Supervision of TVET

ay
g
u
b
i
aS
g
n
a
o
mb
a
Z
A
TESD
f
o
n
o
i
s
i
v
r
d
e
e
p
s
a
Su
B
y
c
n
e
t
e
p
s
I
Com
V
T
n
i
ry
o
s
i
g
v
r
e
n
i
S up
n
e
i
h
t
a
T)
-U p
E
Tr
g
V
n
T
i
t
r
t
o
(S e
work f
Frame
Program of Activities
Session
Morning
Day 1
Theoretical Inputs
1. Quality Teacher
Development
(ITE Experience)
2. Supervisory Framework
for TVET
3. Coaching, Counseling &
Mentoring
Afternoon
Focused Group Discussion

Session - Identifying the
Supervisor's Competency
Requirements based on the
Conceptual Framework (Slides 3
& 4) and the Role of the
Supervisor in TVET (Slide 6).
Day 2
A. Plenary Discussion - "The Supervisory
Matrix"
(Slide 7)
Day 3
Role Play/Simulation
Sessions -- Coaching,
Counseling, &
Mentoring
B. Commission Session - Gathering of

Supervisory & Monitoring Tools
-- Participants shall be grouped into 5. Each
group shall gather & organize the Supervisory
& Monitoring Tools for each Area of
Development & Focus of Supervision
C. Group Presentation of Supervisory &
Monitoring Tools
Integration Session:
Preparing a Supervisory
Work Re-Entry Plan
Closure
Who
Moved
My
Cheese?
An Amazing Way to Deal With Change In Your Work &

In Your Life
DR SPENCER JOHNSON
Cheese a metaphor for what we want to

have in life, whether it is a job, a relationship,
money, a big house, freedom, health,
recognition, spiritual peace, or even an activity
like jogging or golf.
Each of us has our own idea of what Cheese is,
and we pursue it because we believe it makes
us happy. If we get it, we often become
attached to it. And if we lose it, or its taken
away, it can be traumatic.
ONCE, long ago, there lived 4 little characters

who ran through a maze looking for cheese to
nourish them & make them happy.
Two were mice named Sniff & Scurry and

two were little people named Hem &
Haw.
Every morning, the mice & the little people dressed

in their running gear & headed over to Cheese
Station C where they found their own kind of
cheese. It was a large store of Cheese that Hem &
Haw eventually moved their homes to be closer to
it & built a social life around it.
To make themselves feel more at home, Hem &
Haw decorated the walls with sayings. One read:
Having
Cheese
Makes You
Happy
One morning, Sniff & Scurry arrived at Cheese

Station C & discovered there was no cheese.
They werent surprised. Since they had noticed the
supply of cheese had been getting smaller every day,
they were prepared for the inevitable & knew
instinctively what to do. They were quickly off in
search of New Cheese.
Later that same day, Hem & Haw arrived. What! No
Cheese? Who moved my Cheese? Its not fair!, Hem
yelled. They went home that night hungry &
discouraged. But before they left, Haw wrote on the
wall:
The More
Important Your
Cheese is To You,
The More You
Want To Hold
Onto It.
The next day Hem & Haw left their homes, & returned
to Cheese Station C. But situation hadnt changed. Haw
asked, Where are Sniff & Scurry? Do you think they
know something we dont? Hem scoffed, What would
they know? Theyre just simple mice. They just respond
to what happens. Were little people. Were smarter.
Haw suggested, Maybe we should stop analyzing the
situation so much and just get going & find some New
Cheese.
Haw decided to leave Cheese Station C while Hem was
more comfortable staying in the cheeseless Station C.
Hem announced, Its MAZE time! and wrote:
If You Do Not
Change, You Can
Become Extinct
Meanwhile, Sniff & Scurry went farther into the

maze until they found Cheese Station N. They
found what they had been looking for: a great
supply of New Cheese. It was the biggest store of
cheese the mice had ever seen.
Haw on the other hand become more anxious &
wondered if he really wanted to go out into the
Maze. He wrote a saying on the wall ahead of
him & stared at it for some time:
What Would You

Do If You Werent
Afraid?
Haw now realized that the change probably

would not have taken him by surprise if he had
been watching what was happening all along
and if he had anticipated change. He stopped
for a rest & wrote on the wall of the Maze:
Smell The Cheese

Often So You
Know When It Is
Getting Old.
Haw wondered if Hem had moved on, or if he

was still paralyzed by his own fears. Then,
Haw remembered the times when he had felt
his best in the Maze. It was when he was
moving along. He wrote:
Movement In A
New Direction
Helps You Find
New Cheese.
As Haw started running down the dark

corridor, he began to smile. Haw didnt realize
it yet, but he was discovering what nourished
his soul. He was letting go & trusting what lay
ahead for him, even though he did not know
exactly what it was.
To his surprise, Haw started to enjoy himself
more & more. He stopped to write again on the
wall:
When You Move

Beyond Your Fear,
You Feel Free.
To make things even better, Haw started to paint a

picture in his mind again. He saw himself in great
realistic detail, sitting in the middle of a pile of all his
favorite cheeses-from Cheddar to Brie! He saw himself
eating the many cheeses he liked, & he enjoyed what
he saw.
The more clearly he saw the image of himself enjoying
New Cheese, the more real & believable it became. He
wrote:
Imagining Myself
Enjoying New
Cheese, Even
Before I Find It,
Leads Me To It.
Haw wondered why he had always thought that a

change would lead to something worse. Now he
realized that change could lead to something better.
Then he raced through the Maze with greater
strength & agility. Until he found bits of New
Cheese. He entered the Cheese Station but it was
empty. Someone had already been there.
He stopped & wrote on the wall:
The Quicker You

Let Go Of Old
Cheese, The
Sooner you Find
New Cheese.
Haw made his way back to Cheese Station C to

offer Hem bits of New Cheese but was turned down.
Hem wanted his own Cheese back. Haw just shook
his head in disappointment but this does not stop
him from finding New Cheese. He smiled as he
realized:
It Is Safer To
Search In The
Maze Than
Remain In The
Cheeseless
Situation.
Haw realized again, that what you are afraid of

is never as bad as what you imagine. The fear
you let build up in your mind is worse than the
situation that actually exists.
He realizes it was natural for change to
continually occur, whether you expect it or
not. Change could surprise you only if you
didnt expect it & werent looking for it.
When he realized he had changed his beliefs,
he paused to write on the wall:
Old Beliefs Do Not

Lead You To New
Cheese.
Haw now realized that his new beliefs were

encouraging him to behave in a new way. He
was behaving differently from the way he had
when he had kept returning to the same
cheeseless station.
It all depends on what you choose to believe.
He wrote on the wall:
When You See

That You Can Find
And Enjoy New
Cheese, You
Change Course.
Haw just hoped he was heading in the right

direction. He thought about the possibility that
Hem would read The Handwriting On The
Wall & find his way.
He wrote on the wall what he had been
thinking about for some time:
Noticing Small
Changes Early
Helps You Adapt
To The Bigger
Changes That Are
To Come.
He continued on through the Maze with greater strength &

speed. He proceeded along a corridor that was new to him,
rounded a corner, & found New Cheese at Cheese Station
N where he saw the greatest supply of Cheese he had ever
seen.Sniff & Scurry welcomed him.
Hooray for Change!

