization, structure, interaction, functions and outside drivers. They play a crucial role in
the higher productivity of the organization. Because they encourage students towards gaining
knowledge and learning, enhancing their skills, proper methods of teaching, set performance
goals, makes connection with their students as well as their parents and provide other
knowledge to the students (Palmer, 2009). Teacher can highly impact their organization
because everything which does by teacher is to help for their students as well as the
organization. Due to the various qualities which have the teachers, they are the key for the
success of the organization and impacts positively on the organization. Qualities such as
communications skills, patience, positivity, organization skills, planning, lot of knowledge,
confidence, leadership skills, enthusiasm, team management, ability to do multitasking,
creativity and interpersonal skills (Alejandro and David, 2018). They help the organization in
increasing the number of students or learners. So, it will automatically help in increasing
productivity, performance and the achieving their goals. For any educational organization or
institutes, teacher is necessary for developing and starting and origin of the organization.
Without teachers, no organization or institutions related to education will be survived for
certain period of time (Sirotnik and Oakes, 2012). Teacher helps in maintaining or creating
positive, safe and healthy working environment within an organization. So, this will also
helpful in the productivity of the organization. They make connections with pupils which
include students, teacher and other learners. So, it will impact the organization in increasing
their customers and also helps in increasing the performance and productivity of the
organization. Organization functions are planning, organizing, staffing, directing and the
controlling. So, teacher helps in performing the functions of the organization such as
planning and organizing. Teacher play a vital role in planning process of the organization

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because it is the role of teacher to do proper planning while teaching and managing their
students and organizing skills also needs for an effective teacher for achieving their goals
related to the organization. Role of teacher also impact on the structure of the organization
and helps the organization in creating structure with the satisfaction of both teacher as well as
students. So, teacher can impact positively on the organization (Meyers, Paul and Kirkland,
2009).
Task 2
Transferable skills which teachers have –
1. Communication and presentation skills: It is most important skills of teacher which is
transferable. Presenting any information effectively and clearly is an essential skill to
get your opinion or message across. Presentation skill as well as good communication
skill is essential for a great teacher. It helps the teacher in achieving their goals or
objectives. Presentation skills include ability to present information in good manner
and organizing in proper way. Communication skills are various types such as oral
communication, visual communication, written communication, verbal
communication and non- verbal communication. I have communication and
presentation skills which is transferable, as I can communicate effectively with my
learners.
2. Interpersonal skills: Interpersonal skill is another transferable skill of teacher. These
skills are used to understand what can be motivates to the students and how they can
use their knowledge and practices for achieving their objectives. Interpersonal skills
includes various skill which are necessary for a great teacher too such as self-
confidence, strong work ethic, open to give feedback to others, managing or maintain
good relationship with their learners, appreciated to the students, and showing the
positive attitude even when there is negative situation comes (Hayes, 2013).
3. Active Listening: It is another skill which I have which can be transferable. I listen
properly to the students and giving full attention to what students or learners are
saying, taking time to understand that what are the issues or problems of their students
and does not interrupting at wrong or inappropriate times. Active listening involves
listening to others with all senses. It includes skills such as pay attention to others,
show to the other that you are listening, give or provide feedback, defer judgement
and respond to others appropriately. Active listening is a one transferable skill which

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can be developed and acquired with practice. If teacher have an active listening skills
then they must be patience (Stollhans, 2016).
4. Teamwork skills: I have skill of good teamwork management which is necessary in
managing our classroom. Teamwork is an important skill for every organization in
achieving the objective of the organization. It includes various other skills such as
ability to listening other carefully, delegation towards their work, show respect
towards others, feel their students that they are also part of the team, helpful and
supportive to the students and creating and maintaining good or healthy working
environment or culture within an organization (Kluge, 2014).
5. Accountability: Accountability is another transferable skill which teachers have. Due
to the responsibilities of whole classroom, so my students help in increasing level of
accountability. Accountability refers as assumption and acknowledgement of
responsibility for decisions, actions and various policies which includes
implementation, administration and governance within the role of teacher (Fletcher,
2018).
6. Leadership skills: For an effective teacher, they must me good leader or guider. I have
an ability to lead or guide the whole class or all students with different character.
Leadership skills which have the teacher are another transferable skill of a teacher. It
includes various other skills such as good communication skills, positive attitude
towards their team, creativity, responsibility, motivate to team and trustworthiness
towards their team or their students (Levin and Schrum, 2017).
7. Adaptability: I have the skills of adaptability which is also transferable skill as I can
adapt to working in new environment with different age groups of students in various
subjects, so because of this they become more flexible and more adaptable.
Adaptability refers as when people easily rely or adapt flexible or changing job
descriptions and adjust themselves in different role quickly. Teacher have an ability to
adapt to changing environment and changing situations and expectations, so it will
helps them in increasing their value towards their organization.
8. Numeracy: It is also another important transferable skill of teacher. Numeracy refers
as the ability to apply or to reason simple numerical concepts. Basic numeracy skills
include fundamental arithmetic which includes addition, subtraction, multiplication
and division. There are various other numeracy skills such as knowledge of figures
and numbers, proper understanding of the relationship between numbers, how to

