scholarly journals Collaboration at Its Best: Supporting the Professional Growth of Educational Leaders

2013 ◽  
Vol 41 (1) ◽  
Author(s):  
Elizabeth Funk
Keyword(s):  
Professional Growth ◽  
Educational Leaders

Liberating Sovereign Potential: A Working Education Capacity Building Model for Native Nations

2020 ◽  
Vol 30 (6) ◽  
pp. 493-518
Author(s):  
Alex RedCorn (Osage)
Keyword(s):  
Professional Growth ◽  
Indigenous Education ◽  
Change Agents ◽  
Educational Leaders ◽  
Community Assets ◽  
Building Model ◽  
Governance Systems ◽  
The Status ◽  
Leadership Context ◽  
Healthy Community

With culturally sustaining pedagogies gaining momentum in our evolving educational landscape, the political backdrop of sovereignty and the pursuit of self-determination through education for Indigenous peoples creates a truly unique leadership context. The purpose of this conceptual article is to introduce a working model for educational leaders in Native nations to liberate educational sovereignty by engaging in broad and dynamic systems thinking that centers on their nation’s cultural and governance systems. From this positionality, this model then calls for leaders to engage in the iterative work of (a) assessing the educational landscape and identifying community assets, (b) fostering professional growth across systems, and (c) engaging in ongoing systems development and alignment advocacy. Furthermore, this model calls for leaders to incorporate critical Indigenous education frameworks and philosophies into these efforts, as well as foster a healthy community of practice across all systems of education to cultivate conditions for ongoing learning and connectivity among professionals. Through these efforts, over time leaders in Native nations can increase their ability to liberate educational sovereignty by creating an army of change agents working to (re)center systems of learning around Native nation’s cultural and governance systems, and pull learning systems away from the assimilationist trajectory found in the status quo of settler-colonial education.

Professionalism among Jamaican Educators

2017 ◽  
pp. 24-45
Author(s):  
Nola Hill-Berry
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Code Of Ethics ◽  
Code Of Conduct ◽  
Educational Leaders ◽  
Small Scale ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Teacher Professional ◽  
Professional Codes

The issue of professionalism among Jamaican educators has occupied a significant portion of much discourse. In this chapter, the author discusses a small-scale study that sought to answer two main questions: What are the perspectives of the Jamaican teachers regarding professionalism and are Jamaican teachers professional? The aim of which was to generate information that the relevant technocrats within the education sector can use to inform decision making. Through convenience sampling, a cross-sectional survey was done to solicit responses across a select college and two high schools. Participants responded to these questions through a specifically designed questionnaire. The question of whether Jamaican teachers are professional was still unanswered. However, more efforts should be expended to ensure that teachers uphold professional standards, become acquainted with their code of ethics and improve the levels of compliance with these professional codes and standards. In the meantime, educators should be encouraged to continuously seek and engage in professional development activities to augment their personal and professional growth; as well as the growth and development of others. This chapter discusses professionalism among Jamaican educators and highlights the professional principles and code of conduct, daily practices of Jamaican educators, and their perspectives on teacher professional development, and wider stakeholder impact. The author challenges educational leaders to mobilize educators to attain higher levels of excellence and professionalize teaching by ensuring conformity with established standards and code of conduct.

scholarly journals Preparing Instructional Leaders: Evaluating a Regional Program to Gauge Perceived Effectiveness

2019 ◽  
Vol 14 (1) ◽  
Author(s):  
Gregory Rodney MacKinnon ◽  
David Young ◽  
Sophie Paish ◽  
Sue LeBel
Keyword(s):  
Instructional Leadership ◽  
School Environment ◽  
Professional Growth ◽  
Educational Leaders ◽  
Instructional Leaders ◽  
Convenience Sample ◽  
Qualitative Feedback ◽  
Administrative Effectiveness ◽  
Practical Program ◽  
Socioemotional Health

An instructional leadership program (ILP) has offered education and support to three cohorts of educational leaders in Nova Scotia, Canada, amounting to approximately 130 participants. Quantitative and qualitative feedback from a convenience sample (n = 90) suggests that the ILP offers an extremely useful practical program; in fact, 95 percent of the sample indicates advances in the categories of professional growth, improved instructional leadership, and tangible progress in administrative effectiveness. Systemic and school environment trends have dictated that educational leaders need a skill set that positions them to respond more aptly to issues of poverty, socioemotional health, and mental health while attending to improved community building both within the school and in the greater public. This study uses surveys, interviews, and focus groups to identify emerging and impending challenges.

