EDUCATIONAL STUDIES DEPARTMENT

INSTITUT PENDIDIKAN GURU

KAMPUS RAJA MELEWAR

ASSIGNMENT
(INDIVIDU)
SEMESTER: 2 YEAR: 4

EDUP3083i
LEADERSHIP AND TEACHER
PROFESSIONAL DEVELOPMENT
TASK 2 ACADEMIC WRITING
PREPARED BY:
WENDY NGU WOEI JIUAN
NO.K/P: 970925-13-5976
PROGRAM: PISMP
JUNE 2016
MAJOR: MATRIX NUMBER
TESL 2016151340224

LECTURER
DR HASNAH BINTI ABDULLAH
SUBMISSION DATE 23th MARCH 2020

Declaration:

I confirm that the feedback has been provided by the lecturer.

Remark (if any)

Signature (student): Date:

 INSTITUT PENDIDIKAN GURU KAMPUS RAJA
MELEWAR, SEREMBAN

ASSIGNMENT FEEDBACK FORM

Name: Wendy Ngu Woei Jiuan Index Number : 2016151340224

Code : EDUP3083i Course Name : Leadership And Teacher
Professional Development

Task :1//3/4/5 (Circle it)

Lecturer : Dr Hasnah Binti Abdullah
Date Submitted : 23 MARCH 2020 Date Received :
(filled by lecturer)
Student’s Declaration
I declare that all materials in this assignment are my own work except where there is
clear acknowledgement and reference to the work of others.

Signed :__________________________________ Date : 23/03/2020

Assignment Feedback Details

Examiner
Strengths: Areas to develop:

Signature : _______________________ Date : ________________________

Moderator (if relevant)

Signature :_____________________ Date : ________________

Declaration by Student

I hereby declare that I have understood and accepted the feedback given by my
lecturer/s.

Remarks (if any)

Student’s Signature : _____________________ Date :__________________

Academic writing
 According to Teaching and Learning International Survey (TALIS), Over 90%
of Malaysian teachers reported that they spent approximately 10 days each year on
professional development, which was more than the Ministry-mandated requirement
of seven days per year (Ministry Of Education, 2013). These findings demonstrated
that Malaysian teachers were strongly committed to self-improvement. In regards to
this, Malaysian teachers underscored their ongoing professional development.
Ministry Of Education Malaysia (2013) asserted that high-performing teachers can
improve student achievement by up to 50 percentile points over a three-year period,
relative to low-performing teachers which is a research conducted in the state of
Tennessee, USA in the mid-1990s. From this, Ministry of Education has created a
professional plan development for Malaysian teachers which provides a continuing
professional development (CPD) model for teachers.

According to British Council Malaysia (n.d.), continuing professional

development (CPD) is a holistic approach to teacher development covering a full
range of learning opportunities for teachers and teacher educators that includes and
goes far beyond formal teacher training courses. It helps teachers and teacher
educators to identify learning opportunities that are appropriate to different stages of
their professional development. There are three standards which are being examined
in CPD model which are from the aspect of professionalism values, content
knowledge and pedagogical skills (Ministry Of Education, 2016). In others words,
CPD model provides guidelines for the teachers and teacher educators on how to
enrich their content knowledge, pedagogical skills and professionalism values.
Teachers who are proficient in these three domains of standards are able to play the
role as practitioner, guide, mentor, agent of change, strategic and holistic thinker in
education field.

