Coordination in Planning and Implementing Professional Development Programs for Teachers: A Much-needed Component in Rural Areas

SAGE Open ◽  
2022 ◽  
Vol 12 (1) ◽  
pp. 215824402110684
Author(s):  
Ali Nawab ◽  
Tajuddin Sharar
Keyword(s):  
Professional Development ◽  
Capacity Building ◽  
Rural Areas ◽  
Influential Factor ◽  
Development Programs ◽  
Study Approach ◽  
Rural Pakistan ◽  
Group Interviews ◽  
Quality Professional Development ◽  
Education Managers

Coordination among stakeholders has been considered as a significant influential factor in providing teachers with quality Professional Development (PD) opportunities. The importance of coordination intensifies when a variety of PD providers work on the capacity building of teachers in the same region such as in some rural areas of Pakistan. The current research explored the nature of coordination among various stakeholders while designing and implementing PD programs for teachers in rural Pakistan. To achieve this aim, qualitative case study approach was used and data were generated through focused group interviews from PD providers, education managers, school leaders, and teachers. The results indicated a limited coordination among the stakeholders leading to a variety of issues such as overlapping programs, conflicting expectations from teachers, and selection of irrelevant teachers for PD. Drawing on the experience of the stakeholders who participated in this research, the paper suggests a model of coordination which the educational reformers, especially the PD providers and education managers, should consider while designing and implementing the capacity building programs for teachers.

Theory of change: Driving a digital school in rural Pakistan

First Monday ◽  
2021 ◽  
Author(s):  
Ashir Ahmed ◽  
Jason Sargent
Keyword(s):  
Young Children ◽  
Developing Country ◽  
Rural Areas ◽  
Digital Literacy ◽  
Social Impact ◽  
Theory Of Change ◽  
Study Approach ◽  
Rural Pakistan ◽  
Depth Analysis ◽  
Innovative Tool

This paper reports the findings of the initial phase of a longitudinal study that aims to investigate barriers to digital literacy in rural Pakistan. The research employs the Theory of Change to plan various stages of a digital literacy program for young children living in a remote area of Pakpattan, Pakistan. A Digital Access Vehicle (DAVe) was deployed as an innovative tool to introduce digital literacy for those who were unable to travel to the project’s NGO partner headquarters to access DAVe’s array of digital technologies. An interpretive case study approach is used to perform in-depth analysis of the subject under investigation by conducting one-on-one interviews and focus groups with key informants. The contributions of this research are twofold: (a) it operationalizes the Theory of Change to systematically plan a social impact project in a resource-constrained developing country; and (b) it creates a better understanding of barriers hindering digital literacy of young children in rural areas of a developing country such as Pakistan.

TIPs to Maximize Meaningful Professional Development Programs and Initiatives

2017 ◽  
pp. 593-615
Author(s):  
Stephanie L. Sanders ◽  
Mark P. Orbe
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Development Program ◽  
Value Added ◽  
Diversity Education ◽  
Development Programs ◽  
Relational Dialectics Theory ◽  
Study Approach ◽  
Professional Development Programs

At no other time in higher education have scholar researchers been called to demonstrate the value added of theoretically grounded diversity education. This signals the need for higher education to make deeper linkages between diversity education, learning outcomes and academic mission statements. By highlighting a few “TIPs” - attempts to move “theory into practice,” - the authors seek to answer the call to action. Through a case study approach the authors highlight a professional development program that fosters interactional diversity and serves as a catalyst for increasing awareness, mindfulness and positive organizational change. First, a diversity education initiative at a large mid-western university referred to as “The Institute” is described. Second, the theoretically grounded frameworks of anxiety/uncertainty management and relational dialectics theory is presented. Finally, the case study concludes by advocating for more robust professional development programs and initiatives that positively impact organizations. Implications for organizational leaders are discussed.

A National Crisis and a Call to Action

2019 ◽  
pp. 232-255
Author(s):  
H. Carol Greene ◽  
Jane C. Manner
Keyword(s):  
Professional Development ◽  
The United States ◽  
Poverty Rate ◽  
Development Programs ◽  
High Quality ◽  
Call To Action ◽  
National Crisis ◽  
Educational Crisis ◽  
Education Today ◽  
Quality Professional Development

Well over 16,000,000 children live in poverty in the United States. One of the widest achievement gaps in education today exists between children from lower and upper income families. Our nation's teachers are woefully unprepared to work with children from poverty and the current soaring poverty rate is serving to exacerbate an already bad situation into a major educational crisis. Considerable dispute exists between and among differing approaches related to identifying an optimum way of perceiving and working with children of poverty, but the literature is clear that high quality professional development programs are critical for preparing teachers to work with these students. This chapter describes a program for preparing teachers to work with children of poverty that could be adapted for use in both preservice programs and also as professional development.

scholarly journals Coordination among Stakeholders in Planning and Implementing Professional Development for Teachers: A Much-needed Element in Rural Pakistan

2021 ◽  
Author(s):  
Ali Nawab
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Focus Group Interviews ◽  
Governmental Organizations ◽  
Rural Pakistan ◽  
Non Governmental Organizations ◽  
Key Stakeholders ◽  
Professional Development For Teachers ◽  
Group Interviews ◽  
Effective Use

