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100 Jamaica All Age Schools Project: Facilitator Training for School Based Resource Teachers
10 WF1How will SBRTs begin the process in their schools?ObjectiveTo enable SBRTs to plan how they will begin the process of organisingprofessional development activities in their own schools.Time30 minutesMaterialsTask and Organization1.1 (15 minutes – groups) Reference to the list of roles and responsibilitiesdeveloped in Session In3 and the activity types identified in Session In2 willbe useful for this session. When SBRTs return to their schools they are tosupport the development and implementation of a system of activities tosupport professional development. They should work in groups to discuss:What process will you follow to enable the development of a system ofprofessional development activities?How will you encourage the identification of activities that can takeplace?How will you ensure that everyone has the opportunity to participate?How will you cope with negative reactions from the principal or otherstaff members?How can you ensure sustainability of the system?How can you identify and make use of external support?What process could be employed to give feedback to relevant supportgroups, i.e. Education Officer, Regional Office, CCU, PDU?After 5 minutes, one member from each group should walk around to ‘spy’ on theideas of the other groups and then report back to their group.OutputIdeas for how to implement professional development activities in their school.Feedback(5 minutes – walkaround display) Ask participants to browse one anothers’ ideas.(5 minutes – plenary) Discuss any points SBRTs found to be particularlyimportant.101 Jamaica All Age Schools Project: Facilitator Training for School Based Resource Teachers
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The following took part in National
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The materialsThis manual contains m
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HO handoutsMt materialsAreas of the
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01 In1What is School Based INSETObj
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2 Number of Resource Teachers for G
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Role of Tertiary Unit‣ to act as
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The Learning SchoolThe Learning Sch
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01 In3What is the role of SBRTs, Pr
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02 BC1How do we react to change?Obj
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Mt 02 BC1.119 Jamaica All Age Schoo
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HO 02 BC2.1How do feelings about ch
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02 BC3What factors help or restrain
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Mt 02 BC3.2FORCE FIELD ANALYSISThis
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27Chart your feelings and reactions
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29Name & Purpose ofthe sessions09 P
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03 UF1What is facilitation?Objectiv
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03 UF2What is the role of a facilit
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Mt 03 UF2.2BEHAVIOURS OFDIRECTIVE L
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03 UF3What are participants’ resp
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39 Jamaica All Age Schools Project:
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04 RF2What are the SBRTs’ persona
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43 Jamaica All Age Schools Project:
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05 BSG2What role do individual pers
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Mt 05 BSG2.1REDSReds are the party
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Page 55 and 56: HO 05 BSG2.2Communicating withdiffe
Page 57 and 58: Mt 05 BSG3.1Cooperative SquaresObje
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Page 61 and 62: Mt 05 BSG3.23 of 5aab57 Jamaica All
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Page 65 and 66: 06 MTF1What is the role of content
Page 67 and 68: Mt 06 MTF1.1Strips to place on the
Page 69 and 70: 06 MTF3What tasks can we use to ens
Page 71 and 72: 06 MTF4How can feedback to tasks be
Page 73 and 74: HO 06 MTF4.1Feedback Approach8Mixed
Page 75 and 76: HO 06 MTF5.1Task types and methods
Page 77 and 78: HO 06 MTF5.1Session 21 Arrange part
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Page 81 and 82: Mt 07 FS1.1What does this cartoonte
Page 83 and 84: 07 FS2How do we convey non verbal m
Page 85 and 86: HO 07 FS2.2How do we convey non ver
Page 87 and 88: Mt 07 FS3.1Listening scenariosPair
Page 89 and 90: Mt 07 FS4.1Read the newspaper artic
Page 91 and 92: HO 07 FS5.1Types of QuestionsOpen-e
Page 93 and 94: 07 FS7Why is it important to summar
Page 95 and 96: 08 P1How can we plan for facilitati
Page 97 and 98: 93The cycle below is intended to il
Page 99 and 100: 08 P3How facilitative are our plans
Page 101 and 102: 97 Jamaica All Age Schools Project:
Page 103: 09 PRC2How can we manage reactions
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