Timor-Leste: reforming the education system through school leader capacity building and school-based teacher professional development

2020 ◽  
pp. 1-17
Author(s):  
Susanne Owen ◽  
Debbie Wong
Keyword(s):  
Professional Development ◽  
Capacity Building ◽  
Teacher Professional Development ◽  
Education System ◽  
School Leader ◽  
School Based ◽  
Timor Leste ◽  
Teacher Professional

“School banding”

2017 ◽  
Vol 55 (6) ◽  
pp. 686-701 ◽  
Author(s):  
Daphnee Hui Lin Lee ◽  
Chi Shing Chiu
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Principal Leadership ◽  
School Context ◽  
Effective School ◽  
Content Type ◽  
Leadership Attributes ◽  
School Based ◽  
Teacher Professional ◽  
School Based Management

Purpose The purpose of this paper is to explore how principals’ leadership approaches to teacher professional development arise from school banding and may impact upon teacher professional capital and student achievement. Design/methodology/approach The case study is situated within the context of school-based management, comprising reflective accounts of nine school principals selected by stratified sampling from a sample of 56 Hong Kong schools to represent Bands One, Two, and Three schools. The reflective accounts were triangulated with observations of teachers and analysis of school websites. Findings First, under school-based management, principals remain obliged to recognize the power of state-defined examinations in determining the schools’ future priorities. Second, the exercise of school autonomy in response to this obligation varies, depending upon the competitive advantage schools have in the school banding system. Ideally, effective school-based management is dependent upon the principal’s capacity to facilitate good instructional practices. However, principals need to adjust their leadership practices to school contextual demands. Third, adaptations to contexts result in the varied developments of teacher capacities in schools, corresponding with the types of principal leadership adopted. Originality/value While statistical studies have identified attributes of exemplary principal leadership, few studies have examined the qualitative reasons for the exemplification of these attributes, and the influence of the school context in shaping these attributes. Departing from assumptions that leadership attributes are intrinsic to individuals, this paper considers how principals contextualize leadership in teacher professional development to the schools’ student academic achievement.

scholarly journals Pathways that Converge in Teacher Professional Development: Are they present in Spain?

2015 ◽  
Vol 7 (3) ◽  
pp. 327 ◽  
Author(s):  
Elena MARTÍN
Keyword(s):  
Professional Development ◽  
Communities Of Practice ◽  
Teacher Professional Development ◽  
Teacher Change ◽  
Quality Of Education ◽  
School Based ◽  
Teacher Professional ◽  
Points Of View ◽  
Spanish Education

ABSTRACT: The aim of this article is twofold. First, we present an analysis of the main features of the teacher professional development (PD) models and programs currently considered of highest quality. This analysis is supported by the articles presented in the present monograph, and it also considers other studies that complement these perspectives. We show that axes of teacher change deal with career-long development, reflection in school-based communities of practice, and focus on students’ voices. In addition, we highlight the need for coherence between teacher policies and more global policies aimed at enhancing the quality of education. The second objective is to assess the situation of teacher PD within the Spanish education system, using the identified axes of teacher change as an analytic framework. The comparison reveals important limitations from the points of view of both the specific PD activities offered to teachers and underlying teacher PD model.

Systemic Constraints Facing Teacher Professional Development in a Middle-Income Country: Indonesia’s Experience Over Four Decades

2020 ◽  
Author(s):  
Shintia Revina ◽  
Rezanti Putri Pramana ◽  
Rizki Fillaili ◽  
Daniel Suryadarma
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Teacher Quality ◽  
Education System ◽  
Teaching Practice ◽  
Continuing Professional Development ◽  
System Level ◽  
Middle Income ◽  
Factors Affecting ◽  
Teacher Professional

Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB programme has not targeted teachers based on years of experience, has not followed up teachers with post-training activities, has not incorporated teaching practice through lesson enactment, and has not built upon teacher existing practice. Second, our analysis demonstrates that PKB's weaknesses have existed in Indonesia's previous TPD initiatives as far back as four decades ago. This indicates that the long-term problem of TPD’s ineffectiveness is driven by different elements of the education system beyond the TPD’s technical and operational aspects. Our system-level analysis points out that merely improving the technical aspects of TPD would be insufficient given the Indonesian education system’s lack of coherence surrounding teacher quality. The problems surrounding the provision of effective TPD is more complex than simply a matter of replacing the “old” with the “new” initiative. The change requires a reorientation of the education system to produce high-quality teachers.

scholarly journals Levels of Integrating the ASSURE Model in Lesson Delivery of Selected Primary School Teachers in Nigeria

2021 ◽  
Vol 12 (1) ◽  
pp. 177
Author(s):  
Adeyemi Adedapo ◽  
Bolanle T. Opoola
Keyword(s):  
Professional Development ◽  
Primary School ◽  
Capacity Building ◽  
Teacher Professional Development ◽  
Instructional Media ◽  
School Teachers ◽  
Primary School Teachers ◽  
Development Capacity ◽  
Lesson Delivery ◽  
Teacher Professional

Scholars are aware of the fact that there have been many instances of teaching with no learning. One plausible reason for learning not to have taken place is when a teacher fails to design and creates conducive learning environments where changes in psychomotor, cognitive and affective behaviours can be accomplished effectively. But this can be corrected using the ASSURE model. Thus, the ASSURE model was investigated in this study as a method of lesson delivery to assess how far primary school teachers have gone in analyzing learners' characteristics, stating lesson objectives and utilizing instructional media. Three research questions guided the study. Fifty primary school teachers were purposively sampled and responded to a questionnaire during the 2016 FGN-UBEC/OYO-SUBEB Teacher Professional Development Capacity Building workshop.  An appraisal of the sit-in-observations of this workshop shows the need for assessing the use of integrating the ASSURE model in lesson delivery. Results show that primary school teachers were below the average in terms of analyzing their pupils’ characteristics before beginning their lessons and slightly above averages in the areas of systematically defining the lesson objectives and utilization of instructional media. It is recommended that the FGN-UBEC/OYO-SUBEB Teacher Professional Development Capacity Building workshops be extended to all categories of teachers in the UBEC scheme to update their knowledge to ensure effective teaching and learning situations.

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