Haw wrote down a summary of what he had learned on the
largest wall of Cheese Station N & smiled as he looked at
what he had learned:
THE HANDWRITING ON THE WALL

Change Happens
Anticipate Change
Monitor Change
Adapt To Change Quickly
Change
Enjoy Change !
Be Ready To Change
Quickly & Enjoy It Again.
Move With The

Cheese & Enjoy
It !
Institute of Technical Education, Singapore
Quality Teacher Development

- Sharing the ITE Experience
Quality Teacher
Development
Development
Samuel Ng
Divisional Director
Educational Design and Technology
Samuel_ng@ite.edu.sg
Impetus for Quality Teacher

Teacher Development
Research
Teacher Quality has a direct and positive impact
on student achievement
National Academies (2007)
A high quality teacher can substantially offset or
even eliminate the disadvantage of low socialeconomic background
How to Improve the Supply of High Quality Teachers, E. A. Hanushek & S. G. Rivkin
(2004)
The quality of a childs teacher can have lifelong

consequences
The Self-Esteem Teacher , R. Brooks (1991)
Quality Teacher matters!

36
Quality ITE Teacher Envisioned

Quality
ITE
Teacher
Caring/
Role Model
Professional
Identity
Be ready, willing
Beliefs &
and able to do
and learn all the
Values
Reflect
on
Innovate
time
Key
Practice
Learning
Design
Facilitate
Capabiliti
Learning
Learning
es
Make learning happens
Supporting Conditions
Student learning and desired outcomes
Maximises each students potential in his/her
class
Environment
Goal
Quality ITE Teacher - Key Capabilities

Effective delivery of TVET requires vocational
pedagogy
Vocational Pedagogy
one that makes provision for student
development of knowledge, manipulative
skills, attitudes, and values as well as the
integration of these areas and their
application to simulated and realistic work
settings. (Finch & Crunkilton, 1979).

Working
Knowledge
Knowledge of work
systems,
structures, organisation,
processes, tasks, methods,
routines and tools.
Knowledge of facts,
concepts, theories and
procedures as well as
explanatory frameworks that
organise and connect ideas
and the rules of evidence
Content
and proof within a given
Knowledge
field.
Technologic
al
(ICT)
Knowledge of how
information andknowledge
interactive
media technologies can
be used for information
processing, content
creation, problemsolving, collaboration
Knowledge
of how
and
communication.
people learn and
strategies and methods
of instruction and
assessment, including
overall educational
Pedagogical
purposes, values
and
Knowledge
aims.
Teaching discipline
vocational discipline
Vocational
Pedagogy

Technologic
Working
al
Knowledge
(ICT)
Knowledge of how
Knowledge of work
information andknowledge
interactive
Vocational Pedagogy
systems,
media technologies can
requires
structures, organisation,
be used for information
processes, tasks, methods,
Integrated processing, content
routines and tools.
Technological Pedagogical
creation, problemContent Knowledge (TPCK)
solving, collaboration
which is
Knowledge
of how
Knowledge of facts,
and
communication.
Discipline-specific
pedagogic
people learn and
concepts, theories
and
Capabilities strategies and methods
procedures as well as
deliver effective
of instruction and
explanatory frameworksto
that
TVET
assessment, including
organise and connect ideas
overall educational
and the rules of evidence
Content
Pedagogical
purposes, values
and
and proof within a given
Knowledge
Knowledge
aims.
field.
Teaching discipline
vocational discipline
Vocational
Pedagogy
r
e
h
c
a
e
T
E
T
I
k
r
y
t
o
i
l
w
a
e
m
Qu
a
r
F
t
n
e
m
p
Develo
41
ITE
Quality
Teacher Development Framework
Professional
Pedagogic Development
TPCK
Development
Pedagogic
Innovation
& Leadership
Development
Level 3 - Innovative TPCK

New generic
New TPCK
Instructiona Instructiona
l Models &
l Models &
Tools
Tools
Specific/Niche
Pedagogic
Development
Initial
Teachers
Pedagogic
Development
Level 2 - Enhanced TPCK

- Use generic Instructional
Models, Tools &
Resources
in discipline-specific
Level 1 areas
- Basic TPCK
toBasic
further develop
TPCK
Beginning
Pedagogic
TPCK
Knowledge
Pedagogic Leaders
Communities of Practice
Collaborative
Innovation
Projects
Collaborative
Application
Projects
Mentoring/
Supervised
Field Teaching
Level 1 - Basic TPCK

Initial Teachers Pedagogic Development - Programme Overview
Analysis Phase
CURRICULUM
DEVELOPMEN
T
CURRICULUM
DELIVERY,
ASSEEMENT &
EVALUATION
Prepare
Competency
Profile/
DACUM Chart
Form
Learning
Modules
Design Phase
Form
Course
Structure
Develop
Assessment
Specification
Implementation Phase
Prepare
Module
Deliver
Module
Establish
Skills
Standard
Development
Pedagogical
Certificate in
Technical
Education
(PCTE)
Phase
Programme
Develop
Instructional \Materials
Evaluation Phase
Develop,
Conduct &
Mark
Assessment
Conduct
Evaluation

Analysis Phase
CURRICULUM
DEVELOPMEN
T
Prepare
Competency
Profile/
DACUM Chart
Form
Learning
Modules
Design Phase
Form
Course
Structure
Development
REFLECT
Implementation Phase
Prepare
Module
Pedagogical
Certificate in
Technical
Education
(PCTE)
Phase
Programme
Develop
Develop
Instructional
\Materials
Assessment
DELIVER
MANAGE
Specification
DEVELOP
PLAN
CURRICULUM
DELIVERY,
ASSEEMENT &
EVALUATION
Establish
Skills
Standard
Student centred,
Authentic & Flexible
Competence--based
Learning
EVALUATE
Deliver
Module
MOTIVATE
Evaluation Phase
Develop,COUNSELConduct
ASSESS
Evaluation
Conduct &
Mark
REFLECT
Assessment

