Discuss how the sociological and professional understanding of the school

and society contributes in the building of framework in the Malaysia Teacher

Standard.
Bincang bagaimana pemahaman sosiologi dan profesional sekolah itu dan
masyarakat disumbang di dalam bangunan rangka kerja di Teacher Standard
Malaysia.
http://sociologyatwork.org/about/what-is-applied-sociology/
http://en.wikipedia.org/wiki/Professional_association
http://en.wikipedia.org/wiki/Professional_school
http://www.curriculum.edu.au/verve/_resources/national_framework_file.pdf
http://mojem.um.edu.my/filebank/published_article/5803/Volume
%201%283%29-4.pdf
http://www.teo-education.com/teo/?cat=120
Hj Kamarudin Kachar (1989). Professional leadership in education. Kuala
London: Text Publishing Sdn. Ltd..
http://tuanmat.tripod.com/pibg.html

Malaysia Teacher Standard (SGM) sets professional competence should

be achieved by the teacher, and needs to be provided by the agencies and
institutions of teacher training to help teachers achieve a prescribed level of
competency. This document is provided as a guide and reference for
teachers, teacher educators, teacher training institutions and agencies in an
effort to create and preserve quality. This document will be reviewed on a
regular basis for the purpose of continuous improvement. Malaysia gives
strong emphasis on the development of first class human capital in which
capacity building is a key approach to achieve developed nation status by
the year 2020, human capital is the real added value that can be injected,
the intellectual and cultural capital be increased. The development of quality
human capital depends on the quality of education; which can produce
individuals with a strong identity, competent, noble, knowledgeable and
skilled in order to fill the needs of the developed countries. Education must
also be capable of forming human capital critical and creative thinking,
problem-solving skills, ability to create new opportunities, resilience and

ability to cope with the changing global environment.

In the 21st century, the country faces new challenges from globalization,
liberalization, internationalization and the development of Information and
Communication Technology (ICT). Accordingly Malaysia needs talent ICT
literacy, progressive and competitive in the global job market.
Standard Guru Malaysia is a statement of professional competence
should be achieved by the teacher (Standard) and the statement of aspects
that should be prepared and implemented by the agencies and institutions of
teacher training (requirements).
Standard Detail Requirements are based on the following aspects:

National Mission
FPN (Stakeholder Forum)
Philosophy of Teacher Education (FPG)
Conduct the Teaching Profession
Work Ethics Ministry of Education

Standard covers the following three aspects:

Standard 1: The Practice Teaching Professionalism

Standard 2: Knowledge and Understanding
Standard 3: Learning Skills and Learning

To support and help teachers achieve the level of competency practice

professionalism, knowledge and understanding, as well as teaching and
learning skills expected, agency and teacher training institutions should
prepare and implement the following requirements:

Requirement 1: Requirements and Procedures Acquisition Candidate

Teacher Training Program
Requirement 2: Training, Assessment and Evaluation
Requirement 3: Collaboration
Requirement 4: infrastructure and info structure
Requirement 5: Quality Assurance

Figure 1: MTS Model

Malaysia Teacher Standard set the level of achievement of professional
competence should be achieved by the teacher to ensure and maintain
quality education to all Malaysians now and the future. Standard Guru
Malaysia books, along with books Malaysian Teacher Standards Guide and
Manual Instrument Malaysian Teacher Standards will ensure that teachers
produced have high competency in the practice the professionalism,
knowledge and understanding and skills in teaching and learning.

As stated in the Malaysian National Philosophy of Education;

Education in Malaysia is an on-going effort towards developing the
potential of individuals in a holistic and integrated manner, so as to produce
individuals who are intellectually, spiritually, emotionally and physically
balanced and harmonious based on a firm belief in and devotion to God.
Such an effort is designed to produce Malaysian citizens who are
knowledgeable and competent, who possess high moral standards and who
are responsible and capable of achieving a high level of personal well being
as well as being able to contribute to the harmony and betterment of the
family, society and the nation at large. (Ministry of Education Malaysia,
2003).
Hence, it is the responsibility of teachers as educators to
create the individuals who are knowledgeable and competent. However, I
believe that to establish a person who are balanced, possess high moral
standards and able to contribute for the family, society and the nation at

