Abstract
The Program for the Professional Schools Coaches Plus (SISC+) has been introduced in Malaysia since 2013 in order to boost teaching standards and achieve better student achievement in key subject areas, such as Bahasa Melayu and english and mathematics. Teacher training under the SISC + program in the Malaysian education system has various impacts. This research paper is to identify a model of SISC + coaching and mentoring initiatives in enhancing the growth of the teaching profession in line with the third wave of school transformation of the Malaysian Education Development Plan (2021-2025). Researchers discovered that the SISC + model is designed with five action steps based on the Growth Model to help teachers improve their teaching quality and develop teacher professionalism. To gain the necessary information, researchers have used library review. Based on the results, the researcher proposed a model that demonstrated teacher professionalism growth through SISC + in terms of knowledge and skills of pedagogical practices. The model is indirectly will help the middle leaders in school to focus on students achievement and teachers development. The study's results will fill in the gaps in future literature reviews of growth of teaching professionalism and the School Improvement Specialists Coaches Plus.
Highlights
The SISC program, known as School Improvement Specialist Coaches, was launched by the Malaysian Ministry of Education in early 2011 as part of the Government Transformation Programme (GTP) 1.0 sub-initiative of the National Key Research Area (NKRA)
Researchers discovered that the SISC + model is designed with five action steps based on the Growth Model to help teachers improve their teaching quality and develop teacher professionalism
The researcher introduced 3 main roles of SISC+ namely guidance, mentoring and instructional guidance. These three roles lead to the implementation of interventions in improving the weaknesses of teachers and enhance the growth of teacher professionalism in terms of knowledge and skills of teachers in improving student development. 5 dimensions in intensive intervention are implemented based on the concept of SISC+ guidance and mentoring in line with the GROW model and the Standard 4 instrument in the Malaysian Education Quality Standard Wave 2 (KPM, 2016 and Norhasma et al, 2019)
Summary
The SISC program, known as School Improvement Specialist Coaches, was launched by the Malaysian Ministry of Education in early 2011 as part of the Government Transformation Programme (GTP) 1.0 sub-initiative of the National Key Research Area (NKRA). Trainees have new knowledge and do things in different ways, and in turn, they are able to advance their careers This GROW model is applied by SISC + officers and closely related to school administrators in guiding their teachers to achieve learning and facilitation according to the set objectives. The researcher introduced 3 main roles of SISC+ namely guidance, mentoring and instructional guidance These three roles lead to the implementation of interventions in improving the weaknesses of teachers and enhance the growth of teacher professionalism in terms of knowledge and skills of teachers in improving student development. SISC+ contributes significantly to the development of teacher professionalism in tandem with the growth of technology and world-class human resources
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