<p><i>Given the importance of continuing Professional Development (PD) for teachers and the government’s lack of capacity, a number of Non-Governmental Organizations (NGOs) have intervened in rural Pakistan to provide teachers with PD opportunities. This research explored the nature of coordination among the key stakeholders in planning and implementing PD opportunities for teachers. Using qualitative approach and focus group interviews, data were collected from teachers, school leaders, district education officials and representatives of PD providers. The findings indicated a lack of coordination among the relevant stakeholders in designing and delivery of PD programs. The lack of coordination not only results in overlapping programs and less effective use of existing resources but also leads to conflicting expectations from teachers. Drawing on the experience of the relevant stakeholders, this paper suggests a model of coordination to effectively design and implement PD programs for teachers in rural Pakistan. </i></p>

A National Crisis and a Call to Action

2016 ◽  
pp. 387-408
Author(s):  
H. Carol Greene ◽  
Jane C Manner
Keyword(s):  
Professional Development ◽  
The United States ◽  
Poverty Rate ◽  
Development Programs ◽  
High Quality ◽  
Call To Action ◽  
National Crisis ◽  
Educational Crisis ◽  
Education Today ◽  
Quality Professional Development

Well over 16,000,000 children live in poverty in the United States. One of the widest achievement gaps in education today exists between children from lower and upper income families. Our nation's teachers are woefully unprepared to work with children from poverty and the current soaring poverty rate is serving to exacerbate an already bad situation into a major educational crisis. Considerable dispute exists between and among differing approaches related to identifying an optimum way of perceiving and working with children of poverty, but the literature is clear that high quality professional development programs are critical for preparing teachers to work with these students. This chapter describes a program for preparing teachers to work with children of poverty that could be adapted for use in both preservice programs and also as professional development.

TIPs to Maximize Meaningful Professional Development Programs and Initiatives

2016 ◽  
pp. 235-257
Author(s):  
Stephanie L. Sanders ◽  
Mark P. Orbe
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Development Program ◽  
Value Added ◽  
Diversity Education ◽  
Development Programs ◽  
Relational Dialectics Theory ◽  
Study Approach ◽  
Professional Development Programs

At no other time in higher education have scholar researchers been called to demonstrate the value added of theoretically grounded diversity education. This signals the need for higher education to make deeper linkages between diversity education, learning outcomes and academic mission statements. By highlighting a few “TIPs” - attempts to move “theory into practice,” - the authors seek to answer the call to action. Through a case study approach the authors highlight a professional development program that fosters interactional diversity and serves as a catalyst for increasing awareness, mindfulness and positive organizational change. First, a diversity education initiative at a large mid-western university referred to as “The Institute” is described. Second, the theoretically grounded frameworks of anxiety/uncertainty management and relational dialectics theory is presented. Finally, the case study concludes by advocating for more robust professional development programs and initiatives that positively impact organizations. Implications for organizational leaders are discussed.

scholarly journals Coordination among Stakeholders in Planning and Implementing Professional Development for Teachers: A Much-needed Element in Rural Pakistan

2021 ◽  
Author(s):  
Ali Nawab
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Focus Group Interviews ◽  
Governmental Organizations ◽  
Rural Pakistan ◽  
Non Governmental Organizations ◽  
Key Stakeholders ◽  
Professional Development For Teachers ◽  
Group Interviews ◽  
Effective Use

<p><i>Given the importance of continuing Professional Development (PD) for teachers and the government’s lack of capacity, a number of Non-Governmental Organizations (NGOs) have intervened in rural Pakistan to provide teachers with PD opportunities. This research explored the nature of coordination among the key stakeholders in planning and implementing PD opportunities for teachers. Using qualitative approach and focus group interviews, data were collected from teachers, school leaders, district education officials and representatives of PD providers. The findings indicated a lack of coordination among the relevant stakeholders in designing and delivery of PD programs. The lack of coordination not only results in overlapping programs and less effective use of existing resources but also leads to conflicting expectations from teachers. Drawing on the experience of the relevant stakeholders, this paper suggests a model of coordination to effectively design and implement PD programs for teachers in rural Pakistan. </i></p>

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.

Understanding the characteristics of professional development programs for teachers’ health and wellbeing: Implications for research and practice

2021 ◽  
pp. 000494412110034
Author(s):  
Lucy Corbett ◽  
Philayrath Phongsavan ◽  
Louisa R Peralta ◽  
Adrian Bauman
Keyword(s):  
Professional Development ◽  
Future Research ◽  
Evidence Based ◽  
Development Programs ◽  
Research And Practice ◽  
Health And Wellbeing ◽  
Manual Search ◽  
Australian Education ◽  
Teacher Wellbeing ◽  
Evidence Based Programs

Professional development (PD) provides an opportunity to promote the psychological, social, and physical health tools teachers require to maintain teacher wellbeing. Despite their potential, little is known about PD programs targeting the health and wellbeing of Australian teachers. This study aimed to summarize the characteristics of Australian PD programs targeted at teacher wellbeing, identify gaps in existing PD and make recommendations for future research and practice. Three search strategies, (1) search engine results, (2) a manual search of known Australian education websites, and (3) requests for information from Australian education organizations, were combined to ensure a comprehensive inventory of PD programs was compiled. This study found 63 PD programs promoting health and wellbeing that currently exist for Australian teachers. Of these, only three provided evidence of their evaluation indicating programs are advertised and implemented without evidence of their effectiveness. Future PD should be evaluated with findings of the evaluations reported publicly so evidence-based programs promoting teacher’s health and wellbeing can be recommended and implemented.

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