School‐based instructional supervision and the effective professional development of teachers

This paper examines ways in which a teacher appointed as professional tutor can support staff development activities in a school. Three task areas are identified: support for students in initial training, induction programmes for beginning teachers, and in-service activities for experienced staff. Reference is made to the experience gained in the Teacher Induction Pilot Scheme Project concerning the tutor role. It is argued that a more productive way forward is to concentrate on the staff development tasks that a school has to undertake rather than on the question of who should carry them out. The James Report's suggestion that each school should have a professional tutor with responsibility for staff development will be the correct solution in some cases but not in all.

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IN SEARCH OF EFFECTIVE PROFESSIONAL DEVELOPMENT OF EFL TEACHERS IN VIETNAM

VNU Journal of Foreign Studies ◽

10.25073/2525-2445/vnufs.4163 ◽

2017 ◽

Vol 33 (3) ◽

Author(s):

Truong Vien

Keyword(s):

Professional Development ◽

Contextual Factors ◽

Scientific Evidence ◽

Current Trend ◽

Effective Professional Development ◽

School Based ◽

Multiple Contexts ◽

Efl Teachers ◽

Scientific Foundation

Professional development (PD) plays an important role in maintaining and improving teachers’ qualities and competences, but how to make a PD program effective in relation to needs in multiple contexts has still been a matter of much concern by administrators, researchers, and teachers alike. This paper therefore aims to deal with this issue with a view to assisting EFL teachers to develop their PD in an effective way. At first, the paper points out necessity of PD and some weaknesses in PD plans from EFL environments in Vietnam and uses them as rationale for discussion in the following parts. Then it starts the discussion by defining the concepts of PD and effective PD by different scholars that reflect the current trend of individualized and school-based PD, and presenting scientific evidence about characteristics of effective PD programs in the literature. From this scientific foundation, the paper finally makes suggestions about how an effective PD program for EFL teachers and by EFL teachers should be designed and implemented in the Vietnamese context with sufficient attention to contextual factors.

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School-based supervision enhances the professional development of teachers

South African Journal of Education ◽

10.15700/saje.v40n3a1744 ◽

2020 ◽

pp. 1-10

Author(s):

Victor C Ngwenya

Keyword(s):

Professional Development ◽

Mixed Methods ◽

Quantitative Data ◽

Developmental Aspect ◽

Mixed Methods Approach ◽

School Based ◽

Eclectic Approach ◽

Professional Development Of Teachers

The issue addressed in the study reported on here was the establishment of a clinical school-based model of supervision which was pragmatic and developmental-oriented for the professional development of teachers, a concept currently advocated by the supervisory corps. Since a mixed methods approach was used in the study, a closed-ended 3-point Likert-type questionnaire (1 to 31) was used to collect quantitative data with one question (32), gathering qualitative from 102 respondents who were purposively and systematically selected. The developmental aspect embedded in the school-based supervisory model demands that the process is constant and continuous, ruling out traditional supervisory models which demanded more control, compliance, predictability and accountability. Consequently, this would render the traditional inspectorate teams redundant. Supervisors armed with various models of supervision would be compelled to adopt an eclectic approach to supervision contingent to the situation.

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School-Based Professional Development of Teachers

Handbook of Research on Innovations in Non-Traditional Educational Practices - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-4360-3.ch020 ◽

2021 ◽

pp. 379-394

Author(s):

Emmanuel Adjei-Boateng ◽

Joseph E. Cobbinah

Keyword(s):

Professional Development ◽

Learning Community ◽

Teacher Learning ◽

School Effectiveness ◽

Learning And Development ◽

School Based ◽

Professional Development Of Teachers ◽

Strategic Role ◽

Context Specific ◽

School Heads

School-based professional development of teachers is gradually gaining roots as an effective, relevant, and context-specific alternative to teacher learning and development. Apart from helping to update teachers' knowledge, understanding, and skills, it promotes the establishment of learning communities and for that matter, a community of practice in schools. It is cost-effective and collaborative in approach. This chapter attempts to link school leadership with school effectiveness through the application of school-based professional development of teachers. It is aimed at introducing school heads/principals, especially those in developing countries, to school-based professional development of teachers, as a viable option to teacher learning and development, in terms of its nature, principles and processes, theoretical basis, and models that can be applied in different school contexts. It also examines the strategic role of school heads/principals in promoting the learning community in their schools through the adoption and implementation of school-based professional development of teachers.

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