Effects of Facilitating Papuan Teachers’ Professional Development Programs on Australian Facilitators: Implications for Universities

2016 ◽  
Vol 25 (5-6) ◽  
pp. 835-843
Author(s):  
Agustian Sutrisno ◽  
R. W. Carter
Keyword(s):  
Professional Development ◽  
Development Programs ◽  
Professional Development Programs ◽  
Teachers Professional Development

Tight, Loose, or Decoupling? A National Study of the Decision-Making Power Relationship Between District Central Offices and School Principals

2019 ◽  
Vol 56 (3) ◽  
pp. 396-434
Author(s):  
Jiangang Xia ◽  
Jianping Shen ◽  
Jingping Sun
Keyword(s):  
Professional Development ◽  
School Principals ◽  
Performance Standards ◽  
National Study ◽  
Power Relationship ◽  
Development Programs ◽  
Tight Coupling ◽  
Professional Development Programs ◽  
Central Offices ◽  
Teachers Professional Development

Do school district central offices and school principals have the same level of influence on school decisions? What does the district–principal power relationship look like? These two questions are discussed but are rarely examined in the literature. Based on a nationally representative sample from the 2007-2008 Schools and Staffing Survey data, we explored these two questions. Specifically, we applied the paired samples t test to compare the district central offices’ and school principals’ influences and applied the multilevel modeling method to estimate the power relationship. We found that (a) on average, districts and principals had the same level of influence on establishing curriculum, whereas school principals had higher influence on the other six decision areas examined (performance standards, teachers’ professional development programs, evaluating teachers, hiring teachers, discipline policies, and school budget), and (b) a tight coupling power relationship between district central offices and school principals was identified for the three areas related to the technical core of schools (performance standards, establishing curriculum, and teachers’ professional development programs), a loose coupling power relationship was revealed for the personnel (hiring and evaluating teachers) and budget areas, while a decoupling power relationship was found for discipline policy decisions. Discussions and implications for school leadership and policy were included in this study.

scholarly journals Grounds for selecting the content of teachers ' professional development in the context of digitalization

2021 ◽  
Author(s):  
Н.Е. Скрипова
Keyword(s):  
Professional Development ◽  
Professional Competence ◽  
Development Program ◽  
Research Problem ◽  
Educational Resources ◽  
Practical Significance ◽  
Main Element ◽  
Development Programs ◽  
Professional Development Programs ◽  
Teachers Professional Development

Актуальность проблематики исследования определяется гипотезой о наличии резильентной взаимосвязи между качеством образования и содержанием программ повышения квалификации, реализуемых с использованием цифровых образовательных ресурсов. Обосновывается необходимость а) изменений требований к профессиональной компетентности педагогов к реализации своих трудовых функций в отношении эффективного использования цифровых образовательных ресурсов; б) системных изменений в организации повышении квалификации педагогов в связи с их реализацией в условиях использования цифровых образовательных ресурсов. Делается вывод, что построение программы повышения квалификации с использованием цифровых образовательных ресурсов и его содержание является первостепенным, основным элементом, которое определяют её эффективность. И поэтому отбор содержания должен опираться на научные основания – закономерности и принципы, которые определяют необходимость и достаточность использования элементов содержания, а также эффективность их использования и направленность на результативность. Данная установка и является целью нашего исследования. Представлен авторский вариант выявленных закономерностей и сформулированных принципов отбора содержания программ повышения квалификации в условиях использования цифровых образовательных ресурсов. Новизна исследования заключается в том, что разработаны основания отбора содержания данных программ. Научные основания (закономерности и принципы) определены как взаимозависимые элементы, что позволяет определить их взаимообусловленность. Практическая значимость исследования заключается в том, что обоснованы принципы отбора содержания программ повышения квалификации, реализуемых с использованием цифровых образовательных ресурсов и могут использоваться при их проектировании. The relevance of the research problem is determined by the hypothesis that there is a persistent relationship between the quality of education and the content of professional development programs implemented using digital educational resources. The article substantiates the need for a) changes in the requirements for the professional competence of teachers to implement their work functions in relation to the effective use of digital educational resources; b) systemic changes in the organization of professional development of teachers in connection with their implementation in the context of the use of digital educational resources. It is concluded that the construction of a professional development program using digital educational resources and its content is the primary, the main element that determines its effectiveness. And therefore, the selection of content should be based on scientific grounds-laws and principles that determine the need and sufficiency of the use of content elements, as well as the effectiveness of their use and focus on effectiveness. This setting is the purpose of our research. The author's version of the revealed regularities and formulated principles of selecting the content of professional development programs in the context of using digital educational resources is presented. The novelty of the research lies in the fact that the grounds for selecting the content of these programs have been developed. Scientific foundations (laws and principles) are defined as interdependent elements, which allow us to determine their interdependence. The practical significance of the research lies in the fact that the principles of selecting the content of advanced training programs implemented using digital educational resources are justified and can be used in their design.