Analysis Phase
CURRICULUM
DEVELOPMEN
T
Form
Learning
Modules
Prepare
Competency
Profile/
DACUM Chart
Design Phase
Development
REFLECT
Module
Pedagogical
Certificate in
Technical
Education
(PCTE)
Phase
Programme
Module
Design, Develop
Develop Motivate & Manage
Form
Develop
Module
and Facilitate
Students and
Design & Facilitate
Learning
Instructional
\Materials
Course
Assessment
Classroom Activities
DELIVER
e-Learning Activities
MANAGE
Structure
Specification
DEVELOP
Module
Design & Develop competenceBased Instructional Plan
CURRICULUM
DELIVERY,
ASSEEMENT &
EVALUATION
Establish
Skills
Standard
PLAN
Implementation
Phase
Module
Design & Develop
Student centred,
Authentic & Flexible
Competence--based
Learning
EVALUATE
PrepareAssessment Deliver
of Competence Module
Module
Module
Design & Develop

Assessment for Theory
MOTIVATE
Evaluation Phase
Module
Develop,COUNSELConduct
Counseling
ASSESS
Techniques
Evaluation
Conduct &
Module
Apply Reflective Skills
Mark
REFLECT
Professional
Assessment forDevelopment
Basic

Block 1
(Pre-Service 3 weeks full-time)
Block 2
(In-Service 8 days full-time)
Module
Module
Motivate & Manage
Students and Classroom
Activities
Module
Design, Develop
and Facilitate Learning
Block 3
(In-Service 7.5 days full-time)
Design & Facilitate
e-Learning Activities
Module
Design & Develop
Competence-Based
Instructional Plan
Module
Basic Counseling
Techniques
Module
Design & Develop
Assessment for Theory
Content
Module
Apply Reflective Skills for
Professional
Module
Design & Develop
Assessment of
Competence

Progressive
Progressive development
development and
and acquisition
acquisition
of
Pedagogical
Knowledge
of Pedagogical Knowledge &
&
Competences
Competences
Vacation:
Monthly:
Vacation:
Block 2
Block 1
Block 3
Term
Term
(In-Service (Pre-Service
(In-Service
8 days
3 weeks
- 7.5 days
full-time)
full-time)
full-time)
PCTE Programme (40 weeks)
Supervised Field-Teaching with Mentor
Progressive
Progressive development
development and
and acquisition
acquisition
of
of Integrated
Integrated Technological
Technological Pedagogical
Pedagogical
Content
Content Knowledge
Knowledge &
& Competences
Competences
Desired Outcomes
Competent, Caring
Learning Designer,
Facilitator, Reflective
Practitioner and
Learning Innovator
ITE Quality Teacher Development Framework

Professional
TPCK
Development
Pedagogic
Innovation
& Leadership
Development

New generic
New TPCK
l Models &
l Models &
Tools
Tools
Specific/Niche
Pedagogic
Development
Initial Teachers
Pedagogic
Development

Models, Tools &
Resources
in discipline-specific
Level 1 areas
- Basic TPCK
toBasic
further develop
TPCK
Beginning
Pedagogic
TPCK
Knowledge
Pedagogic Leaders
Collaborative
Innovation
Projects
Collaborative
Application
Projects
Mentoring/
Supervised
Field Teaching
Level 2 & 3 Enhanced & Innovative TPCK

Pedagogic Innovation & Application
Project Training System
Healthcare Simulation
Need: Enrolled nurses need nursing skills, problem-solving as well as critical
thinking skills in delivering patient care.
Solution: Customizable high fidelity patient care simulators to create realistic
clinical situations for problem-solving, critical thinking and practising nursing
skills
Design
Four Training Zones
a Ward
an Operating Theatre
an Intensive Care Ward and
an Emergency Room
Equipped with actual facilities and
equipment room
used in
byeach
hospitals
Debriefing
zone
Students can make careful
observation of the simulation
training in their respective zones.
Level 2 & 3 Enhanced & Innovative TPCK

Professional
TPCK
Development
Pedagogic
Innovation
& Leadership
Development
Development of
Healthcare Simulation
Training System
Pedagogic Leaders
Collaborative
Innovation
Projects
propagate
Specific/Niche
Pedagogic
Development
Build staff capabilities

in nursing-specific pedagogy
Collaborative
Application
Projects
Authentic Learning@ITE - Innovative

TPCK
The Straits Times (21 September
2010)
ITE-ST
ITE-ST Aerospace
Aerospace
Airframe
Airframe Maintenance
Maintenance
Centre
Centre
Early
Early Childhood
Childhood Education
Education
Training
Training Room
Room
Centre
Centre for
for Healthcare
Healthcare
Simulation
Simulation Training
Training
Beauty
Beauty Therapy
Therapy Training
Training
Centre
Centre
Hotel@College
Hotel@College West
West
Amber@West
Amber@West Training
Training Restaurant
Restaurant
ITE Quality Teacher Development Framework

Professional
TPCK
Development
Pedagogic
Innovation
& Leadership
Development

New generic
New TPCK
l Models &
l Models &
Tools
Tools
Specific/Niche
Pedagogic
Development
Initial Teachers
Pedagogic
Development

Models, Tools &
Resources in
discipline-specific areas
toLevel
further
TPCK
1 - develop
Basic TPCK
Basic
Beginning
Pedagogic
TPCK
Knowledge
Pedagogic Leaders
Collaborative
Innovation
Projects
Collaborative
Application
Projects
Mentoring/
Supervised
Field Teaching
k
r
o
w
e
m
a
r
F
e
h
t
g
m
n
e
i
t
t
s
t
y
e
S
S
y
r
o
s
i
v
r
e
p
u
S
of a
s
I
T
T
n
i
T
E
V
T
r
o
f
ESO
C
/
E
E
S
O, C
M
R
E
L
L
UI
AY
G
G
.
U
L
B
I
L
S
E
ANU
NGA
A
M
E
O
B
O
M
Z
A ZA
D
LOREN
S
E
T
,
III
R
O
T
C
E
DIR
PREMISE
The demand for highly competent certified technical workers
in various TVET qualifications keeps rapidly increasing through
the years.
To respond effectively to this, the government through
TESDA has put in place a lot of emphasis on TVET/TESD to
produce more Knowledge Workers (K-workers) who can
respond to and cope with the fast changing demands, standards,
and requirements of the industry.
Supervision is both a key and a crucial element in the
effective delivery of competence-based training and realistic
conduct of competency assessment.
CONCEPTUAL FRAMEWORK
TRAINING
TRAINING &&
ASSESSMENT
ASSESSMENT
METHODOLOGY
METHODOLOGY
COMPETENCE
COMPETENCE
HUMAN
HUMANAND
AND
SOCIAL
SOCIAL
COMPETENCE
COMPETENCE
TECHNICAL
TECHNICAL
COMPETENCE
COMPETENCE
K-WORKER
K-WORKER
OCCUPATIONAL
OCCUPATIONAL
COMPETENCE
COMPETENCE
Plan training session,

