Professional Development SchoolsPro

Professional Development Schools
Professional Development Schools often take the form of a partnership between a
school and a local teachers college. A cluster of teachers is identified within the school
as “master teachers.” Teachers are chosen for their overall skills but receive additional
instruction in Mentoring and collaborative approaches at the teachers college or through
another means (e.g., an online course). Student teachers at the teachers college enroll in
practical courses (or internships) with the master teachers, gain hands on experience
implementing specific classroom techniques, return to the teachers college for more
instruction, and upon graduation are placed in this same school where a master teacher
becomes their mentor for the year. Over time, cohorts of highly trained younger
teachers are created at the Professional Development Schools. As they gain experience,
these younger experts can become mentors in other schools or can help extend the
program of Professional Development Schools to other teachers colleges. (Note that this
model for the expansion of Professional Development Schools is yet another variation
of the cascade approach, but one in which entire cohorts of teachers are deployed in
ways that enable them to provide mutual support for advanced teaching and learning.)
Professional Development Schools can help meet the needs of in-service teachers as
well. Teachers from schools in the region visit the Professional Development School for
a week’s stay, observe classes, engage in study—of content areas, teaching practices, or
ICTs—and develop lesson plans that they then test in a class at the Professional
Development School. In this approach, a classroom of students who have already
experienced active-learning or other pedagogies becomes an instrument supporting the

Hasil (Bahasa Indonesia) 1:

Profesional pengembangan sekolahProfesional pengembangan sekolah sering mengambil bentuk kemitraan antarasekolah dan perguruan tinggi setempat guru. Sekelompok guru dikenalpasti dalam sekolahsebagai "guru." Guru dipilih untuk keterampilan keseluruhan tetapi menerima tambahaninstruksi dalam pendekatan Mentoring dan kolaboratif di college guru atau melaluicara lain (misalnya, kursus online). Guru siswa di college guru mendaftar dipraktis program (atau magang) dengan guru inti, mendapatkan pengalaman tanganmenerapkan teknik-teknik tertentu kelas, kembali ke sekolah guru untuk lebihinstruksi, dan setelah lulus ditempatkan di sekolah ini sama mana gurumenjadi mentor mereka untuk tahun. Seiring waktu, kohort terlatih mudaguru yang dibuat di sekolah-sekolah pengembangan profesional. Saat mereka memperoleh pengalaman,Para ahli muda dapat menjadi mentor dalam sekolah-sekolah lain atau dapat membantu memperpanjangprogram sekolah pengembangan profesional untuk guru perguruan lain. (Catatan bahwa inimodel untuk perluasan profesional pengembangan sekolah adalah variasi lainpendekatan cascade, tapi satu di mana seluruh Angkatan guru dikerahkan dicara yang memungkinkan mereka untuk memberikan saling mendukung untuk pengajaran dan pembelajaran lanjutan.)Sekolah pengembangan profesional dapat membantu memenuhi kebutuhan in-service guru sebagaiYah. Guru dari sekolah di wilayah mengunjungi sekolah pengembangan profesional untukMinggu tetap, mengamati kelas, terlibat dalam studi — bidang konten, mengajar praktek-praktek, atauICT — dan mengembangkan rencana pelajaran yang mereka kemudian menguji dalam kelas di profesionalPengembangan sekolah. Dalam pendekatan ini, kelas siswa yang sudahaktif-learning berpengalaman atau teknik pengajaran yang lain menjadi alat pendukung