Instructional coaches' framing of a mathematics reform

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Joanna Higgins ◽  
Ro Parsons
Keyword(s):  
Professional Learning ◽  
Implementation Process ◽  
Development Project ◽  
System Level ◽  
Learning And Development ◽  
Instructional Reform ◽  
Content Type ◽  
Instructional Coaches ◽  
Reading Reform

PurposeInstructional coaches are pivotal to articulating the agenda of system-wide reform, yet their role remains largely unexamined. Their approach with educators is contextually situated within the schooling system in which they work to reflect the historical and sociocultural system influences. Given the downward trend in New Zealand's international test scores for mathematics, it is timely to review the role of instructional coaches.Design/methodology/approachIn this paper, the authors draw on qualitative data derived from interviews with experienced coaches to investigate how they brokered the vision and pedagogy of a system-level reform in mathematics. Using a sensemaking lens we specifically examined the collective stories they employed as explanatory tools.FindingsThe analysis revealed that coaches drew on factors from school and classroom contexts of professional development practice and from collective beliefs about effective practice, alongside the project materials incorporated in the design of the project. System-level stories of reading reform influenced coaches' leadership of professional practice in implementing the New Zealand Numeracy Development Project, a progressively scaled-up professional learning and development initiative designed to improve teacher knowledge and pedagogy.Originality/valueThis paper highlights the critical importance of coaches' knowledge and expertise, the complexity of the implementation process and the coherence of the infrastructure that supports them in instructional reform.

Literacy instructional coaching for inservice teachers through a community-engaged partnership

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Tala Michelle Karkar Esperat
Keyword(s):  
Professional Learning ◽  
Instructional Coaching ◽  
Time Frame ◽  
Theory And Practice ◽  
Inservice Teachers ◽  
Engaged Scholarship ◽  
Content Type ◽  
Instructional Coaches ◽  
Coaching Model ◽  
Community Engaged Scholarship

PurposeThe purpose of the study was to provide an example of instructional coaching for inservice teachers within the context of community-engaged scholarship (CEP), involving professional learning communities (PLCs). This study seeks to encourage policymakers to allocate budgets for instructional coaches, as well as resources for schools.Design/methodology/approachAn exploratory case study design was used to examine the factors that contributed to the partnership and how the PLC sessions impacted the inservice teachers' practices. Data sources included interviews, focus groups, written reflections, observations of grade-level teachers' meetings and administrative meetings.FindingsThe study uncovered important factors that impacted the community-engaged partnership (CEP) positively, such as partners having a unified agenda, a common focus on the school's needs and an understanding of the culture of the school. Principals are the gatekeepers in such partnerships.Research limitations/implicationsThis study yielded the description of a model of instructional coaching within a CEP that other universities around the world could replicate. The limitations of this study include the length of the study and the time frame in which the PLC content was planned. The study was conducted over 1 year to limited funding. The instructional coach developed the PLC content during the ongoing academic year and that impacted the teachers' initial perceptions and their commitment to the PLCs.Originality/valueThis study offers a new coaching model for CEPs that focuses on closing the gap between theory and practice by integrating PLCs, content knowledge, pedagogical knowledge and face-to-face visual support.

Energy consultants calculating sustainability for residential buildings

Facilities ◽  
2019 ◽  
Vol 37 (11/12) ◽  
pp. 825-838 ◽  
Author(s):  
Roger Andre Søraa ◽  
Håkon Fyhn ◽  
Jøran Solli
Keyword(s):  
Design Process ◽  
Energy Efficient ◽  
Design Methodology ◽  
Residential Buildings ◽  
Qualitative Interviews ◽  
Implementation Process ◽  
Building Sector ◽  
Content Type ◽  
Practical Implications

