This activity can be found in Pretty et al, (1995) - University of ...

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