scholarly journals Hastening slowly: insights about teacher development from an evaluation of courses at the WCED’s Cape Teaching and Leadership Institute

2015 ◽  
Author(s):  
Susan Meyer ◽  
Lydia Abel
Keyword(s):  
Professional Development ◽  
Teacher Development ◽  
Professional Learning ◽  
Teaching And Learning ◽  
School Level ◽  
Western Cape ◽  
Leadership Institute ◽  
Service Training ◽  
Education Administrators ◽  
The Impact

In the area of teacher professional development, South African education administrators face the challenge of reconciling two imperatives that have entirely different implications for programme time frames and budgets. On the one hand, there is an urgent need to improve the pedagogic content knowledge of many teachers to improve the overall standard of teaching and learning in the public school system. Considering the scale and urgency of the matter, centralised course-based in-service training seems to be the only affordable alternative. On the other hand, researchers have long warned that once-off course-based training on its own has limited impact on teachers’ practice, and has to be accompanied by further professional support in the school and classroom, or be abandoned in favour of more enduring professional learning communities. The Western Cape Education Department (WCED) has grappled with this dilemma in the Department’s various professional development initiatives for teachers, a mainstay of which is the training offered by the Cape Teaching and Leadership Institute (CTLI). This paper presents some of the data and findings from an external evaluation that ORT SA CAPE conducted in 2011–2012 of courses offered by the WCED at the CTLI. The hierarchy of INSET outcomes proposed by Harland and Kinder (1997) was applied to record changes in the practice of 18 teachers at eight schools. The progress of five of the teachers is discussed to illustrate the interplay between school-level factors and the experiences of individual teachers which influenced the impact of CTLI training on their teaching.

scholarly journals The role of leadership in developing and sustaining teachers' professional learning

2011 ◽  
Vol 25 (4) ◽  
pp. 149-155 ◽  
Author(s):  
Fiona King
Keyword(s):  
Professional Development ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Prominent Feature ◽  
Disadvantaged Schools ◽  
Key Features ◽  
The Impact ◽  
Education Discourse ◽  
Specific Contribution

A prominent feature of education discourse relating to teachers' practice has been the call for increased emphasis on professional development (PD). This paper is part of a wider project which explored the impact of a collaborative PD initiative on teachers' teaching and learning in five urban disadvantaged schools in Ireland. It focused on the impact of PD and critically on sustainability from which emerged important issues of leadership. This article focuses on the specific contribution that leadership made to the sustainability of the practices in the schools. It aims to identify three key features of how principals contribute to sustaining PD practices.

scholarly journals Classroom Observation: Linking Teacher Evaluation and Professional Development in TESOL

2018 ◽  
Vol III (II) ◽  
pp. 168-195
Author(s):  
Sayyed Rashid Shah ◽  
Roohul Amin ◽  
Hussain Ahmad
Keyword(s):  
Professional Development ◽  
Teacher Evaluation ◽  
Professional Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Classroom Observation ◽  
Small Scale ◽  
Complex Nature ◽  
Structured Interviews ◽  
The Impact

This study examines the impact of increasingly challenging nature of classroom observation as part of teacher evaluation in English Language Teaching (ELT). This paper highlights the complex nature of evaluative classroom observation systems in various educational contexts. It also considers various issues that embody the challenging nature of classroom observation and teacher evaluation in connection to the professional development of teachers. In a small-scale study of Teaching of English to the Speakers of Other Languages (TESOL) professionals in Saudi English as a Foreign Language (EFL) context, it adopts an interpretive approach and utilizes semi-structured interviews to collect data. The results, presented in four major themes provide a detailed account of teachers’ perceptions of the role of classroom observation in their professional learning and development. However, this development has not occurred due to the observation as a tool to elevate teaching and learning standards, alternatively, the managerial demands and the fear of being fired or transferred to remote campuses have stimulated teachers to develop professionally and offset this challenge. Despite their personal drive to professionalize themselves in a collaborative and professional culture, the challenge of observation still prevails owing to the teachers’ lack of autonomy and some insufficiently trained observers’ subjective approach.

scholarly journals Building Teacher Capacity within the Evolving Assessment Culture in Canadian Education

2012 ◽  
Vol 10 (4) ◽  
pp. 447-460 ◽  
Author(s):  
Don A. Klinger ◽  
Louis Volante ◽  
Christopher Deluca
Keyword(s):  
Professional Development ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Large Scale ◽  
Classroom Assessment ◽  
Assessment Practices ◽  
Teacher Capacity ◽  
Canadian Education ◽  
Assessment Culture ◽  
The Impact