PurposeThis paper aims to investigate the role of a particular energy calculator in enhancing the energy efficiency of existing homes by asking how this calculator was developed and how it is domesticated by craftspeople working as energy consultants.Design/methodology/approachThe study is based on qualitative interviews with users and producers of the energy calculator (n= 22), as well as participation in energy consultation training.FindingsThe paper finds that, in the energy calculator, there is a striking lack of connection between the domestication and script because of lack of energy consultants’ involvement in the design and implementation process.Practical implicationsThe enrolment of energy consultants as energy calculator users earlier in and throughout the design process could be valuable in making the transition to an energy-efficient and environmentally friendly building sector.Social implicationsThe paper argues for recognition of the role of energy consultants, especially craftspeople, as participants in the design process for tools of governance. This is a call to acknowledge the value of particular skills and experiences possessed by craftspeople doing home consultation.Originality/valueBy understanding the intricate developer–user synchronicity in tools developed for upgrading the building sector, energy mitigation can be made more effective.

Reflections from the field (mountain, cityscape and park): walking for management development and links to being-in-the world, belonging and “Ba”

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Arthur F. Turner ◽  
Gareth Edwards ◽  
Catherine Latham ◽  
Harriet Shortt
Keyword(s):  
Leadership Development ◽  
Management Development ◽  
Learning And Development ◽  
Content Type ◽  
Personal Story ◽  
The World ◽  
Effective Use ◽  
The Impact ◽  
First Time

PurposeThe purpose of this paper, based on reflections from practice, is to shed light on the realities of using walking as a tool for learning and development. This is done through an initial analysis of longitudinal reflective data spanning seven years and connecting these reflections to the concepts: being-in-the-world, belonging and Ba.Design/methodology/approachThis research takes a practice based phenomenological and reflective approach. The value of this approach is to seek a new understanding, through three distinct conceptual frames, of the effective use of walking within management development.FindingsThe findings connect three conceptual approaches of being-in-the-world, belonging and “Ba” to the practicalities of delivery, thus encouraging practitioners and designers to deeply reflect on the role of walking in management development.Research limitations/implicationsA limitation is that this is largely a personal story exploring the impact of an intuitively developed set of interventions. Despite this, the paper represents a unique and deep interpretation of walking as a mechanism for management development.Practical implicationsThe paper concludes with three recommendations to practitioners wanting to use walking in management development programmes. These are: facilitators need to be familiar with their surroundings; they should look for spaces and places where participants can connect and build relationships; and organisers and sponsors need to recognise how walking not only consolidates knowledge but can help create knowledge too.Originality/valueThis is a unique, seven-year longitudinal study that broadens the theoretical focus of walking as a mechanism for management and leadership development that combines the theoretical lenses of being-in-the-world, belonging and “Ba”, the authors believe, for the first time in research on management development.

Employee resource groups as learning communities

2018 ◽  
Vol 37 (7) ◽  
pp. 634-648 ◽  
Author(s):  
Wendy M. Green
Keyword(s):  
Learning Communities ◽  
Learning And Development ◽  
Content Type ◽  
For Profit ◽  
Study Approach ◽  
The Usa ◽  
Employee Resource Groups ◽  
Executive Level

Purpose The purpose of this paper is to explore the role of employee resource groups (ERGs) in a multi-national, for-profit corporation. The paper focuses on how ERGs facilitate learning. Design/methodology/approach A qualitative case study approach was used to examine six social identity based ERGs in one multi-national for-profit organization headquartered in the USA. Findings The study found that ERGs facilitate learning and development activities in order to support their membership. ERGs, operating as communities of practice, also engaged in informal learning opportunities that were designed to shift perspectives of non-members and executive-level leaders in the organization. Originality/value There is a growing body of literature on ERGs across organizations and higher education that examine how these groups engage in activism, advocacy, recruitment, retention and education. This study examines the processes by which these groups facilitate learning and development activities and the benefits perceived by the membership. The paper provides value to human resources professionals and others who are interested in how ERGs function as learning communities and outcomes the membership perceive as most important.

