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5-9 The Roadmap: Transforming the teaching profession into a profession of choice The Ministry remains committed to its long-standing policy of strengthening the teaching profession to make it a vibrant, rewarding, and prestigious profession in Malaysia. Drawing on the successes of previous efforts, and preliminary engagements with teachers and teacher unions, the Ministry proposes rolling out a new Teacher Career Package in waves. This Career Package will address challenges currently faced by teachers at each point in a teacher’s career, from recruitment and teacher training through to retirement. It encompasses raising entry standards, increasing individualised continuous professional development opportunities, enabling teacher progression by competencies and performance, and creating a peer-led culture of excellence. Wave 1 (2013 to 2015): Improving standards and support systems Wave 1 will focus on raising professional standards, and improving support systems and working environments. Four measures will be taken: (i) raising entry standards; (ii) linking performance to competencies; (iii) increasing investment in continuous professional development; and (iv) reducing the administrative burden on teachers. Collectively, these measures are intended to provide teachers with the support and opportunities needed to boost their skills and excel at their jobs. Raising entry standards for teacher trainees and new intakes The Ministry will further tighten its selection process for IPG intakes, with the intent of moving to an end-state where teacher trainees are only selected from the top 30% of any graduating class. The Ministry may also reduce the size of its intake if the applicant pool for any given year has fewer qualified candidates. Further, the Ministry will work with IPTAs to ensure that comparable entry standards are set for their teacher training programmes. The Ministry will also put in place more stringent standards for graduation from teacher training programmes into teaching roles at the Ministry. This means that in the near future, graduates will only be hired if they can demonstrate, through their practicum placement and ongoing coursework, that they have met the minimum competencies expected of a fresh, incoming teacher. This is to ensure that only the best and most qualified teachers enter the system. Existing teacher trainees in IPGs and IPTAs will not be affected by this policy. The Ministry is also looking into gradually scaling back its annual intake of approximately 15,000 teachers by up to 50% over the next five years. This is due to the fact that absolute teacher shortages are no longer an issue for the system. Coupled with normal retirement rates, this is projected to lead to a net reduction of the current cohort size by at least 10% by 2025. The Ministry will monitor these changes to cohort size to ensure that any reduction will not come at the expense of class sizes or student outcomes. Rather, this cohort reduction will be made possible by optimising how teachers spend their time, and improving their productivity. Strengthening the link between performance and competencies Improving the quality of teachers starts with a clear articulation of what excellence in the teaching profession looks like. The Ministry will then be better able to identify which areas teachers need support in, and will then provide as much targeted support as possible. To that end, the Ministry will develop a single instrument that clearly articulates the competencies expected of teachers of different tenure levels across four dimensions: teaching and learning, professional values, nonclassroom activities, and professional contributions. This instrument will be piloted in 2013 and rolled out by 2014. The intent is for this instrument to replace all other instruments currently in use, including the LNPT. EXHIBIT 5-10 Example of competency expectations against proposed dimensions Dimensions Level 1 2 3 4 5 6 I Teaching and Learning ▪ Lesson plans have clear objectives. Choice of ▪ Lesson plans have clear objectives that can be measured. ▪ Lesson plans have clear objectives that are measurable and ▪ Lesson preparation ▪ … instructional tools may not be appropriate Activities planned to meet objectives with appropriate tailored to students’ abilities. Activities planned to meet instructional tools objectives using engaging instructional tools ▪ Unable to give full ▪ Sometimes gives ▪ Gives full dedication contribution to contribution to and contribution to assigned tasks assigned tasks his assigned tasks Professional II values ▪ … ▪ … Non-classroom III activities ▪ … ▪ … Professional IV Contributions ▪ Unable to prepare special task plan ▪ Does not reflect on self improvement ▪ Prepares a plan for special tasks but not comprehensive or clear. ▪ Seeks out self improvement for career learning ▪ Prepares full special task plan that is clear, precise and comprehensive. ▪ Seeks out relevant self improvement for career Under the new evaluation instrument (see Exhibit 5-10), it is proposed that ~60% be based on the teachers’ effectiveness in teaching students. This will be determined both by observations of the teacher in the classroom, as well as the student outcomes of the classes the teacher works with. The Ministry also proposes using more than one evaluator for each teacher, including a peer evaluator, and creating an appeals process for teachers who disagree with their evaluation. The objective is to create an approach that ensures greater consistency and objectivity across evaluations and to instil a stronger performance culture in schools. Emphasising continuous professional development The Ministry recognises that teachers may need assistance in meeting the new competencies expected of them, and is deeply committed to providing teachers with the support they need to succeed. As such, the Ministry will build up its portfolio of training programmes to address each aspect of the competency requirements in the new instrument. Some of these modules will cover fundamental competencies expected of all teachers, such as pedagogy to support development of students’ higher-order thinking, and will therefore be made compulsory. Others will be electives that teachers can choose from depending on their personal strengths and interests, or the areas for development identified via the new instrument. In developing this portfolio, the Ministry will focus more on school-based learning programmes which international research shows to be the most effective form of professional development.
