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Showing 19 of 19 annotations by anyone with notes matchingtext containing "questions" in forum "Developing a National Framework of Teaching Expectations: March 2-22, 2009"Scheduled Seminar Discussions:

discussion : Introduction◀
Re: What defines competency in a profession? by Colby Stuart ◀	What defines competency in a profession? Certification does not mean that someone is competent. It only means that they pass certification.	questions	Hilda Anggraeni ◀
	Do we have a way to evaluate their competency or performance?	questions	Hilda Anggraeni ◀
	Do we consider government officials professional - or does their performance demonstrate that they are incompetent bureaucrats? Isn't it government officials who determine what needs credentials?	questions	Hilda Anggraeni ◀
	Are we looking at performance from a credential perspective or from a learning perspective? One is focused on teachers - the other on students.	questions	Hilda Anggraeni ◀
discussion : Seminar Structure◀
Seminar Structure by Gary Hunt ◀	What benefits do national systems have that are not possible with regional or institutional systems? How much of a benefit is portability of a credential? Is the quality of teacher training better under a national framework compared to that in separate institutions?	questions	Hilda Anggraeni ◀
	What are the critical components of a training programme? Should the framework be different for training graduate students compared to junior faculty or professional development for senior faculty? What can other countries take from the UK experience?	questions	Hilda Anggraeni ◀
	What are the personnel and financial resources required to develop, implement, and maintain a national system? What are examples of appropriate national bodies that have the ability to oversee and run a national initiative?	questions	Hilda Anggraeni ◀
discussion : Topic 1: Desired outcomes of a national system of training and credentialing◀
Topic 1: Desired outcomes of a national system of training and credentialing by Gary Hunt ◀	What benefits do national systems have that are not possible with regional or institutional systems? How much of a benefit is portability of a credential? Is the quality of teacher training better under a national framework compared to that in separate institutions?	questions	Hilda Anggraeni ◀
Re: Topic 1: Desired outcomes of a national system of training and credentialing by Vivian Neal ◀	how do we have some sort of standards for enhancing the quality of teaching, but not have an over-controling regulatory framework?	questions	Hilda Anggraeni ◀
Re: Topic 1: Desired outcomes of a national system of training and credentialing by Nick Noakes ◀	Would there be any traction in Canada with doing this at the Provincial level first? Could you get universities within a Province to do something and then maybe see about national later if these turn out to be so similar that it becomes a logical step?	questions	Hilda Anggraeni ◀
Re: Credentialing by Deirdre Bonnycastle ◀	Does traditional teacher training address the learning needs of vocational teachers?	questions	Hilda Anggraeni ◀
Re: Topic 1: Desired outcomes of a national system of training and credentialing by Vivian Neal ◀	The culture has changed radically and in a fairly short time. I'm not sure how to change attitudes, but perhaps we should be looking at techniques for creating social change - where to start, how to do it? Thoughts?	questions	Hilda Anggraeni ◀
Re: Topic 1: Desired outcomes of a national system of training and credentialing by Rosalie Pedersen ◀	At first blush, it sounds great, yet does taking a course net the level of competence you want? Do we enter the business of performance management and how does this impact the relationship we have with participants? Do we adopt a pass/fail approach or a benchmarking approach? How do we assess prior learning? How do we ensure the mandatory approach meets specific disciplinary needs?	questions	Hilda Anggraeni ◀
Re: Topic 1: Desired outcomes of a national system of training and credentialing by Rosalie Pedersen ◀	what would the monetary implications be? What about the precieved benefits of being taught by the researcher and thus encourged to follow the path of research?	questions	Hilda Anggraeni ◀
Re: Topic 1: Desired outcomes of a national system of training and credentialing by Wendy Burton ◀	Who are the "good teachers" - whether one subscribes to language of effective or language of excellent - and what is good about them? Can a list of desirable outcomes flow from such an investigation?	questions	Hilda Anggraeni ◀
Re: Topic 1: Desired outcomes of a national system of training and credentialing by Gary Hunt ◀	Is there a template for exactly how the programme reviews are structured?	questions	Hilda Anggraeni ◀
discussion : Topic 2: The structure of a teacher-training framework◀
Topic 2: The structure of a teacher-training framework by Gary Hunt ◀	What are the critical components of a training programme? Should the framework be different for training graduate students compared to junior faculty or professional development for senior faculty? What can other countries take from the UK experience?	questions	Hilda Anggraeni ◀
Re: Topic 2: The structure of a teacher-training framework by Barbara Berry ◀	Another way would be to consider a "constructivist" approach to applying the framework....what would it look like? Would there even be a national standards framework in a constructivist environment?	questions	Hilda Anggraeni ◀
discussion : Topic 3: Required resources to develop, implement, and maintain a national system ◀
Topic 3: Required resources to develop, implement, and maintain a national system by Gary Hunt ◀	What are the personnel and financial resources required to develop, implement, and maintain a national system? What are examples of appropriate national bodies that have the ability to oversee and run a national initiative?	questions	Hilda Anggraeni ◀
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