scholarly journals Developing a Program to Strengthen Learning Leadership of School Principals under the Secondary Educational Service Areas

2018 ◽  
Vol 11 (12) ◽  
pp. 86
Author(s):  
Aphisayarat Prarasri ◽  
Amnaj Chanawongse ◽  
Kowat Tesaputa
Keyword(s):  
Leadership Development ◽  
Learning Community ◽  
Professional Learning ◽  
School Principals ◽  
Phase 1 ◽  
Work Practice ◽  
Educational Service ◽  
Participatory Action ◽  
Job Experience ◽  
Service Areas

The purpose of this research was to develop the program on learning leadership strengthening for school principals under the secondary educational service areas. This study methodology was based on research and development (R&D) approach by the application of Participatory Action Research (PAR) with 4 phases. They were 1) finding the components and indicators of learning leadership, 2) study of the present and desirable condition of learning leadership, 3) developing learning leadership strengthening model, and 4) study of the implementation results program of learning leadership strengthening for school principals under the secondary educational service areas. The research findings reveal the program development comprises 70:20:10 ratio of learning leadership development—70 percent on the job experience and off the job experience, 20 percent professional learning community (PLC) process and personal feedback, and 10 percent training. The training involves 3 phases—phase 1 is training, phase 2 is integration with work practice, and phase 3 is follow up and evaluation.

scholarly journals Leadership change design: a professional learning community (PLC) project in eastern Indonesia

2019 ◽  
Vol 8 (1) ◽  
pp. 47 ◽  
Author(s):  
Teddy Trilaksono ◽  
Ambara Purusottama ◽  
Ifa Hanifah Misbach ◽  
Irfan Hary Prasetya
Keyword(s):  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
School Principals ◽  
School Principal ◽  
Research Approach ◽  
Change Model ◽  
Leadership Change ◽  
Eastern Indonesia ◽  
Action Research Approach

<span>A professional learning community (PLC) is a long-term sustainable program that can replace professional development (PD) to enable teachers to become teacher leaders and school principals to become instructional leaders. Using a case study from the establishment of the PLC project in 10 schools of Eastern Indonesia (Saparua island, Maluku), this research develops a progressive leadership change model through an ADDIE instructional design that changes school leadership. The research aims to investigate how to identify the most effective leadership change model by exploring differrent forms of learning communities between school principals and teachers. Using an action research approach to solve the problem, the data were collected over a 10-month period when the PLC project activities took place and embedded them as empirical materials that complement each other. The findings show that the leadership change design through PLC runs effectively if value alignment occurs between school principals and teachers after the open environment is established. The data also highlight that aligned values must be embedded as school identities, whereas a school principal must act as a change leader in order to ensure that these changes are sustainable. This study concludes by proposing policy recommendations for policy makers and education stakeholders on how to develop PD and PLC in <br /> Indonesian schools.</span>

scholarly journals Co-constructing an intercultural professional learning community in music education

2021 ◽  
Vol 2 (1) ◽  
pp. 161-186
Author(s):  
Vilma Timonen
Keyword(s):  
Music Education ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Teacher Education Program ◽  
Theoretical Concept ◽  
Music Teacher ◽  
Participatory Action ◽  
Changing Times ◽  
Collaborative Activities

This participatory action research aims to contribute to a better understanding of the advantages and complications involved in intercultural educational development work in the field of music education. The inquiry focuses on Finnish and Nepali music educators’ collaborative activities in the period 2013–2016 aimed at establishing a music teacher education program in Nepal. The collaboration is examined through the theoretical concept of a professional learning community (PLC). Particular interest is placed on illustrating the nature of the professional learning that took place for the participating teachers during the development of the intercultural PLC. The findings point towards recognizing the importance of supporting systematic collaborative operational models within and between institutions, as they hold the potential for constructing reflective, ethically engaged, and diversity-aware music education – the kind of education that is needed in these rapidly changing times.

scholarly journals Leading Ladies:  Portraits of Principals:  The Leadership Styles and Practices of Women Secondary  School Principals Reflected within a Principal Professional  Learning Community

2021 ◽  
Author(s):  
◽  
Erika Helen Snedden
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Learning Community ◽  
Leadership Styles ◽  
Professional Learning Community ◽  
Professional Learning ◽  
School Principals ◽  
Secondary School Principals ◽  
Women Principals ◽  
School Contexts

