UNIVERSITY OF SOUTHERN MINDANAO

KIDAPAWAN CITY CAMPUS

Sudapin, Kidapawan City

Chapter 5. Teacher Professional

Learning

POMARES, MICHELLE S.
College of Education, Arts and Sciences

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 Objectives

vEvaluate technology resources in terms of

appropriateness, quality, usability, accessibility,
and cost-effectiveness.
vUse technology tools to collaborate and share
resources among communities of practice.
vJoin local and global learning communities to
access creative applications of technology that
help enhance student learning.
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 Definition

Teacher Professional Learning

- Professional development, also known as
teacher professional learning, refers to any type
of continuing education effort for educators,
which includes teachers, principals, and other
school leaders.

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 Definition

It is one method for teachers to expand their

knowledge and skills, which in turn improves
student outcomes and allows students to
succeed in a well-rounded education. Learning
can take place in both formal and informal
settings.

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 Definition

Conferences, classes, seminars, retreats, and

workshops are examples of formal
environments for teacher professional growth,
whereas independent research or study, peer
learning programs, or simply chatting with a
colleague are examples of informal
environments.

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 Importance of Teacher Professional
Learning
Education is an ongoing process. It does not
end with earning a degree and beginning a
career. Career-minded individuals can
constantly improve their skills and become
more proficient at their jobs through continuing
education.

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 Importance of Teacher Professional
Learning
It is especially important for school
administrators in the field of K-12 education
administration to encourage teachers to pursue
professional development, not only to ensure
the best learning outcomes for their students,
but also to be more effective and satisfied in
various other aspects of their work.

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 Importance of Teacher Professional
Learning
1. Students have better learning outcomes
2. Teachers learn better ways to teach
3. Teachers develop better organization and
planning skills
4. Teachers gain knowledge and industry
insight
5. Teachers want to continue their education
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 Topic 1

Teacher Productivity Strategies

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 Introduction

The 2005 UNESCO study, ‘Information and

Communication Technologies in Schools: A
Handbook for Teachers on How ICT Can
Create New, Open Learning Environments’,
describes how ICT is said to enable teachers to
save time and to increase productivity in such
activities as:

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 Introduction

Øpreparing and updating daily lessons;

Øplanning, making hard copy visualizations and
handouts for classes, as well as individualized
educational plans for slower students and
students with disabilities or with special
problems;
Øpresenting visual/oral content materials, tasks
and questions to the audience;
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 Introduction

Ømaintaining grade books;

Øcompiling a data bank of exam questions;
Øonline inspection and correction of students’
work on their computers;
Økeeping records, chronicles and archives of
all the above-mentioned events and
proceedings with fast retrieval and easy
access to any entry
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 Harnessing ICT for Routine Tasks

You will do more than only teach your students

when you are a teacher. Additionally, you'll do
some planning, administrative and coordination
responsibilities to complete. Can you carry out
these chores in a more effective manner by
using instruments for information and
communication technology (ICT)?

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 Harnessing ICT for Routine Tasks

Generally speaking, the daily responsibilities you will

have (apart from teaching) involve a few of the
following pursuits:
• Planning
• Maintaining records
• Examining
• Planning and coordinating
• Working together
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 Harnessing ICT for Routine Tasks (Traditional
Approach)
• Planning - Printed forms or specially designed
books provide templates that teachers can fill out for
planning their lessons.
• Assessing - Paper-based assessments are taken
by students in the classroom and teachers physically
mark these
• Keeping records - Files and specially designed
books are used to keep a record of documents, such
as lesson plans, marks and syllabi.
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 Harnessing ICT for Routine Tasks (Traditional
Approach)
• Coordinating and Communicating - Exchanging
notes and using paper diaries are common ways in
which teachers coordinate meetings and other
events. Several teachers also rely on notice boards
or word of mouth to pass on information.
• Collaborating - Teachers physically meet to discuss
and brainstorm their ideas.

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 Harnessing ICT for Routine Tasks (Traditional
Approach)
• Coordinating and Communicating - Exchanging
notes and using paper diaries are common ways in
which teachers coordinate meetings and other
events. Several teachers also rely on notice boards
or word of mouth to pass on information.
• Collaborating - Teachers physically meet to discuss
and brainstorm their ideas.

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 Credits

1. http://www.colccti.colfinder.org/sites/default/files/tl_m05u01
_teacher_productivity_strategies_0.pdf
2. 1 The ICT Impact Report: A review of studies of ICT impact
on schools in Europe. (2006). Available online at
http://ec.europa.eu/education/pdf/doc254_en.pdf.
3. https://online.queens.edu/resources/article/professional-
development-for-educators/

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 END OF SLIDE

Thank you for viewing.

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