Unfolding Teachers’ Professional Development Through Public School Administrators’ Varying Practices For The K-12 Program

2020 ◽  
pp. 10-19
Author(s):  
Shamseda Azis Tabao
Keyword(s):  
Professional Development ◽  
Public Schools ◽  
Financial Support ◽  
Professional Growth ◽  
School Administrators ◽  
Appraisal System ◽  
Knowledge And Skills ◽  
Teachers Professional Development ◽  
K 12 ◽  
School Heads

There is no denying that professionals, including teachers, need to develop their knowledge and skills to be able to deliver their duties exemplarily. As expected, school heads should be supportive of the teachers’ quest. Hence, this study ventured to determine the practices of school heads that foster teachers’ professional development in terms of four aspects: (1) provisions of opportunities for professional growth; (2) assessment of teachers’ training needs; (3) conduct of in-service trainings; and (4) financial support. The investigation also included assessing the teachers’ development in terms of pedagogical knowledge and skills. A total of 172 teachers from seven (7) public high schools representing nine (9) districts of Marawi City, Philippines participated in this study. Data were collected through a survey questionnaire constructed based on the indicators of the Performance Appraisal System for School Administrators under Staff Development and the National Competency-Based Teachers Standards (NCBTS). Based on the findings, the respondents disclosed that their school heads show only moderate support for the first three aspects of professional development, with conducting of in-service trainings receiving the highest support among them. However, financial support for teachers’ professional development was low due to the lack of funds for public schools. These led to the conclusion that professional development is difficult to some teachers, especially in the context of the study, because school heads do not fully support them. Conspicuously, some impeding factors are behind this phenomenon, and immediate solutions are imperative to address such hindrances.

Professional Development for the Experienced Music Educator: A Review of Recent Literature

2018 ◽  
Vol 37 (3) ◽  
pp. 12-19
Author(s):  
Karen Koner ◽  
John Eros
Keyword(s):  
Professional Development ◽  
Music Education ◽  
Music Teachers ◽  
Recent Literature ◽  
Music Educators ◽  
Initial Examination ◽  
Professional Development Needs ◽  
Emerging Themes ◽  
Teachers Professional Development ◽  
K 12

There is a rich body of literature on professional development in music education, including research that has examined the professional development needs of experienced music teachers specifically. In fact, music teachers’ professional development needs may be affected by their degree of experience in the profession. The purpose of this literature review is to examine scholarship during the period 2007 to 2017 about the professional development needs of experienced K–12 music educators. Initial examination of literature in this area shows two emerging themes, including changing needs throughout the career and informal interactions among music educators, being highly effective.

scholarly journals Teachers’ Professional Development on Media and Intercultural Education. Results from some participatory research in Europe

2019 ◽  
Vol 11 (1) ◽  
pp. 110-120
Author(s):  
Maria Ranieri ◽  
Andrea Nardi ◽  
Francesco Fabbro
Keyword(s):  
Professional Development ◽  
Public Schools ◽  
Digital Literacy ◽  
Intercultural Education ◽  
Intercultural Understanding ◽  
Action Research Project ◽  
The Media ◽  
Teachers Professional Development ◽  
University Of Florence ◽  
The University

Abstract Media and intercultural education are being increasingly recognised as a fundamental competence for teachers of the 21st century. Digital literacy and civic competence are facing several new challenges in response to the intensification of migratory phenomena and the unprecedented spread of fake news, especially among adolescents at risk of social exclusion, but teachers’ professional development is still far from coping with this emerging need. Intercultural understanding and a critical use of media among adolescents have now become primary goals for the promotion of active citizenship. This article intends to provide some recommendations on how to support teachers’ professional development in the field of media and intercultural education. To this purpose, it presents and discusses the results of an action-research project aimed at teachers’ improvement of teaching skills about the media in multicultural public schools. The results are part of a larger European project “Media Education for Equity and Tolerance” (MEET) (Erasmus Plus, KA3), an initiative promoted in 2016–2018 by the University of Florence (Italy).