The relationship between social capital and innovativeness climate in schools

2019 ◽  
Vol 34 (2) ◽  
pp. 232-244 ◽  
Author(s):  
Hanifi Parlar ◽  
Mahmut Polatcan ◽  
Ramazan Cansoy
Keyword(s):  
Social Capital ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Social Relationship ◽  
Content Type ◽  
Relationship Networks ◽  
Intermediary Role ◽  
The Relationship

Purpose Professional learning communities that merge under the same goal in schools where social relationship networks are strong can contribute to creating an atmosphere which provides a basis for innovativeness. In this study the relationships between social capital, innovativeness climate and professional learning communities were examined through the views of teachers working at public schools. The paper aims to discuss this issue. Design/methodology/approach The data of this study, which utilised correlational survey model, were collected from 734 teachers who work in the Umraniye district of Istanbul, Turkey. Findings The findings revealed that there is a positive and statistically significant correlation between social capital, innovativeness climate and professional learning communities. The results demonstrated that teachers’ perceptions of social capital in schools affected their perceptions of innovativeness climate and that professional learning communities had an intermediary role in this relationship. These findings showed that the richness in social relationship networks provided a basis for the development of innovative teaching practices in schools and the professional learning environments created in schools contributed to this process. Research limitations/implications In this study, the intermediary role of professional learning communities on the effect of social capital on innovativeness climate was analysed via teachers’ views. In the literature no study studying the relationship between social capital, innovativeness climate and professional learning communities was found. Practical implications It can be put forward that there is a need for studies that analyse the effect of the roots of social capital on innovativeness culture to identify other variables that may potentially be relevant. In addition, this study may be a contribution to the literature by providing a study on the concepts of social capital and innovativeness climate, which were studied in the fields of social sciences extensively, in educational settings and this supports the field through theoretical and empirical studies. Originality/value This study demonstrated the effects of the concept of social capital on innovativeness climate which provides a basis for innovativeness in educational institutions. This topic is currently on the agenda of the OECD and World Bank. Moreover, this study aims to show the intermediary role of professional learning communities in the relationship between social capital and innovativeness climate.

scholarly journals Professional learning and development initiatives for postdoctoral scholars

2019 ◽  
Vol 11 (1) ◽  
pp. 35-55 ◽  
Author(s):  
Lorelli Nowell ◽  
Glory Ovie ◽  
Natasha Kenny ◽  
K. Alix Hayden ◽  
Michele Jacobsen
Keyword(s):  
Professional Learning ◽  
Academic Writing ◽  
Time Management ◽  
Teaching And Learning ◽  
Career Planning ◽  
Learning And Development ◽  
Content Type ◽  
Skill Sets ◽  
Planning Project ◽  
Development Initiatives

Purpose Postdoctoral scholars are increasingly pursuing diverse career paths requiring broad skill sets. This study aims to create a more comprehensive understanding of current approaches and strategies for postdoctoral scholars professional learning and development. Design/methodology/approach This literature review is a systematic examination and synthesis of the current literature describing professional learning and development pertaining to postdoctoral scholars. The objectives and components of initiatives were extracted and narratively synthesized to identity important patterns and themes across the literature. Findings Commonalities amongst professional learning and development initiatives for postdoctoral scholars included skills development in the following areas: teaching and learning, mentorship, academic careers, academic writing, industry careers, networking, career planning, project management, time management, communication, leadership and balancing work-life demands. Originality/value In synthesizing the literature that describes professional learning and development opportunities for postdoctoral scholars, it is apparent that opportunities look different in every setting with no empirical evidence that one strategy is more effective than another. Given the significant resources often required to support professional learning and development initiatives, a deeper understanding of the benefits and deficiencies of various components is needed to ensure scarce resources are invested in the most effective strategies.