By implementing CPD model in teaching career, it will assist the teachers to

keep abreast of changes in their own countries and in other parts of the world .
Again, it would enable them to have an awareness of the curricula and instructional
modes. With the up-to-date knowledge, it can build up the competency of the
teachers as the model equips the teachers with multi-dimensional approaches in
teaching which suits the personal needs of the students. Besides, with this CPD
model, teachers are able to share their teaching experiences with their colleagues. It
also aims to encourage the teachers to participate in the CPD programmes which
constitute of various self-development training courses.
 By applying CPD model, I have prepared a personal and career development
plan so as to be a professional teacher based on 6 levels of teacher development
which is from novice level to holistic thinking level as below:-

a) Novice level (Peringkat Permulaan)

At this stage, as a novice teacher, there are myriad of problems and challenges that
will be encountered in the early stages of our career and one of them is facing
inadequacies in their own knowledge, skills and attributes as a teacher. Not to
mention that all novice teachers would undergo a beginning teacher induction
programme with the objective of gearing excellent work culture on duties and
responsibilities more systematically (Jasmeet & Ainon, 2018). Thus, the early years
of teaching should be provided with guidance and support from other experienced
teachers in the school. In regards to this, I will follow up with the mentoring system in
the school as successful mentorship programs guide new teachers in choosing
professional development opportunities (Dianne, 2017). One can turn to mentor for
support and advice in the aspect of methodological and professional expertise. With
the guidance from the mentor, one would be able to adapt to the school climate and
culture more easily.

b) Aspired level (Peringkat beraspirasi)

At this stage, the teacher should continue to enhance their professionalism by

fostering their skills in designing plethora of teaching strategies that suits their
students’ needs and interests. For instance, I think I would be the teacher in charge
of Highly Immersive Programme (HIP) with the other English teacher which aims to
create a language-rich environment in schools to support students’ learning of the
English language. By governing HIP programme, English teachers can share their
knowledge and expertise in helping schools to create a fun and non-threatening
environment for a more effective and efficient acquisition of English (Nur Aqidah,
2019). Moreover, I would also do an action research on issues of teaching English so
as to develop my professionalism. It is said so as action research can provide
teachers with new knowledge and understanding about how to improve educational
practices or resolve significant problems in classrooms and schools (Gregory, 2013).

c) Competent Level (Peringkat kompeten)

At this stage, to further enrich my professionalism, I would take part in the teacher
mentoring programme in the school. As an analogy, I would take part in Teaching
English Language and Literacy programme (TELL) in which experienced native
English language teachers are brought over to mentor the Malaysian teachers. By
involving in this programme, I will have the opportunity to engage in Teacher
Professional Development workshops (TPDs), strategy sessions, ESL lessons and
meetings which can help me with the implementation of the new English syllabus.
Furthermore, I would also participate in Professional Learning Community (PLC) in
which it is a collaborative initiative among teachers in a school to enhance teaching
and learning quality through knowledge and experience sharing to ensure all
students would get their right to have fun and effective teaching and learning
experiences (Roselizam, Jamilah & Yusof, 2018). By participating in PLC, I would be
able to critically investigate and evaluate the teaching practices by doing reflection
and collaboration among teachers, students, school administrators and local
community.

d) Proficient Level (Peringkat Profisien)

At this stage, the major role of teacher is to be agent of change. Being an agent of
change, one has to be creative and innovative during teaching and learning so as to
cope with the education reform from time to time. Thus, in order to be able to be an
agent of change, I would constantly equip myself with new knowledge and skills
related to curriculum change, assessment, integration of technologies and resources
to meet the educational needs of the 21st century. In order to be constantly
equipped with the new teaching initiatives, I would participate in Professional
Upskilling of English Language Teachers (Pro-ELT) which exposes the English
teachers to new methods from Britain and other countries as well as uplift the
standards of English proficiency level of teachers (Rebecca, 2015).

e) Strategic Thinking Level (Peringkat Strategis)

A teacher with strategic thinking is said to have the capacity to prepare strategies
and conjure ideas that will both cope with changing environments and consider the
various challenges that lie ahead (Strategic Thinking, n.d.). At this level, a teacher
needs to demonstrate the strategic thinking skills in dealing with education policy
issues. Thus, as a strategic thinking teacher, I would devise a strategic plan in which
every classroom in the school would be equipped with the ICT technology devices in
order to promote a 21st century learning environment in the classroom.

f) Holistic Thinking Level (Peringkat berwawasan)

An educator with holistic thinking is said to recognize and understand how all the
teachers, students, parents and stakeholders of the schools work together to achieve
shared goals and vision of the school. To be a holistic educator, I think I would
investigate the school issues especially from the aspect of teaching and learning
from the root source so as to eradicate the problems. Apart from that, I would devise
a model of teaching which is related with the teaching and learning strategies that is
viable and applicable for the students.