<p>Recent New Zealand Ministry of Education documents highlight the challenge to provide professional learning opportunities for principals and the current initiative to support and strengthen school leadership through the Professional Leadership Strategy. There is a need for professional development strategies and opportunities that help principals more effectively understand their school contexts, responsibilities and their own competencies, leadership styles and practice. To transfer and be sustainable, effective leadership practice requires the building of principal leadership learning communities within individual New Zealand school contexts. This thesis builds on previous studies of New Zealand women principals' experiences of leadership, contributing to a greater insight into the identities, role and practice of women principals while modelling a framework for reflective practice as a tool for professional and educational leadership development. As an iconographic study of three New Zealand women secondary school principals this thesis exhibits the life stories and experiences which have impacted upon their personal theories about leadership styles and practice. Composed through a métissage (merging) of image and dialogue to create portraits of the principal's leadership identities it is set in situ within a principal professional learning community. A qualitative, multiple-case studies methodology was employed. The design was informed by a reflective practitioner approach and action learning orientation underpinned by arts-based inquiry, a methodological and theoretical genre that proposes a reinterpretation of the methods and ethics of human social research. The findings indicate that the personal development, self-awareness and growth of a leader are a catalyst to stimulate collective development and accomplishment.</p>

scholarly journals A Model of Professional Learning Community Promotion based on Kalyanamitta Principles of Opportunity Expansion Schools under Office of Primary Educational Service Area

2021 ◽  
Vol 58 (1) ◽  
pp. 3671-3675
Author(s):  
Chantana Phumma Et al.
Keyword(s):  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Mixed Methods Research ◽  
Shared Vision ◽  
Current Situation ◽  
Service Area ◽  
Educational Service ◽  
Need Assessment ◽  
The Third

The purposes of this research were 1) to study the current situation and problem of professional learning community of opportunity expansion schools under Office of Primary Educational Service Area, 2) to develop a model of professional learning community promotion based on Kalyanamitta principles of opportunity expansion schools under Office of Primary Educational Service Area, and 3) to propose a model of professional learning community promotion based on Kalyanamitta principles of opportunity expansion schools under Office of Primary Educational Service Area. Mixed methods research was used for research design. Qualitative research was conducted by documentary study from documents, research reports, articles, thesis, and related research including in-depth interview. Model was developed by focus group discussion and data were analyzed by content analysis. Quantitative research was collected by assessment questionnaires in 4 areas consisted of 1) utility, 2) possibility, 3) suitability, 4) correct. Statistics used for data analysis consisted of percentage, mean and standard deviation. Results indicated that 1) the current situation and problem of professional learning community of opportunity expansion schools under Office of Primary Educational Service Area showed the first order was knowledge management, the second order were two aspects of need assessment consisted of shared leadership and learning and professional development, the third order were two aspects of need assessment consisted of shared vision and Kalyanamitta community, and the fourth order were two aspects of need assessment consisted of collaborative working team and supportive structure of professional learning community. 2) A developed model of professional learning community promotion based on Kalyanamitta principles of opportunity expansion schools under Office of Primary Educational Service Area showed overall at the highest level. Utility and correct were showed at the highest levels, whereas suitability and possibility were shown at high levels respectively.  3) A model of professional learning community promotion based on Kalyanamitta principles of opportunity expansion schools under Office of Primary Educational Service Area was develop in 3 components consisted of the first component of introduction, the second component of process guideline, and the third component of results  

Participation in the Swedish national principal training programme: How does it intertwine with principals’ practice?

2021 ◽  
pp. 174114322199871
Author(s):  
Stina Jerdborg
Keyword(s):  
Leadership Development ◽  
Empirical Study ◽  
Professional Learning ◽  
School Principals ◽  
Training Programme ◽  
Principal Training ◽  
Continuous Learning ◽  
Leadership Practice ◽  
And Function ◽  
Situated Perspective

Blending principal education programmes and leadership practice has become a common feature in the education of school principals. However, the need for further research in how programme participants experience learning within an overall structure of a programme has been highlighted since the same programmes are experienced differently. This empirical study used a practice-based approach to explore how participation in the Swedish National Principal Training Programme intertwines with principals’ work in practice. A situated perspective was used, interviewing and observing principals in both their educational and their workplace practice. In addition, teachers were interviewed at their school. This study revealed processes of continuous learning, which connects practice to what was learned in the Principal Programme. These processes mend and bridge old practices with new practices and therefore facilitate change. The principal also becomes a broker, rendering legitimacy in practice. The analyses, however, also reveal processes of interrupted learning, which disconnects working in practice from the participation in the Principals’ Programme, leading to discontinuous processes and exits. Increasing consciousness of the value of working with bridging and brokering would support principals’ professional learning and function as a foundation for leadership development.

scholarly journals Application of the King's Philosophy in the Professional Learning Community to Develop Classroom Learning Promotion Network in Schools in Kanchanaburi Province