Principals’ Policy Preferences concerning Accountability: Implications for Key Competencies, Performance Indicators, and Professional Development

1995 ◽  
Vol 5 (5) ◽  
pp. 448-481 ◽  
Author(s):  
R. J. S. Mac Macpherson ◽  
Margaret Taplin
Keyword(s):  
Professional Development ◽  
Performance Indicators ◽  
Policy Preferences ◽  
Development Programs ◽  
Stakeholder Groups ◽  
Key Competencies ◽  
Professional Development Programs ◽  
Accountability Practices ◽  
State Schools

In this paper, we examine the policy preferences of Tasmania's principals concerning accountability criteria and processes, compare their views to other stakeholder groups, and identify issues that warrant attention in principals’ professional development programs. We show that there are many criteria and processes related to the quality of learning, teaching, and leadership that are valued by all stakeholder groups, including principals. We conclude that Tasmanian state schools probably need to review and develop their accountability policies, and that the professional development will need to prepare leaders for specific forms of performance and generate key competencies if more educative forms of accountability practices are to be realised in practice.

scholarly journals Reframing Professional Development Through Understanding Authentic Professional Learning

2009 ◽  
Vol 79 (2) ◽  
pp. 702-739 ◽  
Author(s):  
Ann Webster-Wright
Keyword(s):  
Professional Development ◽  
Educational Research ◽  
Professional Learning ◽  
Recent Literature ◽  
Development Programs ◽  
The Past ◽  
Research Findings ◽  
Alternative Conceptualization ◽  
Professional Development Programs ◽  
Evaluating Professional Development

Continuing to learn is universally accepted and expected by professionals and other stakeholders across all professions. However, despite changes in response to research findings about how professionals learn, many professional development practices still focus on delivering content rather than enhancing learning. In exploring reasons for the continuation of didactic practices in professional development, this article critiques the usual conceptualization of professional development through a review of recent literature across professions. An alternative conceptualization is proposed, based on philosophical assumptions congruent with evidence about professional learning from seminal educational research of the past two decades. An argument is presented for a shift in discourse and focus from delivering and evaluating professional development programs to understanding and supporting authentic professional learning.

ROSES: Remote Online Sessions for Emerging Seismologists

2021 ◽  
Author(s):  
Fransiska K. Dannemann Dugick ◽  
Suzan van der Lee ◽  
Germán A. Prieto ◽  
Sydney N. Dybing ◽  
Liam Toney ◽  
...  
Keyword(s):  
Professional Development ◽  
Graduate Students ◽  
Lessons Learned ◽  
Development Programs ◽  
Content Structure ◽  
Course Content ◽  
Technical Requirements ◽  
Online School ◽  
Professional Development Programs ◽  
Advanced Graduate

Abstract In response to a pandemic causing the cancellation of numerous professional development programs for emerging seismologists, we successfully planned, promoted, and executed an 11 week online school for advanced graduate students worldwide during the summer of 2020. Remote Online Sessions for Emerging Seismologists included 11 distinct lessons focused on different topics in seismology. We highlight the course content, structure, technical requirements, and participation statistics. We additionally provide a series of “lessons learned” for those in the community wishing to establish similar programs.

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