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interpret mathematical information, ability to organize information, logical thinking
and data analysis and measurement skills (Chadha and Nicholls, 2009).
9. Complex Problem Solving: I have an ability to solve complex problems because of
experience and huge knowledge in my subject as I identify complex problems then
reviewing various information related to that problem for evaluate and develop
options and then implement solutions. It is one of the important skills for a teacher
because it helps the people to make huge difference to their career and it also helps
them in achieving their goals and achieving success. Problem solving skills includes
mental skill, creative skills, analytical skills and logical skills. So, these skills which
teachers have can be transferable (Appleby, Herting and Schullo, 2018).
10. Digital skills: Digital skill refer as ability to find, evaluate, utilize, share and create
material or content through internet or information technologies. It includes various
other skills such as social media, search engine marketing, content marketing,
analytical skill and strategy and planning.
11. Coordination: Coordination is another transferable skill which has the teachers. I can
easily coordinate so many things at the same period of time in my classroom as well
as organization. Coordination includes the ability to organise own work as well as to
link or coordinate it with the overall working within the organization. For
coordination, there are various skills which needs for a teacher such as managing and
organizing skills, ability to follow up tasks and ability to balance, maintain and restore
workflow (McKeough, Lupart and Marini, 2010).
12. Diagnostic Tests: Teachers have diagnostic skill tests which are transferable skills. It
includes interpreting, screening, placing, identification of needs and then diagnosing.
13. Professional, practical and academic skills: I have professional, practical and
academic skill which is another transferable skill. Professional, practical and
academic skills include communication skill, organization skill, networking and
interaction with others, awareness, leadership skills and presentation skills (Assiter,
2017).
Practices, knowledge and general skills of teacher which they can use effectively within
workplace setting –
National Occupation Standard related to teacher (National Occupational Standards, 2019) –

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 The National Association for the Education of Young Children (NAEYC) has
developed “Standards for Early Childhood Professional Preparation” (NAEYC,
2009).
 The National Board for Professional Teaching Standards (NBPTS) has a set of “Early
Childhood Generalist Standards” which is applied for a teacher who teaches the
students from ages 3 to 8 (NBPTS, 2012).
 The Interstate Teacher Assessment and Support Consortium (InTASC) of the Council
of Chief State School Officers (CCSSO) offers “Model Core Teaching Standards” for
K-12 teachers (CCSSO, 2011).
 The Division for Early Childhood (DEC) of the Council for Exceptional Children has
issued “Recommended Practices in Early Childhood Special Education/ Early
Intervention (DEC, 2014).
So, according to above National Occupational Standards (Watkinson, 2014), teachers have
the following practices, general skills and knowledge which they can use effectively within
their organization or workplace settings:
1. I communicate effectively with my students and during the presentation of practical
work in classroom, so this will help in increasing the performance of the organization.
2. Knowledge of the development of science, student development which includes
cognitive development, specific content skills and knowledge such as literacy and
language, mathematics, science, technology, engineering, social studies an darts.,
general competencies of learning and physical development and health.
3. Ability to maintaining or establishing or creating interaction and relationship with the
students which are nurturing and also use favourable language.
4. Ability to manage and create effective or healthy learning environment within the
workplace or an organization. It includes various things such as classroom
management, physical space, numerous activities and material management.
5. Ability to continuously or consistently develop productive routines, maintain proper
planning and schedules, make concepts or transitions simple or brief, which will be
productive for the students as well as the organization. So, it will help them in
increasing predictability or productivity and opportunities of teach (Savage, 2014).
6. Ability to use a repertory of caregiving and instructional strategies and practices and
also implementing validated curricula which help the students to facilitate learning
and development in all subjects which helps them in the development of their career.