2021 ◽  
Vol 58 (1) ◽  
pp. 4423-4428
Author(s):  
Karanphon Wiwanthamomgkon
Keyword(s):  
Classroom Management ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Lessons Learned ◽  
Network Development ◽  
Classroom Learning ◽  
Participatory Action ◽  
School Directors ◽  
Good Level

The purpose of this research was conducted by research and development using Participatory Action Research (PAR) which applied article was to the King's Philosophy in the professional learning community and the systematic thinking to develop classroom learning promotion network. The purposes of this research article were 1) to study the background of the school and the need of the network development, 2) to develop the model, 3) to study result of model utilization, 4) to evaluate and conduct the lessons learned. The target group of the study were from 31 teachers from 6 schools who attended the network development with volunteering. Results indicated that 1) all educational organization realize the important and need of network development, 2) results of the developed model that assessed by experts showed at good level (Mean = 3.82, S.D. = 0.67). Process of networking operation with 3 steps consisted of step 1 is to build the network and set the target, step 2 is to cooperate creative network development, and step 3 is to conduct lessons learned and extend learning network. 3) Result of model utilization showed the cooperation of school directors, teachers, students, and CCF foundation, and it was shown 92.59 percent in collaborative action. 4) Results of evaluate and conduct the lessons learned showed that the use of networking to promote learning management was good level, self-development of teacher was at good level, development of classroom management of teachers was at good level, students showed good level after the development, students have shown learning behavior and knowledge at reasonable level

scholarly journals Development of Faculty of Education of Northeastern University through Professional Learning Community Process

2020 ◽  
Vol 9 (6) ◽  
pp. 318
Author(s):  
Pha Agsonsua ◽  
Vanich Prasertphorn
Keyword(s):  
Higher Education ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Research Work ◽  
Present Condition ◽  
International Level ◽  
Participatory Action ◽  
Family Culture ◽  
Faculty Of Education

The objectives of this research were 1) to study the present and the desirable condition of the Faculty of Education of Northeastern University, 2) to develop the faculty through PLC process, and 3) to assess the results. The study used PAR (Participatory Action Research) with the sample of selected groups of 6 administrators, 27 instructors, and 378 students with a total of 411 persons altogether. The research results were as follows: Regarding the present condition, the faculty has been traditionally embedded in family culture with the faculty vision of “Being a Professional Learning Community”, but, still, seriously underperformed in research work and English proficiency; therefore, the desirable condition was to have research work and English competency meet the national higher education standards that ultimately lead to being professionals. As for the results of the development of the faculty through PLC process and PAR, the research works of all staffs and students were nationally acceptable and published in the journals of TCI group 1 and 2 and looking forward to and now making good progress to international level. Over 85% of staffs and students passed the Common European Framework of Reference for Language test required by Thai Higher Education Commission. The development will be on-going and moving toward international level. In sum, the development of research work and English competency of the staffs and students in the Faculty of Education of Northeastern University through PLC process and PAR was academically and professionally effective. The study is rewarding.

scholarly journals Leading Ladies:  Portraits of Principals:  The Leadership Styles and Practices of Women Secondary  School Principals Reflected within a Principal Professional  Learning Community

2021 ◽  
Author(s):  
◽  
Erika Helen Snedden
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Learning Community ◽  
Leadership Styles ◽  
Professional Learning Community ◽  
Professional Learning ◽  
School Principals ◽  
Secondary School Principals ◽  
Women Principals ◽  
School Contexts

<p>Recent New Zealand Ministry of Education documents highlight the challenge to provide professional learning opportunities for principals and the current initiative to support and strengthen school leadership through the Professional Leadership Strategy. There is a need for professional development strategies and opportunities that help principals more effectively understand their school contexts, responsibilities and their own competencies, leadership styles and practice. To transfer and be sustainable, effective leadership practice requires the building of principal leadership learning communities within individual New Zealand school contexts. This thesis builds on previous studies of New Zealand women principals' experiences of leadership, contributing to a greater insight into the identities, role and practice of women principals while modelling a framework for reflective practice as a tool for professional and educational leadership development. As an iconographic study of three New Zealand women secondary school principals this thesis exhibits the life stories and experiences which have impacted upon their personal theories about leadership styles and practice. Composed through a métissage (merging) of image and dialogue to create portraits of the principal's leadership identities it is set in situ within a principal professional learning community. A qualitative, multiple-case studies methodology was employed. The design was informed by a reflective practitioner approach and action learning orientation underpinned by arts-based inquiry, a methodological and theoretical genre that proposes a reinterpretation of the methods and ethics of human social research. The findings indicate that the personal development, self-awareness and growth of a leader are a catalyst to stimulate collective development and accomplishment.</p>

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