Dialogic peer coaching as teacher leadership for professional inquiry

2014 ◽  
Vol 3 (2) ◽  
pp. 108-124 ◽  
Author(s):  
Jennifer Charteris ◽  
Dianne Smardon
Keyword(s):  
Teacher Leadership ◽  
Professional Learning ◽  
Peer Coaching ◽  
High Capacity ◽  
Comparison Method ◽  
Development Project ◽  
Individual Development ◽  
Content Type ◽  
Teacher Professional ◽  
Or Team

Purpose – Dialogic peer coaching as leadership can enable teachers to influence each other's professional learning. The purpose of this paper is to shift the emphasis from the role associated with the designated title of leader to the purpose and relevance of teacher leadership in the context of dialogic peer coaching. Design/methodology/approach – The research was undertaken as a small qualitative case study embedded in a school-based, teacher professional development project. Nine groups of peer coaches from five unrelated schools engaged in a formal process of collaborative inquiry over two years. Interview data from 13 volunteer teacher participants were analysed using the constant comparison method and themes determined. Findings – The study revealed that there was growth in teacher leadership capabilities as they become dialogic peer coaches to each other. Practical implications – Through their collaborative peer coaching dialogue teachers have the transformative space to articulate their thinking. They can engage in dialogic feedback where they are positioned as experts in their own practice. Social implications – The teachers in this study are positioned within communities of practice as co-constructers of knowledge and co-learners. On the basis of the findings the authors suggest that this can support the development of high capacity leadership in schools. This stance contrasts with a technicist approach to teacher professional learning in which teachers are situated as absorbers or recipients of knowledge constructed elsewhere. Originality/value – The research reported in this paper addresses three key elements of leadership: individual development; collaboration or team development; and organisational development. It outlines a means by which teacher leadership can be strengthened to address these elements in schools.

The influence of risk and uncertainty on teachers’ responses to professional learning and development

2017 ◽  
Vol 2 (2) ◽  
pp. 86-100 ◽  
Author(s):  
Kaye Twyford ◽  
Deidre Le Fevre ◽  
Helen Timperley
Keyword(s):  
Risk Perception ◽  
Professional Learning ◽  
Perceived Risk ◽  
Process Model ◽  
Qualitative Interviews ◽  
Learning Context ◽  
Learning And Development ◽  
Content Type ◽  
Teachers Perceptions ◽  
Perceptions Of Risk

Purpose The purpose of this paper is to explore how perceptions of risk influenced teachers’ sensemaking and actions during a professional learning and development (PLD) initiative where teachers were expected to change their practices. Design/methodology/approach A risk perception lens, focussed on uncertainty, was used to capture the on-going experiences of teachers as they participated in PLD. The PLD, delivered by one organisation, focussed on developing teacher use and understanding of formative assessment practices. Data for this three-school qualitative exploratory case study of teachers’ perceptions of risk primarily utilised qualitative interviews. Findings Findings identified that teachers perceived risk and experienced feelings of vulnerability as a result of their on-going assessment and evaluation of the uncertainty in the professional learning context. The perceived risk informed teachers’ responses and actions, ultimately impacting on teachers’ learning. Practical implications The risk perception process model developed from the findings and conceptual framework provides a tool for educators to navigate and reduce perceived risk and enhance learning in change. Originality/value This research advances the conceptualisation of perceived risk in PLD. It challenges the current concept of teachers’ resistance and instead considers the role of their perceptions of risk, broadening the understanding of responses to educational change.

The institutionalization of public sector accounting reforms: the role of pilot entities

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Susana Jorge ◽  
Sónia P. Nogueira ◽  
Nuno Ribeiro
Keyword(s):  
Public Sector ◽  
Implementation Process ◽  
Global Strategy ◽  
External Support ◽  
Reform Process ◽  
Content Type ◽  
Overall Design ◽  
Public Sector Accounting ◽  
Actual Contribution