Facilitate training session and use electronic in facilitating training
Training
&
Training & Supervise work-based learning
Assessment
Assessment
Maintain training facilities
Methodology
Methodology
Competence
Competence Conduct competency assessment
SKA regarding work techniques, tools, materials, fault analysis, quality assurance, conformity to norms and
Technical
Technical standards
Competenc
Competenc
ee
Personality Development & Career Professionalism
Social Interaction when working in teams
Human
Humanand
and Workplace Communication Skills
Social
Social Occupational Health & Safety Standards
Competence
Competence
Values-oriented decision-making
Willingness for lifelong learning
K-Worker
K-Worker Able to work in networks and teams
Occupation
Occupation
Able to anticipate future needs at the workplace
alal
Competenc
Competenc Able to plan, undertake, and get involved in employment facilitation activities
ee
KEY ISSUES
The issue of highly competent and
globally competitive skilled workers has
become vital and widely debated across
countries.
Global changes in technology,
particularly in industries, have created a
major need for skilled workforce and
comprehensive training.
KEY ISSUES
A holistic skills training and technical training
program to train K-workers should
encompass not only technical competences
but also training and assessment
methodology competences.
Quality and focused supervision is an
invaluable support system to ensure qualityassured graduates of the TVET system.
The Role of the Supervisor in TVET

The main responsibility of the Supervisor is to
ensure that training was done well and
according to the prescribed competency
standards

The Supervisor promotes self-awareness
among trainers and is actively engaged in the
generic tasks of counseling supervision that
include consulting, evaluating and monitoring
professional or ethical issues, and role
modeling,

The Supervisor keeps records of
observations, recommendations, and actions
taken in the context of continual improvement.
The Supervisor promotes and upholds qualityassured mechanisms that ensure high
customer satisfaction level.

The Supervisor possesses
communication skills, which involve being
attentive and active listening, and being
able to coment openly, objectively and
constructively.

The Supervisor is characterized by respect,
empathy, genuineness, honesty, non-sexist
and non-authoritarian attitude.
The Supervisor pays attention to client
welfare.
SUPERVISORY MATRIX
Schedule
Mondays
Area of
Development
Training &
Assessment
Methodology
Competence
Focus of
Supervision
Preparation of
Trainers
Supervisory &
Monitoring Tools
Session Plans &
Training Matrix
CBLMs
Progress Charts,
TRB
SUPERVISORY MATRIX
Schedule
Tuesdays
Area of
Development
Training &
Assessment
Methodology
Competence
Focus of
Supervision
Training &
Assessment
Facilities
Supervisory &
Monitoring Tools
CBT
Components/Wo
rk Stations
Assessment
Centers
SUPERVISORY MATRIX
Schedule
Wednesdays
Area of
Development
Technical
Competence
Focus of
Supervision
Time on Task
Review
Supervisory &
Monitoring Tools
Observation
Checklist
SUPERVISORY MATRIX
Schedule
Thursdays
Area of
Development
Human & Social
Competence
Focus of
Supervision
Focused
Meetings with
Trainers
Supervisory &
Monitoring Tools
Agenda &
Minutes of
Meetings with
Trainers, Follow
up of Actions
Taken
SUPERVISORY MATRIX
Schedule
Fridays
Area of
Development
Occupational
Competence
Focus of
Supervision
Focused
Meetings with
Trainees
Supervisory &
Monitoring Tools
Agenda &
Minutes of
Meetings with
Trainees, Follow
up of Actions
Taken
CONCLUDING NOTE
Supervision is related to self-development,
professional development of the supervisees.
The Supervisors role is to help the trainers
and the trainees to achieve their goals by
acting as counselor, facilitator, and advisor.
CONCLUDING NOTE
Counseling is an important function in
relation to the process of supervising
because it can lead to an improved
relationship between the supervisor and the
supervisee.
CONCLUDING NOTE
One of the important functions of the supervisor
is to be role model for the supervisee.
The Supervisor is one who has greater
experience and helps less skilled or less
experienced trainers to achieve professional
abilities.
CONCLUDING NOTE
1.
2.
3.
4.
5.
In order to react effectively, a Supervisor must:

Have certain goals and plans;
Be a good communicator;
Have the knowledge and relevant skills about
the trainers area/s of interest;
Be able to establish good and professional
relationship.
Be flexible in supervision strategies depending
on the individual requirements.
CONCLUDING NOTE
A good relationship can make both parties
comfortable with meeting regularly and
sharing ideas or knowledge with a view to
trainer development.
One must be eager to learn, enhance
ones self-awareness, learn from mistakes
and success, develop and apply new skills
and design action plans or timetables.
CONDUCTING A TIME-ONTASK REVIEW TO OBSERVE

LEARNING IN PROGRESS
TIME-ON-TASK AND TEACHING,

LEARNING, AND ACHIEVEMENT
The purpose of the time-on-task review is to
observe each student in the classroom over a 15 to
30 minute time frame to determine four factors that
have an impact on learning and achievement.
1. Engagement Rate number of students on
task and number off task.
2. Productive Instruction the quality of the
tasks with which the students are involved and
their appropriateness for the learners.
3.
4.
Teachers ability to monitor and adjust

the changes in instruction, direction, and
explanation made by the teacher as a
result of monitoring student actions.
Off-task Incidences the nature and
frequency of off-task behaviors exhibited
by the students and when they occur.
What is the real purpose of the time-ontask review?

To assess a fully functioning learning
environment.
If you are not able to do an analysis of every

class, what situations would you want to
consider?
1. Disruptive classes
2. Classes with a large percentage of low test scores
3. Classes with problems or have undergone change
4. Classes where you have questions about the
teacher
5. Classes where there has been a complaint from a
reliable source.
FACTORS TO CONSIDER
1. Personality of the teacher
2. Familiarity with the classroom/teacher
3. Other factors
RECORDING THE DATA
Activities in Progress
On-Task Participation
a) Teacher-directed
b) Group assignment
c) Individual assignment
d) Recordkeeping
Off-task Student Participation

a) Transition All students between activities
b) Discipline
c) Unoccupied
d) Out of the Room
Account for All Students in Time
Segments
ANALYZING THE DATA

ENGAGEMENT RATE
1. Add the total number of students marked as on
task during each segment
2. Record the total
3. Multiply the number of students by the number
of segments
4. Record the total
5. Divide the total number of students on task by
the total number attending
TYPES OF OFF-TASK ACTIONS

a) Were students slow to move?
b) Were students confused about what to do?
c) Did transition periods lead to discipline
problems?
d) Were particularly students consistently
disruptive?
e)
f)
g)
h)
What was the nature of the disruptive

activities?
Did unoccupied students appear tired,
bored, confused?
How frequently did students leave the
room?
How long were students gone from the
classroom?
TYPES AND QUALITY OF ON-TASK ACTIONS

NOTED
a) Was the teacher actively involving students in
the lesson?
b) Did the student-directed groups work
productively?
c) Were the assignments understood by the
students?
d) What type of records did the students attend to?
NUMBER OF STUDENTS INVOLVED IN EACH

