Model of Teacher Professional Development Based on School for Learners 21st Century

Abstract

       The objectives of the research are to develop the model of the professional teachers for students in 21^st Century based on the schools.  The study of the model evaluates and improves to be the best model which 3 schools were selected by the purposive sampling, i.e. 1 primary school, 1 secondary school and 1 opportunity expansion school.  The tools are the questionnaire done by 102 teachers and 3 school administrators, the skill-evaluating paper answered by 94 students and the summary of the focus group done by administrators and teachers from selected schools. The analysis of both the means and the standard deviation from the questionnaire and the contents of the summary of the focus group was carefully examined. In order to proof the accuracy and the perfection of the model, the examination and modification of the model were taken to
9 experts and the educational research gathered in the Connoisseur’s Seminar. The results of the research shows that the model of Teacher Professional Development Based on School for Learners in 21^st Century is a Semantic Model in which language is utilized to explain and point out the interrelation among all components of the model.  The basic principle consists of the systematic and continuous enhancement of teachers’ routine work at schools to the high quality.  All teachers can work as a team and the school administrator can support all of the teachers whom need to be successful on their career. The systematic structure consists of the 2 major operating systems for teachers’ quality development, i.e. (a) the administrators’ quality controlling system by Deming Cycle (PDCA) and (b) the teachers’ quality developing system by the Professional Learning Community (PLC) which is the sub-system in D of PDCA in Deming Cycle. There are 6 steps for applying to the model: (1) inspiring teachers’ professional ideology, (2) surveying the teachers’ skills and characteristics needed for the learners in 21^st century in accordance with the PLC, (3) planning for school-based teachers’ quality development by The School Annual Plan and the Individual Development Plan (ID plan), (4) doing the plans, (5) checking the processes and the efficiency of the plans and (6) acting for persistent development. The conditions for success are the school administrators who take the leadership role and believe in the value of teacher development. Teachers must adhere to the ideology, learn and develop their profession, assess the success of the teacher quality development plan and practice. The result of the model evaluation and improvement shows the Feasibility, the Propriety and the Utility. The critical assessment of the model from the Connoisseur’s Seminar is that the 9 experts approved the perfection of the model.