PurposeThis paper aims at understanding the action of pilot entities, in order to ultimately infer about their role to the overall reform process of public sector accounting (PSA).Design/methodology/approachTaking the Portuguese case as a reference, the new institutional theory (isomorphism perspective) and institutional logics are used to explain the action and stance of pilot entities in the implementation process of reforms.FindingsPilot experiments are expected to provide feedback on the main difficulties felt in the implementation of a new PSA system, helping to define a global strategy to overcome those problems and to improve the system to be generally and finally put into practice. Nevertheless, entities seem to find it important to be pilots, more for individual advantages than for the common benefit of the reform as a whole. Therefore, in order for them to actually be important actors in the reform process, pilots need to be included in the decision process, better realizing the benefits of the new IPSAS-based system and be provided with the proper technical, human and financial support.Research limitations/implicationsThis research suffers from some limitations, namely concerning the use of questionnaires. The findings may, in some points, reflect the perceptions of the respondents and not the actual reality. Additionally, the respondents were not asked about any personal background factors, which may influence their answers. Also, they did not allow relating the new PSA system features with the way pilot entities (re)acted. In regard to the implications for practice, the study points to a need for decision-makers and external support bodies to work more closely with pilot entities in the overall design and implementation of PSA reforms. Pilot entities need to understand the importance and usefulness of changes, and reform authorities need to better recognize their institutional reality and the support they require. Only in this way, the use of pilots can make a difference in the implementation of PSA innovations.Originality/valueThis paper contributes to theory by adding to a better understanding of the role of the ones acting in the development and implementation of PSA innovations, enlightening on how pilot entities can act/react. Despite several studies on PSA reforms, very few so far have addressed pilot entities in particular, their attitude and actual contribution toward PSA reforms, and why. The case of Portugal as a frontrunner in adopting an IPSAS-based system within the EU helps contribute to that understanding in the setting of European countries.

Leadership role in implementing Lean Six Sigma – a cross case analysis of KPO/BPO service organizations

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Naresh N. Motiani ◽  
Abhay Kulkarni
Keyword(s):  
Leadership Style ◽  
Case Study Research ◽  
Implementation Process ◽  
Leadership Competencies ◽  
Lean Six Sigma ◽  
Leadership Role ◽  
Content Type ◽  
Implementation Challenges

Purpose The purpose of this paper is to study the role of leadership in implementing Lean Six Sigma (LSS) in a knowledge process outsourcing/business process outsourcing (KPO/BPO) service environment. KPO/BPO organizations present unique operational challenges such as client contractual obligations, young worker age profile, high attrition, dynamic outsourced business processes, technological disruptions to list a few. To implement LSS in such an environment, leadership plays a crucial role. While it is known that leadership is a critical success factor for LSS implementation, their role in a recently evolved KPO/BPO sector is hardly studied leading to high failures. The present study aims to address this gap. Design/methodology/approach A qualitative case study research method is used. A case study protocol consisting of research outline, data collection plan, interview schedule and list of expert reviewers was prepared. A semi-structured interview schedule of the case organization was used that covered exploring the leadership role in terms of their leadership style, communication, employee engagement and their ability to guide program in entire LSS implementation process. Further depth is obtained by considering dimensions of LSS implementation process such as actors involved, processes adopted, performance outcomes, implementation challenges and competency requirements. Primary and secondary data from two case studies yielded rich insights and helped to answer the research questions around role of leadership in LSS implementation for the KPO/BPO service environment. Findings This research case study demonstrates key leadership competencies that lead to successful implementation of LSS in two KPO/BPO organizations. To handle implementation challenges, a combination of LSS and transformation style of leadership style was observed. Leadership role focussed on coaching and empowering, rather than telling and controlling. Apart from the 17 leadership competencies seen in published literature, the authors observed 12 specific competencies (7 interpersonal and 5 LSS) in two case organizations that enabled effective LSS implementation. This study also gives an in depth understanding of the leadership role and enabling competencies during LSS implementation. Research limitations/implications Because of the inherent limitations of case study research method, researchers and practitioners must be cautious to the extent of generalization of findings and the conclusions. Practical implications Positioning leadership to managing the LSS implementation in KPO/BPO service operations helps in innovative adaption of standard improvement methodologies (such as LSS) to address their specific problems and deliver on the overall organizational goals. Originality/value Current study explores in depth how leadership role impacts LSS implementation in two KPO/BPO case organizations. Studies focussing on LSS service operations model in a KPO/BPO environment are not extensively published, especially those covering leadership role during LSS implementation.

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