Lost in the focus on large-scale educational assessments for accountability purposes is the important role of teachers' classroom assessment practices. Teachers must understand the use of both large-scale and classroom assessment practices and theories, and professional development remains the primary method to develop these assessment capacities. However, traditional models of professional development typically have little, if any, effect. In recognition of the importance of building teachers' assessment capacity, and the limitations of traditional professional development, the Elementary Teachers' Federation of Ontario, Canada, developed a Classroom Assessment Workshop Series to begin to build a systemic assessment framework for teachers. Through pre- and post-series surveys with 300 participants, and interviews and focus groups with facilitators, the authors' review and research explored the impact of the series on teachers' beliefs, self-efficacy, and knowledge of assessment practices and theory. The authors also explored the challenges that teachers experienced as they worked to understand and implement current conceptions of assessment. While teachers certainly valued the community created through the series and the opportunities to share their experiences, the findings found that teachers struggled to understand the theoretical foundations and use these foundations to further develop their own assessment practices. The research highlights the need for teachers to embrace a philosophy that integrates formative assessment practices and theories into their teaching and learning while also identifying the challenges associated with creating such an assessment culture. Current models of professional development may be more aligned with principles of effective professional learning, but truly changing teachers' classroom assessment practices may require a much more prolonged effort than those being provided.

scholarly journals Samoan Educators' Perceptions and Experiences of In-service Training in Implementing Curriculum Reform

2021 ◽  
Author(s):  
◽  
Maimoana Janine Petaia
Keyword(s):  
Professional Development ◽  
Curriculum Reform ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
National Level ◽  
Monitoring And Evaluation ◽  
Study Data ◽  
School Level ◽  
Ministry Of Education ◽  
Service Training

<p>This research study was undertaken in Samoa, a self-governing island nation in the Pacific. The main purpose of the study was to investigate the effectiveness of in-service training in implementing new curriculum reforms for senior history. This study sought to identify the barriers and facilitators of in-service training (INSET) workshops so that planning for future workshops can better equip teachers with the knowledge and skills to implement a curriculum. It also sought to obtain educators' views and understanding on any professional development policies. This study adopted an interpretive phenomenology methodology using a case study approach. Purposeful sampling was used to select the history teachers and Ministry of Education personnel for the study. Data was collected through the use of in-depth, semi-structured face-to-face interviews. Thematic analysis of the interviews revealed that although the teachers found the INSET to be effective, there were several barriers that prevented teachers from fully implementing the training into classroom practice. One of the notable barriers was the lack of support offered to teachers from principals and heads of departments in the critical stages of implementation. Another notable barrier, both at the school level and national level, was the lack of monitoring and evaluation of the in-service training. Teachers felt that there needed to be continuous and consistent monitoring and evaluation carried out by principals and Ministry of Education staff to ensure that the programme was being implemented effectively within the classrooms. The lack of monitoring and evaluation resulted in teachers reverting to traditional styles of teaching and learning. Another notable barrier was teacher quality. The success of any reform programme is heavily dependent on teachers and their willingness to fully and effectively implement a programme. This study found that teachers' lack of interest and motivation resulted in the curriculum not being implemented effectively into classroom practice. In trying to minimise the various problems and difficulties of centrally-planned INSET and professional development activities, the local policy on teacher training is a shift towards school-based training. This study found that teacher's professional development was more effective and relevant if it focused on developing their training needs within their own environments.</p>

Building coherence for instructional improvement through professional development

2017 ◽  
Vol 46 (5) ◽  
pp. 864-880 ◽  
Author(s):  
Elizabeth Leisy Stosich ◽  
Candice Bocala ◽  
Michelle Forman
Keyword(s):  
Professional Development ◽  
School Leadership ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Instructional Improvement ◽  
Joint Work ◽  
Developmental Approach ◽  
Team Collaboration ◽  
Organizational Conditions ◽  
The Impact

This study explores how six school leadership teams in a rural district in California responded to professional development (PD) designed to strengthen leadership practices and organizational conditions in schools for improving teaching and learning. Specifically, the PD was intended to address the problem of practice identified by the schools: teachers needed to learn to work in new ways to support students in meeting the Common Core State Standards (CCSS). Researchers used design-based implementation research (DBIR) to understand the connection between the design and implementation of the PD model and the impact on participating schools. Findings suggest that in developing PD programs, three challenges need to be addressed in designing experiences for educators that strengthen their capabilities to lead instructional improvement: maintaining the connection between organizational processes and instructional practice; approaching school leadership team collaboration as joint work; and utilizing a developmental approach to improvement. The article concludes by exploring the potential of DBIR for designing and refining models for school leaders’ professional learning.

scholarly journals Effects of Teacher Participation in in-service Training on Achievement in Kenya Certificate of Primary Examination in Kirinyaga County, Kenya

2020 ◽  
Vol 4 (1) ◽  
pp. 1-14
Author(s):  
Damaris Kariuki ◽  
Florence Itegi ◽  
Norbert Ogeta
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Teacher Participation ◽  
School Level ◽  
Public And Private ◽  
Service Training ◽  
Teacher Professional

Teacher Professional Development is a key component of educational reforms across the world due to its effects on teacher effectiveness and learner outcomes. Teachers engage in different professional development programs to improve learner achievements. However, the effects of teacher participation in in-service courses on learners’ achievement have come under scrutiny due to persistent low learning outcomes. The study adopted convergent parallel mixed methods approach design. A sample of 194 teachers in 68 public and private primary schools was selected using stratified random and purposive sampling. Data collection instruments were questionnaires and focus group discussion guide. Data were analyzed using descriptive and inferential statistics. The study established that teacher participation in formal training programs had statistically insignificant effects on Kenya Certificate of Primary Examination achievement indicating that other factors like individualized attention to learners, prompt marking and revision of tests as well as supervision of teaching and learning contributed greatly. The in-service courses were found to be short term and infrequent. The study recommends engagement of teachers in continuous and frequent professional development activities and establishment of school infrastructure to support daily collaborative teacher professional development activities at the school level.

