TEACHERS DEVELOPMENT FRAMEWORK Name: Pavithra ShakthiDanansooriya ID number : 213293707 TEACHERS DEVELOPMENT FRAMEWORK Introduction Learning and Teaching Organization is a firm that mainly deals with issues that deteriorate the aim of learning and teaching in schools to help promote and support a change in the system. In the education department, the main stakeholders are the learners and the teachers and therefore need to be carefully handled to well fit the situation (FISHER, FREY& HITE, 2016). The resource on teacher development framework is important to shun the notion that; • Learners have a fixed ability to develop in education matters • Present ability of a child in learning scenarios can be used to predict his/future. • Learners identification with their backgrounds and predictions done in relation to their past for future happenings. • Intelligence measure was done in terms of mathematical, logical and reasoning skills. The resource has an aim of strategizing means and beliefs on the issues analyzed above and enhance positive beliefs about learners. These are; • Teachers’ dos and don’ts can alter the child’s learning capacity for the future. • Intelligence measure of any child or learner is determined by the situation at hand and the relating context. • The past performance of a learner may not necessarily determine their future as at times it may differently give the results. Teachers should only use positive terms and ideas while talking about the learners’ future to positively influence good beliefs about their future. • If a learner doesn't understand a certain aspect today it doesn’t mean that he/she cannot understand tomorrow. No learner has a fixed ability and they should not be judged by their backgrounds past experiences. The main audience to this resource are the major stakeholders who are parents, education elites and other related officials in authority who understands the aim and need for proper teaching in all learning institutions. The success slogan goes with education and as result, it’s important for any member of the state to understand that good results are as a result of quality teaching procedures that are not only aimed to pass time but effectively assist the learners(DANIELSON & AXTELL, 2009). To do this, the teaching staff should develop to fit the requirements and levels needed to achieve all the objectives. The audience to the resource should understand that the main need for education is self-believe and understanding that all is possible in education only if the concerned also take their part. The teachers as also the main target should positively adhere and support the development program as it only targets those that are able and willing to carry out their roles positively. The audience should also understand the main themes of the resource such as; understand learning, becoming a productive and active professional, supporting and understanding social justice in all corners of education. There are various policies that govern the teacher's role and responsibility, these policy measures include; • Both learners and teachers have separated roles that are supposed to guide and direct them in their line of duties. • All learners are entitled to equal opportunities of education and even their care and should also be judged equally to enhance social justice. • All teachers should be of right mind during their tenure of service to the learners. This is important to help prevent the level of misunderstanding as well as information misconception by the student. • Learners from all corners of the country should be treated with respect and also given dues on how to subscribe for more education knowledge even from other sources. • Cultural ties do not dictate the ability of the teacher to offer service or ability of the learner to understand what he/she is taught and such should not be used to measure their level of performance. Pedagogical strategies that are key include; understanding the concept of inclusive pedagogy, the design of the course framework, strategizing a follow-up study to determine whether the set rules are implemented and measures to achieve the set objectives followed, development of inclusive pedagogy. The resource The resource is an epic highlight of the meaningful need for teachers to carefully understand the need and importance of effective teaching, understand and create awareness on the educational and social issues that can greatly affect the learners or rather children learning that at times originate from the society, teachers to carefully come up with strategies that can help solve the various issues faced by the learners in schools, understand theoretical perspectives employed in learning and their various benefits, develop the autonomy and ethical responsibility in their line of duty as they turn to be learning resource oriented, understand the need and meaning of additional support to the learners and special care to the struggling learners and device teaching techniques of emphasizing on teaching responsibility and new ways of working and by working with others to constantly benefit the learners (DANIELSON, 2014). The principles of the teaching profession are strategized to positively fit the aim of the career and responsibilities aimed at improving learning among the students(SINNOTT, & TOWLER, 2012). Each principle is set with a course of action and related key challenges that deteriorate believes of the teaching profession and responsibility. The table below illustrates the principles of inclusive pedagogy, course of action and the challenge relating to the principle. Principle action Challenge Teachers personal development with high esteem Lack of teaching experience and self-belief may prove a dilemma to teach students with difficulties Teachers may feel disabused that