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7. Ability to set or make appropriate or proper individualized objectives or goals which
helps their students in increasing their learning and development.
8. Ability to use learning trajectories, it means teacher have a deep understanding and
knowledge of the content and understanding of the way how their students think and
learn about any information and content which is provided by their teacher, they also
have an ability to employ and design instructional curricula, tasks and other activities
which can effectively promote learning and development of their students and it will
also useful for the benefit of the organization (Knowledge and competencies, 2015).
9. Ability to employ, select and interpret strategies and tools for a portfolio of both
informal and formal assessment, to use the result from that assessment of their
students in understanding and development of their students and also able to
determine whether needs of the students are being met or whether they are satisfied or
not. It helps the organization in increasing the number of students, increase
productivity and achieving their goals.
10. Ability to leverage & integrated different types of technologies in instructional
practices and curricula to promote the learning of their students.
11. Ability to develop or promote self- regulation and social development while reducing
or mitigating challenging behaviours in that way which reflect an understanding of
multiple biological and factors related to the environment which affect behaviour of
both students as well as the organization.
12. Teachers have an ability to recognize the effects of factors such as poverty, parental
depression, trauma and experience of violence in the community or home which
affect the learning and development of the students.
13. Teachers are working with the diverse groups of students which have different
character. Due to this they have an ability to advance the development of the students
and their learning, which belong to different background in term of their family
structure, age, race, culture, religion, socioeconomic status and diverse language of
the students.
14. Teachers have an ability to connect, interact and communicate with the families of
their students. So, it will help their organization in creating effective environment
within an organization and use in increasing productivity and achieving their goals
(Prozesky, 2009).
15. Teacher are working effectively towards their students and organization and working
equitably with their students or learners whose comes from diverse backgrounds such

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as cultural differences, socioeconomic and age differences and also have different
level of ability and different skills.
16. Creating, maintaining and using positive or supportive learning environments which
include materials, physical space and activities, so it will help the organization in
increasing their performance and their productivity of the organization (Watkinson,
2012).
17. Having the ability or capacity in respect to knowledge and skills which helps their
students in increasing learning and development across various multiple domain or
subjects which also includes language, cognition and literacy, learning competencies,
socio emotional skills, executive function, physical health, moral and development of
ethical.
18. Teacher have an ability to understanding various core concepts of content areas and
also having an ability to use those knowledge to design and plan activities and
curricula which helps the students or learners to apply and understand these concepts
in a proper manner (Whitebread and Coltman, 2015).
19. Knowing how to deal or assess their students appropriately and using the result of
assessment to inform practice and better understanding, learning and development of
the students.
20. Setting proper or appropriate objectives and goals for the students and learners based
on the understanding of the students development across various subjects or multiple
domain and content knowledge and also helps the organization in various functions
such as planning, organizing, designing, selecting an instructional activities and
approaches accordingly.
21. Teachers are engaging in opportunities for professional learning which helps them in
improving practices and also engaging in the opportunities for leadership which helps
them to advance their field, so it also helps the organization to achieving their
objectives effectively and efficiently (Morgan and Ashbaker, 2009). An email
testimony is provided under appendix 1.

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Task 3
Professional Development –
Teacher also needs a huge variety of various opportunities to improve and develop their
skills, ability and knowledge. Professional development for a teacher is the instructions
provided to them to increase and promote their development in various areas such as multiple
domain or subjects, reading, instructions and technology. It is the tool through which makers
who make the policy related to the development for a teacher and it also help in convey to
these policy to teachers. Professional development is differing from the training because
training is just a part of the professional development. Professional development includes on-
going workshops, study, and follow- up, reflections, observations and assessment which
helps the teachers to improve or develop their skills, practices and knowledge (Adey, 2009).
Effective teacher professional development addresses the various core area of teaching such
as curriculum, content or material, instruction and assessment. For an effective teacher
professional development, organization should do the following:
 Address teacher as well as student needs: Organization should address what are the
needs for their student and what are the needs for their teacher. So, it will help the
organization in developing the skills and ability of the teachers.
 Be long term, sequenced, on- going and cumulative: Organization should provide the
opportunities for a teacher to gain new and more knowledge and skills and practices.
So, it reflects on changes in the practices and skills of their teachers and also helps in
increasing abilities of their teachers over time.
 Focus on the learning outcome of their students: Organization should focus on
learning outcome of their students in a way which enable teachers to use their skills
and knowledge in a proper manner.
 Model learner- centred instruction: Model learner- centred instruction is using by the
organization so that experience of the teachers and reflect on the activities of learning
that they will lead.
 Organization should use summative and formative evaluation for the improvement of
various programs for the development of their teachers (Hammond and Gardner,
2017).