large is not only the responsibilities of a teacher alone but also with the
commitment of the parents, family and society. As a consequence, schools
play a significant role in getting parents and family members involved in
students' education. As I stated before in the previous task, some family or
parents might actually wanted to help in their childs learning but they just
did not know how to do so. For this reason, as the agents of socialization and
changes, teachers need to guide the parents on how to be involved with the
school and education.
However, it has been found that schools do not always
know what the term parental involvement really means (Vandergrift &
Greene, 1992). Some parents and schools may not understand that there are
actually six types of involvement which had been listed out in the Eipsteins
conceptual framework for family school community involvement.
Furthermore, Epstein (2001) encouraged schools to create greater "overlap"
between the school, home, and community through the implementation of
activities across six types of involvement: parenting, communication,
volunteering, learning at home, decision-making, and collaboration with the
community. As a teacher I can help the parents but not to interfere their
family matters while the parents also need to help the teachers to play their
responsibilities. Much of the research that examines the relationships
between parent involvement and childrens education assesses parent
involvement by utilizing one particular measure, such as counting the
number of parents that volunteer, coming to meetings, or coming to parentteacher conferences (Baker & Soden, 1997).
As for parents, they usually must undergo their parenting duty as the
first type of involvement by providing housing, health, nutrition, safety and
parenting skills in parent-child. The second type of involvement is interaction
whether with the child or the school to built a home condition which support
study and information to help school knows their child. Thirdly is
communicating, whether school-home or home-school communication.
Fourth, volunteering in school to help in classroom or any events. As
teachers we can also grab this opportunity by sharing the knowledge from
the parent with the students. Schools and teachers should let the parents
know that their effort to contribute something to the school is always
appreciated. Hence this will encourage the parents to involve more. People
like to know that someone takes the time to notice and appreciate what they
were doing (Wherry, 1992). The next type of involvement is decision making.
Teachers should let the parents know that they also have the right to help
the school in making decision. For example, all parents are the membership

of the Parents Teachers Association. Hence, to encourage parents sense of

belonging to their childs school, teachers always invited the parents to
attend the meeting or any events in school.
And the last type of involvement is collaborating with the
community through contributions to school. The parents are also more
supportive of the school with financial support as well as support of bond
issues and other leeway levies (Stouffe, 1992). As a teacher, I need to make
the parents realize that, by contributing something to the school such in
financial or any services, they are not only giving good deeds to their own
child but also for the childs of all the community around them. If all the
parents are aware with this positive circulation, hence this wills indirectly
strengthening the bond among the society and the nation at large. This kind
of circumstance brings the meaning of teachers as agents of socialization for
me. The time circulation had brings changes and challenges toward
teaching profession including the functions modification and teachers roles.
Teachers role as the main resource of knowledge for the students had
changed into teacher as a facilitator in teaching and learning, agent of
changes and the source of inspiration for the students (Ministry of Education
Malaysia, 2006). According to this, I may be able to help the parents who do
not know how to involve by leading a class for parents at school. However,
this suggestion needs to be approved by other teachers and especially the
principal. The parents may even want to learn more and possibly attend the
parent classes provided by the school. This type of situation can produce a
positive spiral of success for the parent, school, and student (Gelfer, 1991).
In order to promote parents involvement in school,
teachers need to organize various type of programs so that the parents are
interested to know the school more and give more attention to their child.
One thing that is necessary is to make sure the programs used are at the
correct grade level and that there is a lot of variety (Rickelman & Henk,
1991). Other than common parents teacher conferences and record book
day, schools can also organize any relaxing and interesting program such as
sport afternoon activity with parents and students, schools open day and
many more. However to implement these events teachers need to cooperate
with the administration and get some supports from the principal. "Ultimate
responsibility for creating harmony between the school and the home rests
with the principal" (Campbell, 1992). Hence, to implement my vision as a
future teacher, I realize that the advocacy from the schools administration
and other colleagues are very important. "This combination of level of

commitment and active participation is what makes an involved parent"

(Vandergrift & Greene, 1992).
Obviously, there are great amount of advantages and
positive implications from parents involvement in school, not only for the
children but also for the society and the parents itself. Actually, the more
parents are involved in their childrens learning, the better they get to know
their child. The parents are able to "increase their understanding of child
development in areas of physical, social, emotional and cognitive
development" (Gelfer, 1991). Furthermore, according to Campbell (1992)
who has conducted a research on students who were classified as high
achievers had discovered that these students shared ten common
characteristics which are:

1. A feeling of control over their lives.

2. Frequent communication of high expectations to children.
3. A family dream of success for the future.
4. Hard work as a key to success.
5. An active, not a sedentary, lifestyle.
6. Twenty-five to 35 home-centred learning hours per week.
7. The family viewed as a mutual support system and problem-solving
unit.
8. Clearly understood household rules, consistently enforced.
9. Frequent contact with teachers.
10. Emphasis on spiritual growth. (Campbell, 1992)
This shows that parents involvement and parental support
really helped the students to improve their achievement. Moreover, students
will also feel motivated and obtained the inspirations from their parents who
are also working hard for their childs success. According to Loucks (1992),
"Research shows that parent involvement in the school results in improved
student achievement". For the most part, as a future teacher, I need to play
my roles first before I put my vision in action.

...as the most significant and costly resource in schools, teachers are
central to school improvement efforts. Improving the efficiency and equity of
schooling depends, in large measure, on ensuring that competent people
want to work as teachers, that their teaching is of high quality, and that all
students have access to high quality teaching.
(Organization for Economic Co-operation and Development (OECD),
2005 cited in Ministry of Education Malaysia (2006))

Hence, to be an effective teacher who able to produce individuals who

are intellectually, spiritually, emotionally and physically balanced and
harmonic, I must first act based on the Philosophy of Teachers Education in
the Malaysian Teacher Standards which is to be a teacher who possesses
noble characters, progressive and scientific views, ready to execute the
aspiration of the country and also to praise the legacy of the nation cultures,
to guarantee individuals development and to foster a unite, democratic,
progressive and disciplined society. (Ministry of Education Malaysia, 2006)