To conclude, since education has always been the highest priority in Malaysia
to achieve the status of developed nation, it is therefore pivotal for the teachers to
raise the capacity of their knowledge and nurture the ‘first class mentality’ among
their students so as to be in par with the international best teaching practices (). With
that, teachers and teachers educators should undergo continuing professional
development which can empower the teachers and shape a positive attitude towards
teaching and learning. In regards to this, it can implicitly help to achieve the school
continual improvement goal. Hence, in order to help the teachers to keep in track
with the changing trends in education, teachers must participate in professional
development activities which can meet the needs of the individuals and so as to
realize the aspiration of National Philosophy Of Education.
 References

British Council Malaysia. (n.d.). CPD Frameworks. Retrieved March 3, 2020, from

https://www.britishcouncil.my/teachingenglish-asia/what-we-do/cpd-

frameworks

Dianne McKinley. (2017). The Importance of Mentoring New Teachers. Retrieved

March 3, 2020, from http://incompassinged.com/2017/07/14/the-importance-

of-mentoring-new-teachers/

Gregory, S. C. H. (2013). The Importance Of Action Research In Teacher Education

Programs. Issues in Educational Research, 23(2), 151-163. Retrieved March

4, 2020, from http://www.iier.org.au/iier23/hine.pdf

Jasmeet Kaur Utumber Singh & Ainon Omar. (2018). A Study On Mentoring

Practices For Novice Tesl Teachers: A Malaysian Perspective. International

Journal of Education, Psychology and Counseling, 3(21), 81-93. Retrieved

March 3, 2020, from http://www.ijepc.com/PDF/IJEPC-2018-21-12-07.pdf

Michael, J. H. L. (2013). Effect of Teacher Mentoring Programme in Malaysia on

Improving Teachers' Self-Efficacy. Malaysian Journal of ELT Research, 9(1),

1-18. Retrieved March 5, 2020, from

https://pdfs.semanticscholar.org/7e5d/6414d64aeaf585bb96de1c6d72f2f0ca3

f19.pdf

Ministry Of Education Malaysia. (2013). Malaysia Education Blueprint 2013-2025.

Putrajaya: Pusat Pentadbiran Kerajaan Persekutuan.

Ministry Of Education. (2016). Dokumen Awal Pelan Induk Pembangunan

Profesionalisme Keguruan. Putrajaya: Pusat Pentadbiran Kerajaan

Persekutuan. Retrieved March 3, 2020, from

http://oll.moe.edu.my/ipgkrm/pluginfile.php/9614/mod_resource/content/1/PEL
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%20GURU.pdf

Nur Aqidah Azizi. (December 4, 2019). Shaping English Language Education In

Malaysia. New Straits Times. Retrieved March 3, 2020, from

https://www.nst.com.my/news/nation/2019/12/544653/shaping-english-

language-education-malaysia

Rebecca Rajaendram. (February 18, 2015). We’re Learning New Methods With A

Good Programme. The Star. Retrieved March 5, 2020, from

https://www.thestar.com.my/news/nation/2015/02/18/proelt-teachers-dont-

call-us-weak-were-learning-new-methods-with-a-good-programme

Roslizam Hassan, Jamilah Ahmad & Yusof Boon. (2018). Professional Learning

Community In Malaysia. International Journal of Engineering & Technology,

7(3), 433-443. Retrieved March 4, 2020, from

https://www.researchgate.net/publication/329556636_Professional_Learning_

Community_in_Malaysia/link/5c0f5e34299bf139c74fc54f/download

Strategic Thinking Skills. (n.d.). Retrieved March 6, 2020, from

https://www.roberthalf.co.nz/career-advice/career-development/strategic-

thinking-skills