e-Guru Video library The Ministry has compiled a video library of “what good teaching looks like” along each aspect of the teaching and learning competency dimension. This video library will be hosted on an online portal on 1BestariNet to enable teachers to access these videos anytime, anywhere. It will also serve as an important teaching aid for the SISC+ during their coaching sessions with teachers. The Ministry also intends to develop a video library of daily lessons for the critical subjects of Mathematics, Science, Bahasa Malaysia, and <strong>Eng</strong>lish, from Year 1 through to Form 5. This will be done by identifying the best Guru Cemerlang in these subjects, and video-taping their lessons across the school year. This resource can then be tapped by teachers seeking inspiration for their lesson plans, or even by students as a revision aid. The Ministry intends to keep building the content of this library through an annual e-Guru contest. Teachers will submit their own exemplar videos for consideration by users of the e-Guru portal. Prizes will be awarded on Teachers’ Day for the videos with the highest user ratings. Two initiatives will be launched in January 2013 to give teachers a taste of the new professional development programmes on the horizon. The first is an e-Guru video library of exemplary teaching. This will enable teachers to concretely visualise good classroom skills, so that they can implement these in their own classrooms. These videos can also be used during training and coaching sessions on pedagogical skills. The second initiative is an expansion of the School Improvement Specialist Coaches (SISC+) teacher coaching programme first introduced under GTP 1.0. Specifically, three changes will be made. Firstly, the SISC+ will become full-time positions to allow them to work with greater frequency with more teachers. Secondly, the SISC+ will now be responsible for coaching along the three interlinked Malaysia Education <strong>Blueprint</strong> 2013 - 2025 Chapter 5 Teachers and School Leaders dimensions of curriculum, assessment, and pedagogy. Thirdly, the SISC+ will focus on providing school-based coaching to teachers in lower band schools (Bands 5, 6, and 7). The new SISC+ role will be rolled out as part of the broader District Transformation Programme discussed in Chapter 4. The Ministry also remains committed to ensuring that 60% of primary school teachers and 90% of secondary school teachers are graduates by 2015. The Ministry will therefore also continue to provide support for teachers to further their education. Improving working conditions for teachers The Ministry recognises that excessive administrative work takes time away from teachers’ core business of teaching and learning, and dilutes their effectiveness. As such the Ministry will undertake two main actions during the first wave to reduce unnecessary workload. First, the Ministry has started streamlining existing data collection and management systems to eliminate duplication of data requests. Three databases have been targeted for the initial streamlining process: SAPS which is used to consolidate student results from school-based semester exams, the School-based Assessment Management System or Sistem Pengurusan Pentaksiran Berasaskan Sekolah (SPPBS) which is used to track results from the new school-based assessment, and the Student Information System (SIS) which contains school and teacher data. This move should eliminate duplication of data requests, and simplify the process of entering new data into the system. The Ministry is also looking into current documentation and reporting requirements (for example, those required for the ISO certification), to identify areas for streamlining. Secondly, the Ministry will explore ways of addressing the issue of overcrowding in schools with average class sizes that are larger than 35 students. This will include building extra classrooms, deploying additional teachers, and/or the tighter enforcement of enrolment quotas. However, the Ministry will not be lowering the maximum number of students per class from 35, given international evidence that class size is a less important factor for student outcomes compared to teacher quality. Wave 2 (2016 to 2020): Enhancing career pathways and progression Wave 2 of the new Teacher Career Package will build on the Wave 1 focus on raising standards by improving the quality of pre-service training programmes and ensuring that only the best graduates are recruited into the teaching profession. It will also see the roll-out of enhanced career pathways that offer different specialties for teachers depending on their interests, as well as faster progression for highperforming teachers and redeployment options for consistently underperforming teachers. It is worth noting that the groundwork for all of these reforms will need to begin during Wave 1, to allow for immediate implementation in 2016. Further developing of pre-service training and recruitment systems The Ministry will review the pre-service teacher training curriculum in IPGs to ensure that teachers are being adequately prepared to teach the 21st Century Skills desired of Malaysia’s students (refer to Chapter 4 5-10
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Malaysia Education Blueprint 2013 -
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CHAPTER 1 CONTExT AND
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TION Our education system has been
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Delivering the shifts in achievemen
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CHAPTER 5 TEACHERS AND SCHOOL LEADE
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CHAPTER 4 CURRICUlUM AND ASSESSMENT
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CHAPTER 8 SEQUENCINg THE TRANSfORMA
