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.

Features of Effective Professional Development Practices for Teachers as ICT Users

2020 ◽  
pp. 18-38
Author(s):  
Fatma Kübra Çelen ◽  
Süleyman Sadi Seferoglu
Keyword(s):  
Professional Development ◽  
Development Programs ◽  
Existing Problems ◽  
Professional Development Programs ◽  
Participation Process ◽  
Materials Used ◽  
Personal Interests ◽  
Ict Competencies ◽  
Expert Support

In this chapter, the purpose is to present the existing problems and suggestions for the solution of these problems by examining the current situation related to the professional development practices for developing ICT competencies of teachers. According to the results of the research, professional development practices included various problems such as lack of training content in accordance with needs and expectations, lack of quality of materials used, the necessity of the participation process, etc. Expected qualifications related to professional development programs are working with activities that support the teaching process, cooperation with colleagues, supporting theoretical knowledge with practical activities, expert support in the process of professional development, compliance with personal interests and needs. Based on the findings, the professional development programs should be structured in accordance with related criteria such as content, active learning, duration, joint participation, compliance with individual needs, colleague collaboration, and expert support.

scholarly journals English Lecturers’ Experiences on Professional Development in Indonesian Polytechnics

2020 ◽  
Vol 4 (2) ◽  
pp. 314
Author(s):  
Rosmaladewi Rosmaladewi ◽  
Amirullah Abduh ◽  
Muhammad Basri
Keyword(s):  
Professional Development ◽  
Descriptive Study ◽  
Modern Trend ◽  
Development Programs ◽  
English Teaching ◽  
External Agents ◽  
Qualitative Descriptive ◽  
Professional Development Programs

The paper aims to depict lecturers’ experiences on the professional development programs in three polytechnics. The study used a qualitative descriptive study employing nine lecturers of English teaching in three different polytechnics. The study finds that lecturers believe that professional development programs as a means for them to improve their knowledge, skills, and expertise. Also, lecturers encounter that professional development programs are not offered equally for lecturers rather than depends on the policy of the top managerial levels. Professional development programs are mostly offered inside the campus for a shorter period rather than offered by external agents that take a longer time. The study recommends that professional development in polytechnics should be done systematically, periodically, and intensively so that lecturers of English in polytechnics can enhance their skills, improve their knowledge, and share their expertise. Further, professional development programs should involve different relevant stakeholders so that they can bring in different expertise and a variety of skills and knowledge so that lecturers of English can fully update with the modern trend of technology. Consequently, they can apply the updated skills and knowledge in their teaching to improve the quality of polytechnic output.

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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