A New Understanding of our Confusion

2017 ◽  
pp. 582-604 ◽  
Author(s):  
Christopher Seals ◽  
Akesha Horton ◽  
Inese Berzina-Pitcher ◽  
Punya Mishra
Keyword(s):  
Professional Development ◽  
Public Schools ◽  
Growth And Development ◽  
Selection Process ◽  
Development Program ◽  
Chicago Public Schools ◽  
Holistic View ◽  
Stem Instruction ◽  
K 12 ◽  
The U.S

This chapter discusses the philosophies and practices that drive the MSUrbanSTEM Leadership & Teaching Fellowship Program. This multi-year project offers a professional development program to a selected cohort of K-12 STEM educators from Chicago Public Schools, one of the largest urban districts in the U.S. This chapter provides a holistic view of the program, shares the fellow selection process, and focuses on the strategically developed curriculum and the theoretical bases for the chosen pedagogy. This allows the authors to explore the psychological and philosophical principles, based on the idea of accepting confusion, and embracing failure in beliefs about pedagogy and STEM instruction, which are used to expand the skills and abilities of these selected urban school teachers. Finally, we provide some initial findings about the teachers' growth and development both in their efficacy and leadership abilities.

Teacher Leadership in Special Education

2021 ◽  
pp. 135-174
Author(s):  
Annie Nguyen Tran
Keyword(s):  
Special Education ◽  
Teacher Leadership ◽  
Special Education Teachers ◽  
Professional Growth ◽  
School Administrators ◽  
School Staff ◽  
Leadership Positions ◽  
Roles And Responsibilities ◽  
K 12 ◽  
The Impact

This chapter addresses the impact of the traditional hierarchical system of organizational leadership on K-12 schools, particularly in special education. This model of leadership distinguishes leaders, such as school principals, from non-leaders, such as teachers and school staff. For special education teachers, this passé model of leadership becomes a barrier for professional growth by limiting the opportunities for teacher leadership in special education. In order for special education teachers to pursue leadership positions in the K-12 education system, teachers likely have to give up their teaching identities in exchange for new roles and responsibilities. With a limitation of research in the area of teacher leadership in special education, there is a need for discussion on how special education teachers can use their expertise to influence school administrators and staff towards equitable and inclusive organizational change.

scholarly journals Like Father, Like Son? A Story of Vietnamese Education System Over 30 Years of Transition.RCISS-0221-03

2021 ◽  
Author(s):  
Hiep-Hung Pham ◽  
Ha Bui
Keyword(s):  
Public Schools ◽  
Education System ◽  
International Schools ◽  
School Administrators ◽  
School Bus ◽  
Education Policies ◽  
Traditional Public Schools ◽  
K 12 ◽  
Short Essay ◽  
Full Day

From a heart-warming story of a father taking his six-year-old son to the school bus station every day, this article identifies some changes within Vietnamese K-12 education policies in the last three decades (1990–2020) and suggests some implications for primary stakeholders, including policymakers, educators, and school administrators. Thirty years, more school models, more sets of national standardized textbooks, more full-day class sessions, more high-quality facilities and services, yet more inequalities and skepticism—all of these changes will be discussed in detail below. Through this short essay, the authors want to introduce a new book project—in which this essay serves as a prelude—focusing on the emerging trend towards the decentralization process of Vietnamese K-12 education. The book will comprise narratives and analyses of socializing processes in our education system, such as the transition from traditional public schools to modern private and international schools. With this project, the authors hope to humbly contribute some significant insights into Vietnamese local educational research archives.

Study Groups: Professional Growth Through Collaboration

2003 ◽  
Vol 96 (3) ◽  
pp. 188-191
Author(s):  
Fran Arbaugh
Keyword(s):  
Professional Development ◽  
Mathematics Teachers ◽  
Professional Growth ◽  
Study Groups ◽  
The United States ◽  
School Buildings ◽  
College And University ◽  
University Courses ◽  
New Ideas ◽  
K 12

Professional development opportunities for mathematics teachers are abundant in the United States. School-and district-based workshops, college and university courses, summer institutes, and local, state, and national meetings for K–12 mathematics teachers all combine to provide numerous opportunities for professional growth. Individual teachers often return from these types of experiences with new activities to use in their classrooms and new ideas about teaching mathematics. What is often missing from many of these types of professional development experiences is the opportunity for teachers to build ongoing and collaborative learning relationships with mathematics teachers in their own school buildings.