STUDENT ACTIVITY
USING THE DATA TO INCREASE ACHIEVEMENT
1. Adding to the data already collected
2. Identify specific areas for the growth plan
3. Reviewing at a later date to assess progress
4. Documentation to include with end-of-year
summary
COMMUNICATION WITH THE TEACHER

1. Why do it if you are going to talk about it?
2. Look for patterns
3. Discuss possible causes and solutions
RECAP
Purpose is to assess instruction and learning.
Data on-task and off-task.
Communication.
TIME ON TASK WORK SHEET
TIME SEGMENT
Trainees' Engagement
10
11
12
13
14
Total - On Task
Engagement
Rate
Total
15
A. On-Task
B. Off-Task
Total - Off Task
COACHING,
COUNSELLING &
MENTORING PROGRAM
FOR
TESD
TRAINERS
TESDA Zamboanga Sibugay
COACHING
COUNSELLING
MENTORING
The TESD
Trainers SPECIAL
TOOLS
SITUATIONAL
LEADERSHIP
CORE
FRAMEWORK
TESDA Sibugay CCM Program for TESD

Trainers
5/8-9/13
93
Situational Leadership
TESD trainers ability to influence the trainees to
achieve results;
TESD trainers ability to adapt his/her leadership
style according to the requirements of the situation;
and
Different strokes for different trainees

Trainers
5/8-9/13
94
Situational Factors
Developmental level of trainees;
Nature of the task/s to be done: new, difficult,
complex, critical
Amount of change going on in the training group;
Length of time available for completing the tasks

Trainers
5/8-9/13
95
Situational Variables
SUPPORTIVE: 2-WAY COMMUNICATION
Listening to trainees problems;
Praising trainees;
Giving positive reinforcement;
Asking for suggestions on inputs;
Encouraging & reassuring
PSYCHOLOGICAL
OXYGEN
STROKING
(Transactional

Trainers
5/8-9/13
97
Stroking
Means, RECOGNITION
Says, I
KNOW YOU ARE THERE!

Trainers
5/8-9/13
98
Stroking
As we grow older and become mature:

- symbolic stroking substitutes for physical contract
- no strokes, relationships can grow cold

Trainers
5/8-9/13
99
Stroking
STROKES: Can be positive or negative
POSITIVE:
Youre OK = GOOD FEELINGS
GENUINE, SINCERE, HONEST

Trainers
5/8-9/13
100
Examples of Positive
Strokes
Thank you.
I appreciate your making time to see me.

I like your question.
Thats a nice idea.
That is interesting.
I enjoyed talking with you.
That was very kind of you.
You look great!
Thats a good point to bring up.
I agree!
I am happy to have you as my trainee.

Trainers
5/8-9/13
101
Examples
ofPOSITIVE
Positive
NON-VERBAL
STROKES
Strokes
Looking at the person.
Smiling.
Nodding.
Laughing happily when something is funny.
Cheering/Clapping
Tap on the shoulder/back
Signaling OK!
Thumbs up

Trainers
5/8-9/13
102
Negative Strokes
Frowning/shaking your head
Looking away from the picture/trainee
Ignoring objections.
Rejecting what the trainee is saying:

Thats not true.
You are wrong.

Trainers
5/8-9/13
103
Evidences that a Persons
STROKE QUOTA
is Not Met
Decreased efficiency
Decreased/loss of productivity
Increased irritability or hostility

Trainers
5/8-9/13
104
Stroke Quota
Each of us has our own quota for strokes. Some need a fee strokes. Some need more.
When out STROKE QUOTA is not met in the usual, expected ways, our personality and
behavior change.
Ignoring objections.
Rejecting what the trainee is saying:

Thats not true.
You are wrong.

Trainers
5/8-9/13
105
What is your
Stroke
Quota?
COACHING
The TESD
Trainers SPECIAL
TOOL

Trainers
5/8-9/13
107
COACHING
Face-to-face leadership that pulls together people with diverse
backgrounds, talents, experiences & interests, encourages
them to step up to responsibility, and treats them as full-scale
partners and contributors.
- A PASSION FOR EXCELLENCE
Nancy Austin & Tom Peters

Trainers
5/8-9/13
108
COACHING
Process used by managers to empower individual
employees to put forth their best efforts and to reach the
limits of their activities;
Skills-based
A directive process by a manager to train and orient an
employee to the realities of the workplace remove barriers to
optimum work performance.

Trainers
5/8-9/13
109
Why Trainers Avoid

Coaching?
A trainer avoids coaching because .
1. He/she does not have time.
2. He/she has fear of failure.
3. He/she does not want to scare or overwhelm a new trainee.
4. He/she feels awkward.
5. He/she does not have role model; nobody coached him/her.
6. He/she has too many trainees.
7. He/she does not set initial goals with trainees.
8. Trainees wont listen to him/her.

Trainers
5/8-9/13
110
Why Trainers Avoid

Coaching?
9. Trainees should be able to figure things out on their own.
10. Trainees will think something is seriously wrong.
11. Trainee doesnt ask for help.
12. Performance is almost acceptable.
13. He/she feels threatened.
14. Trainee is motivated and doesnt need feedback.
15. Trainee gets defensive.
16. Trainee needs a certain period of learning time.
17. He/she gets defensive.

Trainers
5/8-9/13
111
Why Trainers Avoid

Coaching?
18. His/her standards are obvious; trainees should know
what to do.
19. He/she trusts his/her trainees.
20. He/she doesnt care whether the trainee is developed.

Trainers
5/8-9/13
112
CCM Roadblocks to Avoid

Some possible roadblocks when trainers lack preparation before a
COACHING/COUNSELLING session
1. Trainer doesnt seem to know real problem.

2. Trainer is unclear about the real parameters of the problem.
3. Trainer lacks or has inadequate pertinent information.
4. Trainer exhibits bias towards trainee or problem.
5. Trainer is inflexible and insists on his/her point of view or
understanding of the situation.

Trainers
5/8-9/13
113

6. Trainer loses control due to employees seeming lack of cooperation.
7. Trainer becomes defensive if problem seems to be him/her or
involves him/her.
8. Trainer fails to involve trainee in the processing or solution of his/her
problem by asking suggestions.
9. Trainer doesnt listen to trainees side of the story.
10. Trainer fails to make the trainee aware of his/her accountabilities in
his/her own problem.

Trainers
5/8-9/13
114

11. Trainer fails to keep track of the history of the trainees
performance/attitude problems.
12. Trainer fails to articulate positively improved
performance.

Trainers
5/8-9/13
Characteristics
115
of Effective
Coaches
Given below are 20 characteristics that describe trainers who are
effective coaches:
1. Capitalize on trainees strengths.

2. Give trainees visibility.
3. Provide freedom to do the task.
4. Orient trainee to institutional values and training expectations.
5. Set standards of excellence.