Rethinking the role of reading assessments for real learning

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Chantal Francois ◽  
Mia Hood
Keyword(s):  
School Leadership ◽  
Student Performance ◽  
Professional Growth ◽  
Educational Leaders ◽  
Public High School ◽  
Multiple Choice Questions ◽  
Content Type ◽  
Authentic Assessments ◽  
The Usa ◽  
The Right

Purpose Scholars who advocate for equity-oriented educational practices have argued that the accountability era in the USA, now in place for two decades, has failed in its intended goal to improve student performance for traditionally marginalized student populations. This study aims to use a sociocultural lens to trace how a century-old conceptualization of reading – that discrete skills comprise comprehension and that multiple-choice questions can measure mastery of those skills – predominates today’s standardized reading tests. Design/methodology/approach This essay draws on the authors’ collective experiences as literacy educators, school leaders and researchers. Findings The authors critique two beliefs rooted in Eurocentric thinking borne from a long-held conceptualization of reading – that logical reasoning and the right background knowledge can promote achievement on standardized tests. The authors link the critique to their lived experiences and situate test design features in the broader sociopolitical educational landscape. Then, by presenting examples from an urban public high school, the authors encourage educational leaders to revisit the potential of authentic assessments as complex and meaningful activities that foster the critical thinking necessary for participating in democracy. Practical implications Committing to authentic assessments takes the work characteristic of transformative school leadership, especially serving diverse student populations: A clear and ambitious vision that centers social justice and cultural relevance, frequent, shared opportunities for professional growth and shared norms for instructional practice and student growth. Originality/value This essay encourages educational leaders, researchers and policymakers to revisit the potential of authentic assessments as tasks that can surpass external measures in informing teachers about how students’ develop their literacy in school.

Creative Problem Solving in Public School Supervision

1989 ◽  
Vol 20 (3) ◽  
pp. 320-332 ◽  
Author(s):  
David A. Shapiro ◽  
Nelson Moses
Keyword(s):  
Public School ◽  
Problem Solving ◽  
School Environment ◽  
Professional Growth ◽  
Cognitive Learning ◽  
School Personnel ◽  
Collaborative Problem Solving ◽  
The Public ◽  
School Supervision ◽  
Team Functioning

This article presents a practical and collegial model of problem solving that is based upon the literature in supervision and cognitive learning theory. The model and the procedures it generates are applied directly to supervisory interactions in the public school environment. Specific principles of supervision and related recommendations for collaborative problem solving are discussed. Implications for public school supervision are addressed in terms of continued professional growth of both supervisees and supervisors, interdisciplinary team functioning, and renewal and retention of public school personnel.

Professional Growth: A Right or a Requirement? Problems of Continuing Education for Psychologists

1970 ◽  
Author(s):  
Peter M. Lewinsohn ◽  
Sherman Ross ◽  
Carl Zimet ◽  
Joseph Herrington
Keyword(s):  
Continuing Education ◽  
Professional Growth

Competenza ad agire insieme e senso di iniziativa: il tirocinio per attraversare i confini tra studio e lavoro

2020 ◽  
pp. 93-102
Author(s):  
Fabrizio d'Aniello
Keyword(s):  
Professional Growth ◽  
Capability Approach ◽  
Boundary Crossing ◽  
Methodological Framework ◽  
Knowledge Models ◽  
Internship Experience ◽  
Cultural Historical Activity ◽  
The University ◽  
And Training ◽  
The Capability Approach

The pre-eminent motivation behind this contribution lies in the intention to offer students of three-year degree course in education and training sciences and master's degree in pedagogical sciences of the University of Macerata a further support than those already existing, aimed at expanding the educational meaningfulness of the internship experience. The main criticality of such experience is connected with the difficulty in translating knowledge, models, ideas into appropriate activities. This notably refers to the conceptual and educational core of the sense of initiative and entrepreneurship and, consistently, to the skill to act. Therefore, after a deepening of the sense of initiative and entrepreneurship, followed by related pedagogical reflections based on the capability approach, the paper presents an operative proposal aimed at increasing young people's possibilities of action and supporting their personal and professional growth. With regard to this training proposal, the theoretical and methodological framework refers to the third generation cultural historical activity theory and to the tool of the boundary crossing laboratory, variant of the change laboratory

Meanings of burnout and resilience in Ontario dietitians

2012 ◽  
Vol 1 (2) ◽  
pp. 13-20
Author(s):  
Yuka Asada
Keyword(s):  
Job Stress ◽  
Professional Growth ◽  
Maslach Burnout Inventory ◽  
Professional Relationships ◽  
Contributing Factors ◽  
Dietetic Education ◽  
Body Of Knowledge ◽  
Growth And Change ◽  
And Training ◽  
Preventative Approach

  ABSTRACT   Objectives: Although experiences of burnout are well documented among some health professionals, there is limited research that explores similar experiences among dietitians. This study aims (1) to describe the varied qualitative dimensions of burnout that are particular to dietitians and (2) to identify the factors that might be deemed protective against burnout. Methods: Fourteen dietitians were recruited from a larger quantitative study that assessed prevalence of burnout in Ontario, Canada using the Maslach Burnout Inventory (MBI). Those who completed the MBI were invited to participate in two phenomenological interviews. Transcribed interviews were analyzed by naïve readings and identified meaning units with a larger team for increased rigor and trustworthiness. Results: Dietitians describe burnout as having bodily and overall health consequences. Both social/professional relationships and dietitians’ passion for their work contributed to experiences of burnout and resilience. Opportunities for continued professional growth and change were contributing factors for resilience. Implications & Conclusions: This study contributes to the limited body of knowledge on dietitians’ lived experiences of burnout and resilience. The findings have implications for those involved in the education and training of student dietitians, and for those in a position to offer support to dietitians who are struggling with job stress. In the context of fostering resilience, a preventative approach to dietetic education is explored with the intention to protect future practitioners from burnout.

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