Principal’s perceptions of effective professional development in schools

2016 ◽  
Vol 54 (6) ◽  
pp. 703-726 ◽  
Author(s):  
Crystal Brown ◽  
Matthew Militello
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Q Methodology ◽  
School Leaders ◽  
School Administrators ◽  
Active Role ◽  
Service Development ◽  
Content Type ◽  
Statistical Correlations ◽  
Group Interviews

Purpose Principals play a pivotal role in teachers’ professional growth, which impacts student outcomes. The purpose of this paper is to understand the perceptions principals have about effective elements of professional development (PD) and the role they play in facilitating the growth of teachers, and how this affects student learning. Design/methodology/approach Q methodology was utilized to investigate the subjective views of public school administrators about PD. A post sort survey was used to interpret demographic and perceptual data. The Q sorts were factor analyzed to reveal statistical correlations among the administrators. Focus group interviews representative of each emergent factor were then conducted with eight of the 34 principals who sorted the statements. Findings In total, 31 of the participants loaded on one of three factors. Though there were perceptional differences about which PD elements are effective, all of the principals expressed a desire to take an active role in teachers’ professional growth. These distinct viewpoints of PD included the themes of sustainability and collaboration. Originality/value School leaders are commonly named as the most important influence on teachers and their practices. PD is among the significant strategies that principals employ to impact teachers. Thus, studies that provide insights into how school leaders perceive PD are crucial to the in-service development of school teachers.

scholarly journals THE ROLE OF LEADERSHIP IN TEACHERS’ SELF-EFFICACY

2021 ◽  
Vol 2 ◽  
pp. 348-359
Author(s):  
Mirali Mammadzada
Keyword(s):  
Professional Development ◽  
Self Efficacy ◽  
School Administrators ◽  
Journal Article ◽  
Secondary Analysis ◽  
The Self ◽  
Leadership Roles ◽  
Teachers Professional Development ◽  
Roles Of Principals

The self-efficacy of teachers is an important aspect that must be considered in evaluating educational systems. It is affected by several factors such as teachers’ professional development, motivation, and satisfaction. These factors are in turn, affected by leadership roles in the educational system. This paper aimed to determine the correlation between the role of leadership and teachers’ self-efficacy through these factors. A qualitative approach was used where secondary analysis of written articles was conducted. The demographic of the sample in each journal article studied included primary, secondary, and tertiary schoolteachers in Europe. Results show that the factors under study are affected by the leadership roles of principals, school administrators, and teachers. Leadership roles improve teachers’ professional development, boost motivation, and increase job satisfaction which as a result, affects the self-efficacy of teachers. Thus, the leadership roles of principals, school administrators, and teachers, particularly a transformational type of leadership in contrast with a transactional form of leadership, affect the self-efficacy of teachers positively and ultimately their performance in their classes. 

scholarly journals Principals’ Role in Promoting Teachers’ Professional Development and Learners’ Performance In Secondary Schools in Murang’a and Kirinyaga Counties, Kenya

2019 ◽  
Vol 7 (4) ◽  
pp. 35
Author(s):  
Irungu Cecilia Mwihaki ◽  
Kagema Josphat N ◽  
Gachahi Michael Wambugu
Keyword(s):  
Professional Development ◽  
Secondary Schools ◽  
Ministry Of Education ◽  
Knowledge And Skills ◽  
Validated Questionnaires ◽  
National Examinations ◽  
Overall Performance ◽  
Practice Knowledge ◽  
Level Of Significance ◽  
Teachers Professional Development

Students’ overall performance in country wide national examinations in Kenya has recorded below mean achievement as attested by Kenya Certificate of Secondary Education (KCSE) results. The number of students scoring grade D+ and below has consistently remained high compared with those attaining grade C+ and above which is the country’s minimum university entry. Concerns have been raised regarding this trend in students’ achievement. This study examined the performance of the principals’ role in promoting teachers’ professional development and learners’ performance in Kirinyaga and Murang’a counties, Kenya. The study involved a sample of 205 principals and 367 teachers selected from secondary schools in the two counties. Researchers used validated questionnaires and interview schedules to collect data from teachers and principals and analysed data using descriptive and inferential statistics. The hypothesis was tested at p>0.5 level of significance using Pearson Product Moment Correlation. The study established that there was no statistically significant relationship between principals’ role in promoting teachers’ professional development and learners’ performance. The study recommended that principals should ensure that teachers put into practice knowledge and skills learnt during in-service courses so that students benefit from the investment. The Ministry of Education should also take keen interest in how in-service courses are conducted.

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