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Models of professional development –
There are three models for the professional development for a teacher. The range of the
professional development models is far more different or diverse than standard technology-
training workshops. These models can be used in the environments which are very low
resources. So, following are the models of professional development for the teachers:
1. Standardized Teacher Professional Development programs: -
Standardized teacher professional development model is state as a centralized approaches
which involving training sessions, workshops and in various cases the Cascade model of
scaled delivery. This model tend to depend on training based approaches, in this approach of
training presenters share knowledge and skills with large groups of learners and educators
through face-to-face, online or broadcast means. Training based models are used to develop
Information and communication technology (ICT) skills such as skills which covered by the
International Computer Driver License (ICDL) and this model are also used to introduce the
computer’s integration into the curriculum. These approaches which are based on training
should focus on the Modeling of skills, exploration of the demonstration and exploration of
an idea (Ravhuhali, et al, 2017).
This standardization approaches can be effectively when employed in accordance with the
following practices:
 Expose teachers to new ways of doing things, new ideas and new colleagues
 Disseminate instruction method and knowledge to teachers throughout a region or
country.
 Visible demonstrate commitment of a vendor, nation or project to the particular
course of action.
However, workshops or training sessions take place at particular period of time at particular
or one location without helping teachers and without follow- up build the range of capacities
and skills and abilities which are needed to use new change or new techniques when they
return to their organization or their schools or their educational institutions. This model which
is based on training based approaches can help the teacher to build and introduce awareness
about computers, new curricula and learners- centred instruction, but trainings or such
development session without any support from the organization rarely result in effectively
changes in learning and teaching (Holmqvist, 2017).

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The Cascade Model – In this model, one or two teachers from different school or educational
institutions receive standardized teacher professional development as model which is based
on training and return to their institutions or schools to replicate the training that teacher have
received as “champion teachers or a “vanguard team”. These approaches are usually used to
help the teachers in learning the basic computer skills and also used to integrated computers
into learning and teaching. The World Links program rely on this type of model in which
teachers participate for their professional development and then teacher return to their
institutions or schools’ computers labs and provide basic knowledge of computing to their
colleagues and also serve as managers and coordinators of the computer labs of their
institutions and their schools. So, teachers who may have lack of leadership skills, facilitation
skills and lack of mastery of new techniques, so they need to lead or guide their colleagues
effectively or efficiently even though resources and time are part of the overall program of
professional development of teachers. The goal of using standardized teacher professional
model is to disseminate information to the large number of teachers what can be possible,
build awareness of various best practices, skills and knowledge among teachers which help
them in their development, introduce the teachers to the internet, basic computer knowledge,
and important strategies for using these models or tools or approaches and last goal is to
expose teachers to new technologies, skills, practices, knowledge and individuals (Joyce and
Calhoun, 2010).
Strengths and weakness of Standardized teacher professional development model –
Strengths:
 This model is effective in building
awareness among teachers about
learner- centred instruction,
computers and new curricula.
 Small number of groups of teachers
are chooses for intensive training
before returning to their institutions
or schools.
 This model has potential with
respect to help policy or provision at
school level.
 Large scale project which based on
Weakness:
 This model excludes issues related
to site- based and also excludes
contextual issues which may create
barriers to implementation in
institutions or schools.
 Workshops related to this model
does not address for a longer period
of time and learning development
nature
 Diminishment of knowledge and
skills, which are transfer from
champion teachers to their

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one to many format facilitates
 It helps in introducing a common
practices or knowledge base skills
to many teachers or participants
 Providing access to new strategies
or new ideas or new methods
 Maintain or create new relationship
or alliances among various
participants or various teachers.
colleagues.
 Format of this model does not
provide support or follow- up
 Accountability and evaluation are
difficult
 Facilities of trainings are not match
from the culture of schools and
institutions.
 As per Cascade model, flow of
training decrease
2. Site- Based Teacher Professional Development: –
This model is used in schools, training colleges of teacher and resource centres. Teachers
work with master teachers or facilitators to develop or engage in more knowledge and
learning and to build their technological skills or other skills. This model mainly focuses on
the situational or specific problems so that individual teacher can try to implement or develop
new techniques (Borko, et al, 2015)).
Site- based teacher professional model tend to:
 Bring educators together to discuss local needs or issues over a period of time
 Encourage collaborative approaches and individual incentive to problems
 Allow more sustained, flexible and intensive professional development of teachers
 Provide opportunities to the teachers for professional development and learning
This model or approach labour and time intensive. Site based model require locally- based
professional development of teacher which provide skilled in instruction, facilitation,
curriculum, content and technology. Site based model is to be consider when change is the
instructional practices is critical, when objectives are increase in growth towards excellence
in learning and teaching, enhancement of teachers, when the group of teachers are able to
participate for their professional development, when the internet and technology can be used
in place of professional development and master teachers or facilitators can be engaged or
developed at schools or at training colleges of teacher (Keengwe, 2013).
Strengths and weakness of site-based professional development –