scholarly journals Technology Integration for the Professional Development of English Teachers

2019 ◽  
Author(s):  
Deisy Baracaldo Guzmán
Keyword(s):  
Professional Development ◽  
Teacher Development ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Lesson Planning ◽  
Development Program ◽  
Pedagogical Content ◽  
Use Of Technology ◽  
Virtual Resources

This paper deals with the intersection of the didactics of English as a ForeignLanguage (efl) and of Technological Pedagogical Content Knowledge (tpack)to guide teachers in the use of some specific tools and how to integrate theminto their lessons. To meet this requirement, the researchers conducted a study to answer the question: How may the implementation of a teacher development program on tpack impact the English teaching and learning of a group of in-service teachers? The researchers collected data through observations, interviews, and before-while-after questionnaires in the implementation of two technology modules. The participants received a 48-hour course in technology during the first and second semester, as well as four follow-up sessions on the tpack these teachers use in practice, associated with the knowledge intersections, namely tck, tck, and tpk. The professional development was organized into four stages and workshops: a) modeling a technology-enhanced activity type; b) integrating a pedagogical model in a lesson; c) developing technical skills through different virtual resources for lesson planning; d) applying tpack to design tasks for teachers’ lesson plans. The results highlighted a positive impact on professional learning for teacher’s development of tpack. They also revealed that teachers learned to consider the possibility of using technology, access issues in their choices, and use of technology for lesson planning.

scholarly journals Samoan Educators' Perceptions and Experiences of In-service Training in Implementing Curriculum Reform

2021 ◽  
Author(s):  
◽  
Maimoana Janine Petaia
Keyword(s):  
Professional Development ◽  
Curriculum Reform ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
National Level ◽  
Monitoring And Evaluation ◽  
Study Data ◽  
School Level ◽  
Ministry Of Education ◽  
Service Training

<p>This research study was undertaken in Samoa, a self-governing island nation in the Pacific. The main purpose of the study was to investigate the effectiveness of in-service training in implementing new curriculum reforms for senior history. This study sought to identify the barriers and facilitators of in-service training (INSET) workshops so that planning for future workshops can better equip teachers with the knowledge and skills to implement a curriculum. It also sought to obtain educators' views and understanding on any professional development policies. This study adopted an interpretive phenomenology methodology using a case study approach. Purposeful sampling was used to select the history teachers and Ministry of Education personnel for the study. Data was collected through the use of in-depth, semi-structured face-to-face interviews. Thematic analysis of the interviews revealed that although the teachers found the INSET to be effective, there were several barriers that prevented teachers from fully implementing the training into classroom practice. One of the notable barriers was the lack of support offered to teachers from principals and heads of departments in the critical stages of implementation. Another notable barrier, both at the school level and national level, was the lack of monitoring and evaluation of the in-service training. Teachers felt that there needed to be continuous and consistent monitoring and evaluation carried out by principals and Ministry of Education staff to ensure that the programme was being implemented effectively within the classrooms. The lack of monitoring and evaluation resulted in teachers reverting to traditional styles of teaching and learning. Another notable barrier was teacher quality. The success of any reform programme is heavily dependent on teachers and their willingness to fully and effectively implement a programme. This study found that teachers' lack of interest and motivation resulted in the curriculum not being implemented effectively into classroom practice. In trying to minimise the various problems and difficulties of centrally-planned INSET and professional development activities, the local policy on teacher training is a shift towards school-based training. This study found that teacher's professional development was more effective and relevant if it focused on developing their training needs within their own environments.</p>

scholarly journals From dialogue to a training field. The next challenge of professional learning of novice school principals in Israel

2018 ◽  
Vol 41 (1) ◽  
pp. 161-170
Author(s):  
Mali Nets
Keyword(s):  
Professional Development ◽  
Training Program ◽  
Professional Learning ◽  
School Principals ◽  
Instructional Leader ◽  
Integrative Approach ◽  
Novice Principals ◽  
Principal Development ◽  
Northern District ◽  
The Impact

SummaryYear 2008 was a dramatic turning point in Israel concerning the professional development of school principals. This shift is reflected in the conception of the principal as an „instructional leader”22, thus Israel has formally adopted the integrative approach to principal development that emphasizes principal’s work in the post-modern era alongside the development of individual „managerial identity”; and the reflective abilities to strengthen implicit knowledge23. The professional development of novice principals provides a significant touchstone in the examination of the new training program that has been underway for the tenth year. This program assisting novice principal through two central mechanisms: peer support and personal guidance provided by veteran and retired principals. Key data from the evaluation of the training program for the novice principals in the Northern District will be presented. The main challenges of the current training program will be discussed, with questions to consider changes to increase the impact of personal guidance on the managerial capabilities of novice school principals24.

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