Trainers
5/8-9/13
Characteristics
116
of Effective
Coaches
Given below are 20 characteristics that describe trainers who are effective
coaches:
6. Hold trainee accountable.

7. Protect trainee from undue stress.
8. Encourage trainee when he/she is discouraged or about to undertake new
or difficult assignments.
9. Provide information about the training and the trainees role in the
attainment of training objectives.
10. Make performance expectations and priorities clear.

Trainers
5/8-9/13
Characteristics
117
of Effective
Coaches
Given below are 20 characteristics that describe trainers who are effective
coaches:
11. Take time to build trust and rapport.

12. Provide appropriate reinforcement/enhancement/ incubation training and
support when needed.
13. Encourage and listen to ideas
14. View trainees as partners and critical to the success of the training
program.
15. Good role model.

Trainers
5/8-9/13
Characteristics
118
of Effective
Coaches
Given below are 20 characteristics that describe trainers who are
effective coaches:
16. Wont let trainee give up.

17. Explain reasons for decisions and procedures and give advance
notice of changes whenever possible.
18. Keep confidences.
19. Provide trainees with regular feedback about their job performance.
20. Give trainees credit when they deserve it.

Trainers
5/8-9/13
119
COACHING
Involves skills, attitudes and values that flow from our
CHARACTER.

Trainers
5/8-9/13
120
EFFECTIVE COACHES
Clear about the purpose of coaching;
Ethical: respect rules and procedures but do not limit their
thinking to what is allowed by the rules & procedures;
Committed not just to the activity but to their trainees and
maintain a personal stake in the success and well-being
of each worker;

Trainers
5/8-9/13
121
EFFECTIVE COACHES
Recognize that there are no limit to the performance
of either an individual or an organization;
Personally responsible for the outcome of the activity,
without robbing the trainee of the responsibility;
Honest, direct and model the qualities they require of
their trainees

Trainers
5/8-9/13
122
EFFECTIVE COACHES
Uncompromising in their attention to details;
Are inspiring teachers;
Willing and open to learn from their trainees;
They do what they say they will do and do not dwell on past
failures;
Focus on solutions.

Trainers
5/8-9/13
The Benefits of Coaching
123
Coaching ..
1. Makes your job easier when trainees enhance their skill levels.
2. Enables greater delegation so you can have more time to truly
manage and focus on other developmental, priority & creative
areas.
3. Builds your reputation as a people developer.
4. Increases productivity when trainees know what the goals are
and how to achieve them.

Trainers
5/8-9/13
124
Coaching ..
5. Develops sharing of leadership responsibilities.

6. Increases likelihood of tasks being completed in a quality way.
7. Positive recognition and feedback increase trainee motivation
and initiative.
8. Avoids surprises and defensiveness in performance
evaluation.

Trainers
5/8-9/13
125
Coaching ..
9. Increases creativity and innovation of the class as

trainees feel safe to take risks.
10. Increases team cohesiveness due to clarified training
goals and roles.

Trainers
5/8-9/13
Work Situations That May

Require Coaching
126
1. Orientation of a new trainee.

2. Teaching a new unit of competency.
3. Need to explain standards of a task to be done.
4. Need to explain cultural norms and political realities in the
industry.
5. Simple corrections to performance are required.

Trainers
5/8-9/13

Require Coaching
127
6. Goals or training conditions change.

7. You are new to a group.
8. Trainees facing new work experience.
9. Trainee needs help setting priorities.
10. Follow up to a previous training session.

Trainers
5/8-9/13

Require Coaching
128
11. Trainee displays low or moderate performance.

12. Trainee who needs reinforcement for good performance.
13. Trainee wants to become a peak performer.
14. Formal or informal performance reviews.
15. Trainee needs preparation to meet his/her future career
goals.

Trainers
5/8-9/13

Require Coaching
129
16. Trainee needs preparation for more challenging work

assignment.
17. Trainee needs to develop self-confidence.
18. When power or control battles are affecting team
cohesiveness.
COUNSELLING
The TESD
Trainers SPECIAL
TOOL

Trainers
5/8-9/13
131
COUNSELLING
AN INTERPERSONAL SKILL AND A PROBLEMSOLVING TOOL THAT TRAINERS CAN USE IN
HANDLING TRAINEES WITH PROBLEMS OR
WITH SPECIAL CONCERNS.

Trainers
5/8-9/13
132
COUNSELLING
. is often neglected as a tool because Its value is not appreciated;
Trainers have no time to do it;
Sometimes, a trainer does not admit he/she has a trainee with
a problem or with special concerns for fear he/she may not be
considered a good trainer as it might reflect on him/her

Trainers
5/8-9/13
133
COUNSELLING
The trainee with problem may be effective in other areas
thus, the trainer allows the manifested strength to
overshadow the defects.
Some trainers take a backseat from trainees concerns
and dismiss these are mere facts of life.
Some trainers do not put premium on trainees with
problem because they are too busy with their work.

Trainers
5/8-9/13
134
COUNSELLING
Some trainers overlook their trainees weaknesses

because these trainees are pleasant to have around or do
some personal errands for them.
Some trainers are too emotionally involved with their
employees.
Some trainers have their own personal issues and
challenges to cope with.

Trainers
5/8-9/13
135
COUNSELLING
Some trainers tend to take either of 2 extreme
attitudes towards counseling:
Its none of my business. You are enrolled in this
training. Just accomplish the tasks.
Missionary reaction: the trainer is running a clinic during
training hours and gets too involved with trainees
personal concerns.

Trainers
5/8-9/13
136
COUNSELLING
A supportive and helping process by a trainer to help
a trainee define and work through personal problems
that affect performance.
Attitudinal, behavioral, emotional balance

Trainers
5/8-9/13
3 STAGES OF COUNSELLING
137
STAGE 1: Helping the trainee to express himself or open up;

STAGE 2: Helping the trainee understand himself/herself and
why the problem exists;
STAGE 3: Helping the trainee make a decision about his/her
problem and commit himself/herself to a plan of action
TESDA Sibugay CCM Program for TESD Trainers

5/8-9/13
COUNSELLING
138
TRAINERS USUAL REACTIONS TO

PROBLEMATIC TRAINEES
Avoidance
Over-reacting
Complaining
Lecturing

5/8-9/13
SUCCESS COUNSELLING
139
A TRAINERS ATTITUDES
Recognition that needs and values sometimes conflict
which can create stress and pressures;
Understand that human behavior goes through a complex
process; and
Recognize the possible use of coping and defense
mechanisms
MENTORING
The TESD
Trainers SPECIAL
TOOL

Trainers
5/8-9/13
MENTORING
141
COACHING + COUNSELLING = MENTORING

The total guidance of the trainee to grow and develop
C + C + M = Trainees Growth and Development
EFFECTIVE MENTOR:
Guides the trainee to develop himself/herself, his career path,
and prepare a career plan.

