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1. Policy Development & Implementation – Contributing to national and international education policies.

2. Teacher Training & Mentorship – Guiding new teachers, sharing expertise through training programs.

3. Educational Research & Curriculum Development – Conducting studies to improve teaching methodologies.

4. School Leadership & Administration – Taking on roles such as Principal, Head of Department (HOD), or Ministry Advisor.

5. Global Collaboration – Engaging with international education bodies such as UNESCO, SEAMEO, and ASEAN education networks.

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Malaysia | School leadership | Education Profiles

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Challenge 1: Balancing Leadership & Classroom Engagement

Issue: As teachers move into administrative roles, they may lose direct classroom involvement, affecting their understanding of current teaching challenges.

Solution:
✔ Implement a hybrid leadership approach where leaders engage in occasional classroom teaching, lesson observations, and mentorship programs.
✔ Participate in Professional Learning Communities (PLC) to stay connected with teachers and students.

Challenge 2: Adapting to Continuous Educational Reforms

Issue: Frequent changes in education policies, curriculum, and digital transformation require ongoing adaptation.

Solution:
✔ Engage in lifelong learning by attending MOE’s Advanced Educational Leadership Training (IAB), NPQEL, or international courses.
✔ Collaborate with global educators to implement best practices in Malaysian schools.
✔ Utilize AI-driven platforms like Awantec to enhance digital teaching skills.

Challenge 3: Managing Bureaucratic & Policy Constraints

Issue: Education leaders often face challenges in policy execution, bureaucracy, and limited autonomy in decision-making.

Solution:
✔ Advocate for teacher-led policymaking by participating in MOE advisory panels or teacher councils.
✔ Use data-driven research and pilot projects to justify policy changes to stakeholders.
✔ Leverage partnerships with corporate and non-governmental organizations (NGOs) to secure funding and resources.

Challenge 4: Leadership Burnout & Work-Life Balance

Issue: Increased responsibilities in school management, research, and policy-making lead to high stress levels.

Solution:
✔ Delegate tasks effectively by empowering middle leaders (HODs, senior teachers).
✔ Participate in leadership wellness programs by MOE & Malaysian universities.
✔ Encourage a collaborative work culture where tasks are shared across a leadership team.

Challenge 5: Keeping Up with Technology & Digital Transformation

Issue: As education shifts towards digital learning, senior educators may struggle with new technological tools and AI-driven education platforms.

Solution:
✔ Undergo MOE’s Digital Competency Certification (DCC) or Google Certified Educator training.
✔ Collaborate with younger teachers (digital natives) to co-create digital learning strategies.
✔ Explore international education technology conferences (ISTE, EdTech Asia) to stay updated.

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Institute Aminuddin Baki (IAB) – Advanced Educational Leadership Training

Focuses on policy-making and strategic educational leadership.

More info: Institut Aminuddin Baki (IAB)

Malaysia Teacher Education Institute (IPGM) Collaboration with Global Educators

IPGM collaborates with UNESCO and SEAMEO for international teaching standards.

More info:

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Kursus Yang Ditawarkan - Portal Rasmi Institut Aminuddin Baki

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Portal Rasmi Institut Aminuddin Baki .IAB adalah institusi latihan kepimpinan dan pengurusan pendidikan bagi membangunkan keupayaan pengurus dan pemimpin pendidikan di semua peringkat KPM.

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Lesson Study: Cultivation of Professional Learning Community (Plc) at a Selected Teacher Education Institute (Ipg) in Malaysia | International Journal of Special Education

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Professional Learning Community (PLC) is a platform that is recognizable to the development of professionalism among educators as well as the aspects of teaching and learning of educators. A professional learning community, or PLC, is a group of educators that meets regularly and continuously, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students. Therefore, an initiative has been taken by the Institute of Teacher Education Malaysia (IPGM) to cultivate PLC among teacher educators in all 27 IPGs in Malaysia in 2021. About the same effort was made early 2011 but for some reasons the effort was discontinued. There were more than twenty tools available within PLC. One of the collaborative tools recommended for its application is Lesson Study (LS). LS is seen as a collaborative tool that focuses on student learning and is implemented collaboratively. A study was conducted by applying LS in the Teaching and Learning process (TnL) at Raja Melewar Teacher Education Institute to student teachers in the Post -Education Diploma Program (PDPP) for Philosophy and Educational Development in Malaysia (EDUP2072) course. The students involved are students majoring in History and Teaching English as Second Language (TESL). A total of two cycles were implemented and the results of each cycle were shared with fellow teacher educators and given improvements before the implementation of the second cycle. Observations were carried out during the TnL process by seven fellow teacher educators as well as one expert. A reflection session was held immediately after the end of each TnL and discussed the TnL proceses focusing on the students’ learning. The results of the study found that: i. LS can provide an impact on student learning towards better understanding and clarity, ii. Collaboration between teacher educators can produce a healthy culture in the organization and iii. Cultivation of LS among teacher educators can promote the cultivation of PLC in Teacher Education Institutes in Malaysia. Overall LS and PLC should be given focus by all instructional leaders in Teacher Education Institutes and The Institute of Teacher Education Malaysia (IPGM) as a culture and in an effort to develop the professionalism of teacher educators.