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E-1 executive summary In October 20
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E-3 significant and sustained inves
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E-5 timss and Pisa international as
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E-7 challenges remain in achieving
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E-9 aspiratiOns fOr the malaysian e
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E-11 shift 1: provide equal access
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E-13 shift 3: develop values-driven
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E-15 Eleven shifts to transform the
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E-17 shift 5: ensure high-performin
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E-19 shift 7: leverage ict to scale
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E-21 shift 9: partner with parents,
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E-23 What Impact Will This Transfor
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E-25 EXHIBIT 9 the education transf
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E-27 gains will be delivered within
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CHAPTER 1 context and
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Background to the Blueprint In 1957
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in 2010 to 95% by the end of Year 2
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▪ Fieldwork at both urban and rur
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The Ministry acknowledges how impor
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2-1 2. vision and aspirations Every
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2-3 consistently demonstrated that
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2-5 EXHIBIT 2-2 Time spent by stude
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2-7 ▪ Emotional intelligence: pos
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CHAPTER 3 current
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EXHIBIT 3-1 Profile of the Malaysia
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EXHIBIT 3-3 Educational attainment
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EXHIBIT 3-5 Malaysian national exam
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Malaysia’s performance in the 200
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EXHIBIT 3-12 Comparison of Malaysia
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EXHIBIT 3-15 Country performance in
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Page 135: ole) in 25 years. Nonetheless, this
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enhancing the religious education p
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evaluating sports and arts schools
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current system structure to be main
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They will be provided with addition
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education can make a significant di
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launching an engagement toolkit for
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engaging the broader community Scho
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8-1 8. Delivering the roadmap The M
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8-3 Sequencing the tranSformation T
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8-5 EXHIBIT 8-3 the education trans
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8-7 ▪ Enhanced practicum in vocat
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8-9 Delivering Differently A well-c
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8-11 getting StarteD The first year
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G-1 1BestariNet A project to equip
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G-3 IPTS Institut Pengajian Tinggi
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G-5 National dialogue engagement an
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G-7 SK Sekolah Kebangsaan or Nation
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A-1 Appendix i: A Brief History of
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A-3 educatIon develoPment durIng th
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A-5 Appendix ii. Methodology The de
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A-7 analyses conducted By the Pmo T
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A-9 analyses conducted By PuBlIc un
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A-11 roundtable discussions These w
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A-13 Appendix iii: national dialogu
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A-15 Subtopic Example topic raised
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A-17 school quality Subtopic Exampl
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A-19 student learning Subtopic Exam
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A-21 Exhibit iV-1 the universal sca
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A-23 Exhibit V-2 PiSA PISA a A samp
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A-25 Exhibit V-4 PiSA PISA a sample
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A-31 Exhibit V-10 PiSA PISA a sampl
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A-33 Exhibit V-12 PiSA PISA a sampl
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A-35 the education transformation w
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A-37 Appendix Vii: GTp 2.0 educatio
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