Trainers
5/8-9/13
MENTORING
142
A holistic approach;
An integration of coaching & counseling and other trainee
reinforcement and nurturing tools;
Considers both professional & personal factors
determinants to positive and negative behaviors and
performances.

Trainers
5/8-9/13
MENTORING
143
Helps the trainee to adapt to the industrys culture

To succeed;
To bring out the STAR in the trainee

Trainers
5/8-9/13
MENTORING
144
A comprehensive, total approach for the long range

development of a trainee;
Advanced skill in people management;
Can be an intervention and a system.

Trainers
5/8-9/13
MENTORING
145
Requires an intensely qualified, advanced trainer senior in

skills, with deep, rich experience in people management;
Is an in-depth approach; and
MENTOR must be generous, selfless in sharing his
technology, expertise and experiences to his/her mentee.

Trainers
5/8-9/13
MENTORING
146
Keeps an eye open for opportunities for his/her trainees to

learn new tasks and accept new responsibilities;
Makes corporate culture explicit and understandable.
Assists subordinates in understanding their power and
limits;
Discusses individual career plans and goals within the
context of recent accomplishments.

Trainers
5/8-9/13
MENTORING
147
Not threatened by the trainees exceptional ability or skill;

Wants trainee to succeed.

Trainers
5/8-9/13
148
SYNTHESIS

Trainers
5/8-9/13
PREPARING FOR CCM SESSIONS
149
Schedule it.
No interruptions from calls, visitors. Give trainee notice of
time/venue.
Ensure privacy. No conversation should be heard outside.
No 3rd person should be present unless agreed upon.
Allow enough time for the session.
Be emotionally ready (positive thoughts about yourself and
the trainee.)

Trainers
5/8-9/13
PREPARING FOR CCM SESSIONS
150
Do your homework. Have sufficient background about the

trainee, the problem/s;
Be clear about your objective/s about the session;
Remove physical barriers between you and the trainee
(chairs, tables, etc.)
Prepare your talking points; and
You may document the session whether in writing or taped
but only after seeking the approval of the trainee.

Trainers
5/8-9/13
CCM KEY POINTS
151
For the empowerment of trainees;

Comes from the values and character of the trainer;
Timing matters: readiness of both the trainer and the trainee;
All trainers should be natural people enhancers;
Trainers and trainees are partners in the growth and
development of trainees;
Trainers should find fulfillment in seeing the growth and
development of their trainees.

Trainers
5/8-9/13
CCM KEY POINTS
152
Trainers should not be threatened by trainees success;

Trainers should be the fuel to the trainees engine or be the
wind beneath their wings;
Coaching and counseling make use of many similar skills that
sometimes even overlap.

Trainers
5/8-9/13
Basic Values & Attitudes

Essential to CCM
153
Im OK Youre OK;
Positive self-image and positive regard for others.

Trainers
5/8-9/13
CHARACTER TRAITS
154
Patient
Persevering
Respectful/Respectable
With Strong Faith
With Courage or Guts
Considerate

Trainers
5/8-9/13
155
INTEGRATIO
N

Trainers
5/8-9/13
CCM PROGRAM FRAMEWORK
156
TESD trainers should:

Be ROLE MODELS to their trainees
Walk their talk
Practice what they preach
Influence their trainees to change their behavior
Be consciously doing what they want the trainees to do and say
Observe the trainees behavior
Give positive reinforcement to trainees as they engage in the
desired behavior

Trainers
5/8-9/13
CCM PROGRAM FRAMEWORK
157
TESD trainers should:

Be punctual
Work long hours until a task is completed
Give self-reinforcement for being an effective role model as
he/she sees changes in his/her trainees
Uphold the principles:
the best way to learn an attitude and a skill is to watch someone
attitudes are caught NOT taught.

Trainers
5/8-9/13
CCM PROGRAM SCHEMATIC DIAGRAM
158
Inadequate
Inadequate
knowledge/skills
knowledge/skills
about
about COMMON
COMMON
&& CORE
CORE
competencies
competencies
Performance
Performance or
or
Attitude
Attitude
Problem
Problem
COACH
COACH
Personal
Personal
problem
problem of
of
trainees
trainees
Performance
Performance or
or
Attitude
Attitude
Problem
Problem
COUNSEL
COUNSEL
Overall
Overall
performance:
performance:
behavior/skills
behavior/skills
/attitudes
/attitudes
Performance
Performance or
or
Attitude
Attitude
Problem
Problem
COACH
COACH
HIGHLY
HIGHLY
COMPETENT
COMPETENT
&
& GLOBALLY
GLOBALLY
COMPETITIVE
COMPETITIVE
st
21
21st CENTURY
CENTURY
TECHNICAL
TECHNICAL
WORKFORCE
WORKFORCE

Trainers
5/8-9/13
CCM CHECKLIST
159
Does the trainee know what is supposed to be done and when?
Has the trainer defined the job description & skills/sttitude/s

required to perform the task?
Does the trainee have the skills/mindset required to effectively

perform the task?
Has the trainee been trained sufficiently in the underpinning

skills needed to do the task?
Does the trainer have the time, knowledge and competence

necessary to sufficiently train and orient this person?

Trainers
5/8-9/13
CCM CHECKLIST
160
What is the difference between the present performance

level and the desired performance level?
Is the difference substantial and significant?
10 Is the trainee sincerely interested to take the training?

11 Does the trainee have adequate resources for the task? If
no, what specifically does the trainee need?

Trainers
5/8-9/13
CCM CHECKLIST
161
12 Are obstacles beyond the trainees control that can affect

performance? If yes, what specific obstacles? What does
the trainee need from the trainer during the time to help
meet minimal performance standards?
13 Are outcomes positive for effective performance?
14 Has the trainer been giving constructive, concrete
feedback? If no, how can the trainer improve?
15 Has the trainer given immediate reinforcement for
improvement?

Trainers
5/8-9/13
CCM CHECKLIST
162
16 Has the trainer been advertently rewarding poor

performance by ignoring it rather than coaching to correct it?
17 Does the trainee trust the trainer and feel the trainer is
around to help the trainee be successful in the given task? If
no, what specifically can the trainer do to build and earn the
trust?
18 Is the trainer serious and sincere to develop the trainees
skill or motivation? Does the trainer have a clear plan for the
trainees development?

Trainers
5/8-9/13
CCM CHECKLIST
163
If the trainer does not have a clear plan before

conducting any session, he should solicit and listen to the
trainees ideas first. Then the trainer adds his own ideas.
Give more focus and importance to the trainees ideas to
encourage him/her to be involved in his own development.