Project on personal development for leader 17
Strengths:
 This model is based on locally which
focused on local issues or needs
 Support or help sustained teacher
professional development efforts
 Flexible model
 As per this model, teacher can
participate in online communities
 Change and innovation at school level
or at classroom
 Cost effective model
Weakness:
 Time intensive model or approach
 Difficult to provide training to low
resources areas and geographically
remote areas
 This model assume that teachers have
already a high level of knowledge or
expertise
 Only work with those teacher, who
are autonomous and highly motivated
 Rate of attrition can be higher
 Opportunity of learning is lost when
technology is not working
3. Self- directed teacher professional development model: –
According to this model, teachers are engaged or involved in designing and initiative their
professional development and also share ideas and materials as well as discuss solutions and
challenges. In this model, teachers are asked to decide their own goals for professional
development and also select best activities which will help them in achieving their goals or
objectives. This model includes watching video of classroom, keeping journals, reading
books related to their field or domain and also related to education, performing and solving
case studies, taking or watching online course and observing students taught through
colleagues. Many teachers already participate in self -directed approach in informal way such
as they search videos for any concepts or lesson plans on the internet and taking advice from
an experienced colleague. Self- directed model places all the responsibilities on the teacher
(Liu, 2010). In many cases, leadership of school directs the teachers to develop knowledge or
expertise in a specific area without providing any guidance or resources to them. So, due to
this teachers may be facing various challenges to make proper use of resources which they
search or find on their own. For example, When a lesson on plant biology which uses
Canadian tress as an example, so in this case, teacher needs to find substitute tree in a ways
which support the concept of lesson accurately and when the description of project involves
cooperative learning and interaction with small group, so in this case, teacher needs advanced
skills which make them proper use of the project.

Project on personal development for leader 18
The activities involved in self- directed model are most effective with teachers who have
already developed their skills related to teaching and who are self- motivated. Because of
these reasons, self- directed teacher professional development model does not promote
intermediate or basic skills of the teachers, so there is less benefit for the teachers who have
low skilled. This model works with advance level teacher who have already a high level of
knowledge, skills and expertise for increasing, enhancing or developing their skills and
knowledge. However, teachers should be motivate to involve or participate in self- motivated
learning and activities related to self- directed should not be used as a primary model of the
professional development of teacher rather than self- directed activities should be used as a
extend or complement to site based teacher professional development model and standardized
professional development model of teacher (Martin, et al, 2014).
Self- directed teacher professional model is to be consider in flowing cases:
 When there are no other options related to organized professional development
 When teacher who are self- motivated and innovative need learning opportunities
which are not otherwise available
 When activities related to self- directed are part of the overall programs of
professional development which includes all models of teacher professional
development such as standardized and site- based teacher professional development
model.
 Supports, structures and incentives are in place to ensure that self- directed teacher
professional development is most effective model in a way that meets the needs of
the teachers (Lindberg and Olofsson, 2010).
Strengths and weakness of self- directed teacher professional development model –
Strengths:
 This model of professional
development helps the teachers in
their professional development and
also help them to become models of
lifelong learners
 Due to this model, teacher can search
for lesson plan through online in an
informal version
Weakness:
 Little promote or develop
intermediate or basic skills for the
teachers
 Little focus on low- skilled teachers
 Activities which are involved in this
model cannot used as a primary
means of providing teacher
professional development

Project on personal development for leader 19
 Online communities supports or help
the teachers in their professional
development
 Cost effective than other model of
teacher professional development
 Flexible model
 This model is used as a complement
or extend to other model of teacher
professional development such as
standardized as well as site based
teacher professional development
model
So as a teacher, I am using standardized teacher professional development model as well as
self- motivated teacher professional development model. As per the above model, I attend
various training sessions and workshops which help in the professional development and also
helps in increasing knowledge, skills and ability related to teaching and sometime use self-
directed approach by taking sessions on YouTube and reading books.
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Project on personal development for leader 20
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Appendices 1 –
Email for appreciation -
Dear (Name),
Greeting of the day!
Thank you for all your contributions towards the productivity of organization. It was really
helpful to have your support in increasing the performance of the students.
We are seeing a huge change and improvement in efficiency and effectiveness towards the
performance of students as well as the organization because of your ability and skills such as
communication & interpersonal skills, good team work management, make proper strategies,
leadership skill and create effective environment within an organization. We are confident
that organization will grow continue with your support or help.
We really appreciate your support or guidance and the time you spend with the organization
to achieve their goals.

Project on personal development for leader 24
Regards
XYZ Ltd.