some learners are not their responsibility. Introduction of new approaches in the teaching profession field within and outside working with others Inventing new teaching measures that are related to modern technology and developments for ease of corporation and coordination Enrolling to the new ideas and measures put in place may prove a challenge and call for a massive course of action and between the profession personnel and stakeholders Differences are observed, employed and accounted for in the normal world as an essential aspect of development in the human world. Advocating for the concept of transformability to replace the idea of excess determination that may at times be exaggerated Idea of creative thinking and misconceptions still underpin the nature or rather structure of schooling. Technical application in profession training may not be necessarily be an assurance of good performance as results with technical skills depends on the individuals willingness and ability to deliver Enhance personal motivation and development Poor delivery and increased conflicts with poor coordination. The teachers’ development program with the aspect of inclusive pedagogy mainly involves three cycle stages that include; • Teaching phase, this is where the teacher goes through her/his teaching phase to acquire skills on how to carry out the outlined responsibilities. This is done by a chosen group of specialized personnel who have a role to offer technical skills and are highly specialized in the field. • Research, this involves the time when the teacher acquires the skills and is expected to teach the learners (HAY, 2016). He/she have to carry out a research that enables to understand education is all about, the needs of the learners and the method to be used to teach them. • Teaching education, this the main phase of the inclusive pedagogy as its where the product of the impacted skills, process and later the success in terms of learning outcomes are assessed and evaluated. High-quality skills enhance good research on teaching techniques and hence better results giving a positive evaluation. Pedagogy inclusive involves understanding the concept involved or highlighted to give the meaning mode and model of teaching, this analyses the process at which the teacher is expected to acquire the needful skills or joins the experts to provide the skills, the need, and process of carrying out a research before starting the teaching work to understand the needs for every learner's category and how to go about it (VYT, PAHOR & TERVASKANTO-MAENTAUSTA, 2015). The outlined principles are meant to ensure that the laid down rules and procedures are followed to the latter and by following the required steps. These principles target all members of the teaching profession and with equality to deliver. The follow-up strategy aims at developing the framework aimed at teaching on teachers’ development and the understanding need for the cycle framework. The framework stipulates the rules, objectives, and aims that need to be achieved in the process of development, this also ensures that all the target are on board and can only be influenced if the rightful skills are put in place (KHINE, 2015). This results to the concept of working with others and with everybody with an aim of improving the society at large through education. Institutionalization perspective of organizations states that any productive firm/ individual cannot work alone but needs to be in assistance of other firms for either liquid or hard resource support. In the teaching profession, the teachers need the help of students, parents as well as other teachers to help achieve the set goals. After the set goals are achieved, the teacher is expected to improve on his/her education levels in a way to acquire more advanced skills to also help in improving education levels that many times tend to nag behind of development. This is important to improving education levels and curriculum in all education firms. Specialized skills in governing and production are as a result of education skills as well as societal advancement due to improved branding and blending of knowledge. Aim to be the best set of professionals with the best Professionalism adequacy to serve learners. The follow-up study answers the questions, what committed teachers to inclusive pedagogy do and how to recognize inclusive pedagogy. • Globally, education measures and suitability’s are factors that are believed to drive success in all sectors of liquid or hard resource production. An example of these resources are knowledge to work on something, ideas and materials used in production and distribution of the produce in most cases are believed to be as a result of education (TYNJÄLÄ,STENSTRÖM & SAARNIVAARA, 2012). National and international activities like trade and manufacturing of products are glued by skill adopted from the education offered by teachers. Need to set development frameworks for teachers is all over the world as education complexity grows with the growth in technology and material production advancement. Various policies governing this frameworks and education at large have an aim of developing the best measures and increase the count of the no of success levels relating to education. Some of these policies include; • Policy on national youth attainment that aims at maintaining the youths in the education system and enhance their development for further education. • National partnership on the skill reform agreement for national reforms and education observation for growth and development personal ideologies. • Advancing higher education quality teaching techniques relevant to improving the proper channels of educational knowledge and its observance. • Every child is entitled to the rightful channel of education that he/is comfortable as stated in the world organization of schools policies. • The relevant provision of education in the section of knowledge requirements and provisions. • Ability to associate and relate peacefully in the education centers. • Teachers involved should understand the best way to carry out their duties is by understanding the need and behavior of the learners that relate to his/her center of learning. • Vocational and tertiary training should be imposed but not forced to those who are not willing and should be instrumental. • Intercultural presentation in schools. Some countries like China have learning centers where they teach to promote bilingual education and intercultural helping to promote peace, national cohesion and development of every person and sectors within the country that may be easier to control and coordinate the stakeholders. Majority organizations conform to this field of teaching, the reason being skills and equality are key for the development of the sector and even the world at large and be a better place of survival (FORGHANI-ARANI, HARTMEYER, O'LOUGHLIN & WEGIMONT, 2013). Every organization mostly have a set of experts who carry out their roles and duties expected. Skills realization and development can only be realized if the team or personnel involved worked together. Some of the global organizations that support teaching and learning outcomes include; • Childhood education association international is a world unit that has members from education and advocating side to fight for better education opportunities from schools, homes, villages and farms that are communities concern. • Education international is organizational that is globally represented and has the main aim as promoting improved and high-quality education, equality and justice in the society at large and need for cohesion. The organization also has the mandate to fight against racism, educate on sexual acts and also discipline those enhance sexual abuse and educate on education related society related activities • Plan international is a globally distributed with members from all over and helps in observing education issues that affect children as well as their teachers. They solve the affairs with the organization's executive in terms of the agreements. The organization was founded 75 years ago and it has been a success to help improve education. Benefits of the teachers’ development framework • Study of the whole process of pedagogy will help the teachers acquire skills relevant to their line of duty (KHOSROW-POUR, 2013). Understand the common and most favorable language to use during practice in order to help justify their decisions as professionals. • Using analytical pedagogy framework helps the teachers develop a tool that they would use to examine and understand the principles and the context as it’s required of them. • Understanding the three themes of social justice, (EDWARDS,2015) learning and understanding, as well as active professionalism, is important to them to develop interaction themes as well as appropriate goal orientation towards education objectives. • Diversity settings of the teacher's experience need for theoretical perspectives and teaching principles to act as an example of the teaching procedure and theme allocation to enhance education levels and development. • Creative and critical thinking acts as a sensor of development in education in that the teacher is able to deal with the learners according to their atmosphere and in the right manner as stipulated in the policy documentation of the learner’s right from the teacher. • Support of self-confidence among teachers as they are able to give the count of their expectations as they deliver accordingly. • The improved learner's outcome as the teachers can give the rightful material, skills and learning models to learners to enable them to perform better as it’s required of them. Challenges in administering teachers’ development framework • Existing practices cannot be easily shunned off to replace with the new teacher's framework. Though positive and easy to learn, the early existing model of practices to the teachers may be removed or displaced easily thus causing confusion on which one is real to be used. • Cultural demands that a certain group prefers one model than the other (AALTIO, 2016). This proves difficult as one cannot just interfere with other people’s beliefs that they bow and live according to. • At times it may not be easy for the professional or rather the teacher maintain his or her identity with fear of change of attitude of the fellow professionals as well as maintain the work relationships. • The high cost of administering the model that may not be easy to access. This is because the level at which the framework is administered follows a series of steps that are hard and long to establish. Examples, teaching materials as well as maintenance cost. Conclusion Teachers Development Framework can successfully enhance the learning outcomes if carefully and adequately employed to the teachers through the right procedure. The principles analyzed in the pedagogy inclusive should be followed and if failure is detected correction should be done to help manage the overall outcome. Evaluation of the frameworks outcome can be done by evaluating the teacher’s final report, teaching reports, and final learner’s outcome after being taught by the teachers. Links to related organizations’ https://plan-international.org/ https://en.wikipedia.org/wiki/Association_for_Childhood_Education_International http://int-edulinkwp01.azurewebsites.net/ http://int-edulinkwp01.azurewebsites.net/ Teachers during the development framework sessions Teachers implementing the development model lessons. References AALTIO, I. (2016). 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