Trainers
5/8-9/13
Steps in Conducting Coaching
164
Session
Step
Opening/Climate
Setting/Establishing
Rapport
1a Greet trainee with a smile; establish eye

contact
(Achieving a comfort level

that encourages openness)
1b Ask trainee: How are you? and listen

to his/her answer with interest.
1c Simply acknowledge the answer by a
nod, and maintain eye contact.
1d Thank employee for coming to see you.
1e Express your hope that she/he will find
the meeting/session useful.

Trainers
5/8-9/13
165
Session
Step
Objective Setting
2a Tell trainee things he/she is doing right;

express sincere appreciation.
2b Tell your reason for calling the meeting
with him/her.
2c Give feedback on performance
deficiency you have observed.
2d Listen with empathy, i.e. paraphrase
and reflect his/her feelings.

Trainers
5/8-9/13
166
Session
Step
3
Coaching Proper
3a Tell what you want him/her to do, how you

want it done, and why. (Performance
Standards/Benchmarking)
3b If possible, show (model) how it is to be done.
3c Then ask him/her to do it while you observe.
3d Give positive feedback and/or correction;
offer suggestions.
3e Let him/her know you respect his/her ability.
3f
Agree upon appropriate actions: trainees and

yours.
3g Fill out together or see the Development

Plan you have prepared.

Trainers
5/8-9/13
167
Session
Step
4
Closing
4a Share how you feel about the meeting.

4b Ask him/her how he/she feels about it.
4c Schedule a follow up meeting on specific
date.
4d Thank him/her and express confidence that
he/she can do it.
4e Shake hands and smile.

Trainers
5/8-9/13
Steps in Conducting Counseling
168
Session
Step
Opening/Climate
Setting/Establishing
Rapport
1a Greet trainee with a smile; establish eye

contact
(Achieving a comfort level

that encourages openness)
1b Ask trainee: How are you? and listen

to his/her answer with interest.
1c Simply acknowledge the answer by a
nod, and maintain eye contact.
1d Thank employee for coming to see you.
1e Express your hope that she/he will find
the meeting/session useful.

Trainers
5/8-9/13
169
Session
Step
Objective Setting
2a Tell trainee things he/she is doing right;

express sincere appreciation.
2b Tell your reason for calling the meeting
with him/her.
2c Give feedback on performance
deficiency you have observed.
2d Listen with empathy, i.e. paraphrase
and reflect his/her feelings.

Trainers
5/8-9/13
170
Session
Ste
p
3
Counseling Proper
3a
Ask questions to encourage analysis of

problem (probing, general leads)
(Stage 2
Understanding the
Situation)
3b
Listen with empathy, i.e. paraphrase and

reflect feelings.
Give information, or use confrontation to

3c reinforce or change perceptions (paradigm
shifts).
3d Summarize reasons for problem.

Trainers
5/8-9/13
171
Session
Ste
p
4
Problem Solving
(Stage 3 Making a
Decision or a plan of
action
4a
Ask how he/she can address/solve a

problem.
Offer suggestions when appropriate, but

build on his/her ideas, or explore options
4b he/she has to address problems and
consequences of each; ask him/her on
what she needs to do to pursue best option.
4c Summarize his/her plan of action.

Trainers
5/8-9/13
172
Session
Step
4
Closing
4a Ask trainee how he/she wants you to help.

4b Let him/her know that you have confidence in
his/her ability to do as planned.
4c Assure him/her of your support.
4d Set a specific date for follow-up on what
he/she has done.
4e Thank him/her again/
4f
Shake hands and smile.
5/8-9/13
173
Personal Commitment Development Plan

Coaching, Counseling, Mentoring Plan
I. Intervention/s to be used per trainee
A. Coach:
B. Counsel:
C. Mentor:

Trainers
5/8-9/13
174

II.
Objectives
III. Activities

Trainers
5/8-9/13
175

IV. CCM Matrix
Name of Trainee
Interventio
n
Competency Focus
Performanc
e Level
Post-Intervention
Developments

Trainers
5/8-9/13
176

V. CCM Wheel
COACH
COUNSEL
MENTOR

Trainers
5/8-9/13
177
INDIVIDUAL TRAINEE COMMITMENT DEVELOPMENT PLAN

(Coaching/Counseling/Mentoring)
Name of Trainee:
Competency Focus
Qualification:
Target Learning Outcomes
Date:
Current Performance Level
Goal:_________________________________________________________________________________
DEVELOPMENT PLAN
Trainers Actions
CONFORME:
Target Date
Signature: __________________________
Trainer
Trainees Actions
Target Date
______________________________
Trainee

Supervision of TVET

Transféré par

Informations du document

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

Supervision of TVET

Transféré par

Droits d'auteur :

Formats disponibles

ay

Focused Group Discussion

B. Commission Session - Gathering of

An Amazing Way to Deal With Change In Your Work &

Cheese a metaphor for what we want to

ONCE, long ago, there lived 4 little characters

Two were mice named Sniff & Scurry and

Every morning, the mice & the little people dressed

One morning, Sniff & Scurry arrived at Cheese

Meanwhile, Sniff & Scurry went farther into the

What Would You

Haw now realized that the change probably

Smell The Cheese

Haw wondered if Hem had moved on, or if he

As Haw started running down the dark

When You Move

To make things even better, Haw started to paint a

Haw wondered why he had always thought that a

The Quicker You

Haw made his way back to Cheese Station C to

Haw realized again, that what you are afraid of

Old Beliefs Do Not

Haw now realized that his new beliefs were

When You See

Haw just hoped he was heading in the right

He continued on through the Maze with greater strength &

Hooray for Change!

THE HANDWRITING ON THE WALL

Move With The

Institute of Technical Education, Singapore

Quality Teacher Development

Impetus for Quality Teacher

The quality of a childs teacher can have lifelong

Quality Teacher matters!

Quality ITE Teacher Envisioned

Quality ITE Teacher - Key Capabilities

Quality ITE Teacher - Key Capabilities

Quality ITE Teacher - Key Capabilities

Teacher Development Framework

Level 3 - Innovative TPCK

Level 2 - Enhanced TPCK

Level 1 - Basic TPCK

Level 1 - Basic TPCK

Level 1 - Basic TPCK

Design & Develop

Level 1 - Basic TPCK

Level 1 - Basic TPCK

ITE Quality Teacher Development Framework

Level 3 - Innovative TPCK

Level 2 - Enhanced TPCK

Level 2 & 3 Enhanced & Innovative TPCK

Level 2 & 3 Enhanced & Innovative TPCK

Build staff capabilities

Authentic Learning@ITE - Innovative

ITE Quality Teacher Development Framework

Level 3 - Innovative TPCK

Level 2 - Enhanced TPCK

Plan training session,

The Role of the Supervisor in TVET

The Role of the Supervisor in TVET

The Role of the Supervisor in TVET

The Role of the Supervisor in TVET

The Role of the Supervisor in TVET

In order to react effectively, a Supervisor must: