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Professional Development: What makes it work?
Abstract
Each year, every school spends thousands of dollars and allocates many, many hours to the ongoing professional development of its teachers. Does this investment translate into changes in classroom practice and does it make a difference to student learning? This paper summarises the learning of twelve schools that participated in a Ministry of Education contact aimed at rethinking professional development practices. It examines changes they made to the way they planned and organised professional development, how they tailored programmes to the needs of individuals and groups, how they attempted to monitor and evaluate the outcomes, the induction of teachers new to a school and issues related to the change process itself. It also evaluates the experience of four of the twelve Principals who participated in a professional development group as part of their programme. Introduction to the project In 2000, the Ministry of Education contracted the Institute of Professional Development and Education Research (IPDER) to deliver a Development Contract to twelve schools in the Auckland area. A number of other providers were contracted to carry out similar work in other areas of the country. The twelve Auckland schools comprised six primary and intermediate schools and six secondary schools. The goal of the Contract was to support schools to evaluate their professional development practices against current best practice as outlined in the international and national literature and then to adapt and change their programmes in light of that review. In the previous year, the Ministry had developed a draft document, 'Making Changes: Improving Schools Through Professional Development', and it was intended that the schools would trial this resource as part of their commitment to the Contract. The Contract ran from February 2000 through to April 2001 and was designed to involve the whole school, including the Principal. Each school appointed a professional development team of between three and six people to coordinate the developments which involved a series of workshops with all twelve schools, a
... view of effective professional development also resonates with what has been seen in the previous discussion -the one that exhibits collaborative, active, connected, and on-going features. Corresponding to this, Hill, Hawk, & Taylor (2002) and Poskitt (2001) have put forward five factors that contribute to making professional development work. These factors include: ...
... This is supported by Bell & Gilbert (1996), Stein, Smith & Silver (1999), King and Newmann (2001), Clarke & Hollingswood (2002), and Fraser, et al. (2007). Hill et al. (2002) also supports this view of professional development. The authors have extended five key factors in the success of professional development. ...
... The participants, as a whole, believed that, as reflective practitioners, they would be more self-directed, autonomous learners to assume the responsibility of their development. There is copious amount of literature available that supports these opinions of the participants: Schön (1991 and, Darling-Hammond & McLaughlin (1995), Hill et al. (2002), Lawler (2003), Lambert (2003), Bush & Glover, (2003), and Merriam & Caffarella (2007). Lambert (2003), for example, considers dialogue and reflection as one of the activities that can make professional development effective. ...
The mission of the Designing Professional Development for Better Pedagogy is to make a contribution to the understanding of Pakistani professional development in tertiary and higher education sectors. The inspiration for this book came from a research project on teacher development conducted by us in 2009 at the Melbourne Graduate school of Education, the University of Melbourne, Australia. This ethnographic case study, conducted in 2011, not only refreshes the results of our previous research, but also moves the debate forward by analysing the problems and practices of Pakistani professional development, cataloguing the voices of
tertiary/higher education teachers, introducing a new vision of professional development, and providing a basic fabric and some structure for the suggested reforms to take place. The book is of particular interests to those who implement professional development programmes for teacher educators-leaders, instructional coaches, staff developers, university and college teachers, researchers and practitioners.
... Kandungan, struktur dan keperluan PP yang efektif adalah sama penting dengan pencapaian pelajar (Hill et al., 2002;Timperly et al., 2007). Salas dan Cannon Bowers, (2001) pula menganggap pembangunan profesional yang berkesan merupakan revolusi kepada pengetahuan baru konsep organisasi dan kognitif. ...
... Tahap Pembelajaran Guru mempunyai hubungan dengan pelaksanaan PP. Mengikut kajian Hill et al., (2002) bahawa pembangunan profesional mestilah dipunyai oleh keperluan peserta dan berkaitan dengan perubahan yang dapat memberi sokongan kepada organisasi. Guru-guru perlu diberi deep learning untuk membuat perubahan sama ada cara berfikir dan amalan, refleksi, modifikasi praktikal yang akan dipamerkan melalui amalan mereka (Hill et al., 2002). ...
... Mengikut kajian Hill et al., (2002) bahawa pembangunan profesional mestilah dipunyai oleh keperluan peserta dan berkaitan dengan perubahan yang dapat memberi sokongan kepada organisasi. Guru-guru perlu diberi deep learning untuk membuat perubahan sama ada cara berfikir dan amalan, refleksi, modifikasi praktikal yang akan dipamerkan melalui amalan mereka (Hill et al., 2002). ...
ABSTRAK Kajian ini menggunakan Model Penilaian Guskey untuk mengenal pasti tahap penilaian pembangunan profesional dalam kalangan guru sekolah menengah di daerah Manjung. Hubungan di antara konstruk reaksi kepuasan guru, pembelajaran guru, penggunaan kemahiran dan pengetahuan guru, sokongan dan perubahan organisasi dan pembelajaran pelajar dikenalpasti untuk meramal penilaian pembangunan profesional dalam kalangan guru. Data kajian dikumpul melalui soal selidik dan dianalisis menggunakan ujian-t, dan ujian korelasi. Dapatan kajian menunjukkan terdapat hubungan yang signifikan terhadap pelaksanaan pembangunan profesional dengan pembangunan profesional guru. Berdasarkan dapatan kajian ini, beberapa cadangan turut dikemukakan. Dapatan kajian memberikan banyak input-input baru dan boleh digunakan serta dimanfaat untuk merancang program dan kursus yang bersesuaian untuk meningkatkan keberkesanan pembangunan profesional guru yang mendokong pembangunan sekolah dan pendidikan. Kata Kunci pendidikan, Model Penilaian Guskey, penilaian, guru, pembangunan profesional
... Subject facilitators delivered the PD to teachers at a range of centres across the country, on specific days known as 'Jumbo days', whilst schools were closed, freeing up time for effective teacher engagement. Teachers' working together was a positive aspect of this PD (Hill, Hawk & Taylor, 2002) but it was prescriptive, due to facilitators having been instructed to closely follow the resource material step by step. A prescriptive approach to PD can be limited (Timperley, Parr & Bertanees, 2009) as it may not support deeper learning nor deal with everyday practical issues that arise. ...
... These PD Jumbo days provided opportunity for teachers to engage with the resources and share understanding of the new assessment structures. They could not, however, be described as in-depth due to the short, one-off timeframe, and they could not take into account the impact on student learning, as described by Hill et al. (2002). ...
The Australasian Journal of Technology Education is a peer refereed journal, and provides a forum for scholarly discussion on topics relating to technology education. Submissions are welcomed relating to the primary, secondary and higher education sectors, initial teacher education and continuous professional development, and general research about Technology Education. Contributions to the on-‐going research debate are encouraged from any country. The expectation is that the Journal will publish articles at the leading edge of development of the subject area. The Journal seeks to publish • reports of research, • articles based on action research by practitioners, • literature reviews, and • book reviews. Abstract This paper provides an historical review of the implementation of the technology learning area in New Zealand secondary schools with a view to identifying aspects which may, or may not, have enabled success. The intention here is to build on previous studies and to consider issues which may have been problematic to some teachers and other stakeholders. By reflecting on this process it may be possible to provide further understanding of present and future needs, which can guide the continuing development of both the technology learning area and its ongoing implementation. The paper draws significantly from the author's experience as a professional development facilitator and pre-service technology teacher educator over a twelve year period. Through this work there has been opportunity to gain considerable understanding of issues concerning technology education, implementation, and the facilitation of professional development for teachers of technology.
... Interestingly, Grissom and Harrington (2010) found that principals who engaged in professional development with a focus on mentoring and coaching were rated as more eective by the teachers they supervised. Additionally, principals value networking opportunities in which to engage in reective dialogue with other administrators concerning, planning, implementing, and supporting processes that elevate standards for student performance (Duncan, 2009;Hill, Hawk, & Taylor, 2001;Reardon, 2011). ...
... Novice principals desire dierent knowledge than veteran principals or those about to exit the profession (Eller, 2010). Secondly, professional development should encompass the needs of adult learners (Hill, et al., 2001;Langer & Applebee, 1986). Such tenets include: (a) ownership of learning activities, (b) appropriateness of learning activities, (c) structure of learning activities, (d) collaboration during activities, and (e) reection after the conclusion of activities (Zepeda, 2007). ...
Wyoming principals were surveyed regarding their perceptions of the strengths and decits of their preparation program, their professional development needs as beginning principals, and the areas in which their districts oer professional development. Findings indicated much variation in perceptions of preparation program strengths and decits. The internship was viewed as valuable in providing experience of day-today school administration; however, time commitment and nancial burdens were of concern. While districts provide adequate professional development in instructional leadership and using data to inform decisions for beginning principals, development needs in the areas of communication, relationship building, and conict resolution were not provided by districts.
... The next, and most extensive, agenda item is the sharing of reflections and a contingent dialogue associated with pre-read, relevant, thematically grouped, articles. The importance of such professional reading in the lives of educators is well documented (Hill, Hawk & Taylor, 2002;Poskitt, 2001), as is the importance of reflection. The sort of reflection we are encouraging in the programme is targeted at reviewing purposes, principles and practice, not just the latter. ...
... Many of the elements in the approach we have adopted meet Dempster's (2001) "Professional Sustenance" orientation to professional development where the emphasis for principals is on "learning derived from the individual and collective subjective experience in their everyday educational practice". The approach has also adopted many of the features that Hill et al (2002) summarised as contributing to making professional development work. These factors include: deep rather than shallow learning; learning, observing and networking with peers; sharing best practice; monitoring, reviewing and evaluating outcomes; translating theory into practice; and professional reading. ...
... The quality of facilitation of the NAPP was perceived to be high with approaches adopted reflecting current perceptions of effectiveness for PD generally (e.g. Darling-Hammond, 2000;Hill et al., 2002;Honold, 2003;Peterson, 2002;Piggot-Irvine, 2006a;Timperley et al., 2007). Overall, and in keeping with Piggot-Irvine's (2006a) conclusions, the NAPP observations revealed that facilitators were responsive, sensitive, supportive and empathetic, mostly had a strong knowledge base and the skills to impart this, and many had the tenacity to hold high expectations of aspirants. ...
... Excellent support was achieved in the NAPP programme from peers and mentors. Specifically, "collaboration", as a form of support in PLGs is a feature noted as important by multiple authors, including Darling-Hammond (2000), Fletcher (2003), Hill et al. (2002) and Piggot-Irvine (2006a). The PLGs offer other advantages that are purported to include: sharing values and expectations linked to teaching, learning, and the teacher role; promoting improvement in student achievement; sharing expertise; and engaging in reflection that is based on dialogue and examination of assumptions around quality practice (Bryk et al., 1999;Dinham, 2007;Louis and Marks, 1998;Piggot-Irvine, 2006b;Timperley, 2004). ...
Purpose
The New Zealand Ministry of Education has constructed a wide‐ranging “Professional Development Plan” providing a four‐stage national pathway for progression to principalship; the first stage has been the conduction of the National Aspiring Principals Pilot (NAPP) programme in five regional locations. The purpose of this paper is to outline the evaluation of the programme.
Design/methodology/approach
A mixed method approach for evaluation was employed where qualitative and quantitative data were collected almost simultaneously, and compared and contrasted.
Findings
Key findings indicated overall sound programme delivery, curriculum coherence, high relevancy to stakeholders and good rates of principal appointments. Greater emphasis is placed on distinctive findings that have not been reported elsewhere. These included: primary‐sector participants rating course facilitation, online learning, and “relevancy of the course for principal development” more positively than their secondary counterparts; aspirants who had partial or full completion of a relevant post‐graduate leadership qualification rating eight aspects of NAPP lower than those without such qualifications; and aspirants who were approached and encouraged to apply for NAPP by their principal and subsequently supported by them, finding the programme more relevant and applicable.
Research limitations/implications
The multiple positive outcomes reported reveal short‐term programme adequacy and effectiveness against a range of indicators. Long‐term impact (including capacity to change leadership practice, student learning and school improvement) evaluation is required to determine sustained effectiveness.
Originality/value
The paper provides distinctive findings that have not been reported previously for principal development and more general findings that should inform such development programmes.
... The next, and most extensive, agenda item is the sharing of reflections and a contingent dialogue associated with pre-read, relevant, thematically grouped, articles. The importance of such professional reading in the lives of educators is well documented (Hill, Hawk & Taylor, 2002;Poskitt, 2001), as is the importance of reflection. The sort of reflection we are encouraging in the programme is targeted at reviewing purposes, principles and practice, not just the latter. ...
... Many of the elements in the approach we have adopted meet Dempster's (2001) "Professional Sustenance" orientation to professional development where the emphasis for principals is on "learning derived from the individual and collective subjective experience in their everyday educational practice". The approach has also adopted many of the features that Hill et al (2002) summarised as contributing to making professional development work. These factors include: deep rather than shallow learning; learning, observing and networking with peers; sharing best practice; monitoring, reviewing and evaluating outcomes; translating theory into practice; and professional reading. ...
... However, a general consensus is, the core function of professional development is school improvement and ultimately the enhancement of student learning. It is argued that professional development and school improvement are inextricably linked (Ball & Cohen, 1999; Brooke-Smith, 2003; Guskey, 2002; Hill et al., 2002; Martin & Robertson, 2003; Timperly et al., 2006). Therefore, effective principal professional development programmes must facilitate change that is embedded in the cultural norms of the school. ...
... Theorists contend that a focus on reflection or critical inquiry must underpin all development strategies (Barnett et al., 2004; Dussault & Barnett, 1996; Earley & Weindling, 2004; Hill et al., 2002; Hobson et al., 2003; Martin & Robertson, 2003; Robinson, 2006; Southworth, 1995; Strachan et al., 2004) There are numerous perceived benefits of reflective practice cited in the literature, some of them being that it assists in dealing with uncertainty and ensures a more informed approach to decision making, that it allows for a more proactive (rather than reactive), approach to dealing with confronting problems, improves self awareness, and that it matches theory to practice. It is contended that reflection is the skill that both enables learning to be turned into action and increases commitment to action and that without its presence learning is only likely to occur at a very superficial level. ...
ABSTRACT It is widely accepted that the quality of school leadership and school improvement are inextricably linked. Therefore it can be said that, investment in principal development is an investment in quality schools, and therefore an investment in the future. This report describes a qualitative research project undertaken in 2006, to examine the experience of beginning in principalship in New Zealand, from the perspectives of principals now in their third to fifth year in the role. It attempts to seek answers to questions: What training do those entering principalship receive prior to taking up the role? How are principals supported as they begin in the role? What support is available to them currently - beyond the induction period? What training and support is considered to be effective by beginning principals? What else could do they believe could be introduced to enhance current support and training? Twelve principals were interviewed, from a diverse range of school contexts, individually, and then a focus group approach was used to affirm and clarify emergent findings, and to suggest a potential model for improved development. A review of the literature identified a series of stages that principals move through during their career and the importance of professional learning to support each career stage. It highlighted several strategies deemed to be effective in assisting the development of leadership within the stages identified. The literature concluded, that while there is an awareness of both the stages of leadership, and the importance of targeted development to meet the needs of individuals throughout those stages, most learning remains organisationally rather than individually focussed, and there remains a lack of a planned, structured and synergistic approach to principal development. The biggest area of concern is suggested as being in the stage where principals are deemed to be effective. The research findings showed that in the current New Zealand context, there are several effective strategies enhancing principal professional learning. It does, however, conclude with several recommendations for strengthening and enhancing the status quo. Participants in the research suggested that many of the current initiatives offered, remain isolated from each other and now need to be brought into a more robust and aligned framework. There is a perception from those involved in the research, that beyond the induction period, currently eighteen months, there is a void in professional learning opportunities, and that principals struggle to get targeted feedback that allows them to identify their needs. They further suggested that greater preparation for principalship on appointment was required, and believed that a period shadowing an experienced colleague would be invaluable.
... According to the literature, effective professional development frequently requires groups of teachers to work actively and collaboratively together Stoll 2000). Furthermore, effective learning is not just about building teacher knowledge, but it is also about transferring teacher learning into class practice (Hill, Hawk & Taylor, 2002). Crawford (2008) states that professional development programmes aimed at improving teachers' pedagogical content knowledge of any subject matter results in teachers improving their use of specific strategies for effective teaching. ...
Spirituality from a Samoan perspective
... According to the literature, effective professional development frequently requires groups of teachers to work actively and collaboratively together Stoll 2000). Furthermore, effective learning is not just about building teacher knowledge, but it is also about transferring teacher learning into class practice (Hill, Hawk & Taylor, 2002). Crawford (2008) states that professional development programmes aimed at improving teachers' pedagogical content knowledge of any subject matter results in teachers improving their use of specific strategies for effective teaching. ...
This article discusses Samoan educators’ perceptions about the inclusion of children
with special needs in education today. It reports on an investigation into the development
of education for people with disabilities. The study involved teacher trainees and
educators in government, missions and private schools around the country examining
their perceptions and discussing the pedagogies they use to successfully include children
with special needs in mainstream schools. The research study aimed to find out what
assistance is required to ensure children with special needs are included successfully in
mainstream schools. This information is paramount to the work done with the training
of teachers in this area. Perceptions and ideas from this study will help determine the
way forward in the development of inclusive education in Samoa.
... According to the literature, effective professional development frequently requires groups of teachers to work actively and collaboratively together Stoll 2000). Furthermore, effective learning is not just about building teacher knowledge, but it is also about transferring teacher learning into class practice (Hill, Hawk & Taylor, 2002). Crawford (2008) states that professional development programmes aimed at improving teachers' pedagogical content knowledge of any subject matter results in teachers improving their use of specific strategies for effective teaching. ...
... There are opportunities arguably for artists in schools to lead the way, however findings in the present study indicated that there was more likelihood of an ongoing and sustainable implementation of dance if the generalist classroom teacher, rather than an "Artist in School" taught dance. Melchior (2011) cites Hill, Hawke, andTaylor (2002) and the Ministry of Education (2003) stating that "Research in New Zealand has shown that professional development for teachers is most effective when implemented within the classroom and tailored to meet the needs of individual teachers and their students" (122). These findings combined with research regarding teachers teaching the way in which they were taught, highlight the importance of teacher professional development in schools, rather than an introduction of Artists in Schools. ...
This paper reflects upon international arts education action and relative local in-action. The first half of the paper provides a brief narrative of the World Alliance for Arts Education’s advocacy work and the development of the UNESCO Seoul Agenda: Goals for the development of arts education. The second half of the paper highlights a dance education research project in New Zealand that relates to strategies and actions noted within the Seoul Agenda. This dance education research reveals both the power and impotence of policies and events such as the Seoul Agenda and International Arts Education Week. The research reveals that when you step off the global stage and turn to your own backyard, reality strikes hard. Arts education is valued, yet relatively few teachers, fewer schools and even fewer governments are actually willing to fully realise the potential of arts education. Arts education for all the rhetoric lacks commitment and investment. Using dance education as a lens, this research examines what teachers in New Zealand are doing in their classrooms and what this means for local communities, teachers, schools, teacher education institutions, advocacy and support organisations, then provides suggestions so that dance and other arts can fulfil their potential.
... 5). Hill, Hawk and Taylor (2002) go on to add that keeping up to date with professional reading is also a critical aspect of effective professional development which is also well documented by Poskitt (2001). Professional development in order for changes to occur in organisational learning is essential so that effective sustainable long-term initiative implementation might take place. ...
... Effective professional development takes place when the learning is relevant; where teachers are able work together; to focus on instruction and student outcomes; have opportunities to experiment in their practice; take risks and are able to engage in feedback on these opportunities with professional peers both within and outside the organisation; where the learning is deep rather than shallow (Hill, 2001;Piggot-Irvine, 2006;Showers, 1985) . Timperley, Wilson, Barrar and Fung (2007) indicate that when professional learning takes place using a teacher inquiry model than the learning becomes more relevant to both the needs of the student and the teacher as a learner. ...
... Although this was probably most evident with Schools 3 and 4, in all four cases there was an element of willingness of these teachers to give it a go. Collaboration (including use of dialogue), teamwork, regular meetings and sharing was high in all project teams and this is also a significant feature noted to be associated with effective professional development (Darling-Hammond 2000;Hill, Hawk & Taylor 2002;Lambert 2003). Collaboration/participation with parents and students was also reported, particularly in the case of Schools 1 and 2 for parents. ...
An earlier article in EJA (Piggot-Irvine 2008) reported on the background, methodology and overall results for an evaluation study of a special education teacher professional development project that involved action research (AR) or action learning (AL). The ‘Success Case study’ component that constituted the third phase of the evaluation is reported here. The Success Case studies confirmed the most significant outcome of the previous survey (Phase 1) and focus group (Phase 2), that is, an overwhelming willingness of staff and supporters to see students with special education needs excel. Additional distinctive elements emerged that were common to all Success Case schools and the most significant included that: projects were at a small-scale, manageable, level; the classic stages of AR and AL were followed, even though schools may not have been aware of these stages; data/evidence was used to examine both the current situation and outcomes; and ‘best practice’ and/or a relevant literature underpinned this examination.
... Many of these broad principles are incorporated in the following brief review of research and literature on the components of effective professional development programmes. Hill et al. (2002) have described factors contributing to making professional development work. These factors include: engaging in deep rather than shallow learning (this has been elaborated earlier); learning, observing and networking with peers (collaborating); sharing best practice, monitoring, reviewing and evaluating outcomes; translating theory into practice; and keeping up to date with professional reading (the importance of such professional reading in the lives of educators is also well documented by Poskitt, 2001). ...
A dialectical, or mutually informing and influencing, relationship exists between research, programmes for development and improved teaching and learning. Among a raft of other attributes, current perceptions of effective professional development (summarised in the paper) point to deep, collaborative, active and ongoing features as important. Such development, in turn, should result in improvements to teaching and learning, and both these outcomes, and the professional development programme itself, should be able to be evaluated. A review of an action research based leadership programme against the features of effective professional development is used as an example of evaluation. The evaluation indicates a strong and robust approach, but also highlights limitations of independent evaluator depth of knowledge of such a programme and the need to encourage a move towards more rigorous data collection showing evidence of change in evaluation.
... Teachers will increasingly become skilled reflective practitioners (Smyth, 1998) and the development will be ongoing (Hill, Hawk and Taylor, 2001). The research on transfer of training tells us that the qualities of the trainer, the programme and the nature of the follow-up are all important (Sweeney, 1999;Ottoman, 1995, Joyce andShowers, 1996). ...
In 2002, the nine AIMHI schools (urban, secondary, multicultural) each began a programme of 'coaching' to provide effective, ongoing, classroom-based professional development for teachers. Each school developed its own approach and delivery strategies. The current programmes are mainly funded by the Ministry, as a collective AIMHI project. They are ongoing and in their second year, so the knowledge gained is evolving. This paper looks at the underpinning philosophical and research base for coaching and at the earliest decisions made by the schools about their individual approaches. It explores the setting up processes used by the schools and the adaptations that have been made as the various approaches were trialled. While the learning is ongoing, it has been possible to draw some conclusions about what works and what has been difficult. The overall aim is to find ways to help teachers improve their classroom practice and, therefore improve student learning and achievement. The challenge is how to manage and sustain this type of development in a large, urban state secondary school with the time and financial constraints that are a daily reality. They also involve a culture shift in the way teachers think about professional development and having other professionals in their classrooms.
... Garet et al. (2001) report that effective professional learning designed specifically for teachers included focusing on: specific pedagogical content knowledge; providing multiple opportunities for active learning; and making explicit how the professional learning fits with what teachers already know. A consistent theme in skill development approaches is the importance of time, opportunity, collegial feedback and support to enact professional learning in the classroom (Hill et al. 2002, duFour 2004. Further, the content of professional development must be consistent with the teachers' needs at that time (Garet et al. 2001). ...
Professional learning to embed educational reform may need to take account of the stage of the reform rather than previous teaching experience. As reforms move to the embedding phase, some teachers have become more expert in executing the reform than others and may be well placed to provide professional learning. In 2007, the New Zealand Ministry of Education funded a ‘Senior Subject Adviser’ pilot to further embed the National Certificates of Educational Achievement assessment reform. This involved seconding 22 teachers from schools to advisory services in universities. This paper outlines that the pilot offered a successful structure that supported the needs of teachers. The key to success was the devolved nature of the pilot, which acknowledged that embedding reform can be facilitated by teachers.
http://www.tandfonline.com/eprint/VupTjSnhUe9AXPKc8KHf/full
... (Sue, initial interview, 2 December, 2005) One of the key changes in personnel that Sue refers to is the appointment of a new principal to the school. Given the significance that research attributes to the role of principals and senior managers in supporting school initiatives for addressing student learning (Hill, Hawk & Taylor, 2002; Timperley & Robinson, 2000; Wright, 2005), and the increasingly limited role that the senior manager played in the project team, the principal's lack of involvement was especially unfortunate. Phillip acknowledges that the circumstances were regrettable: ...
Originating in a policy context where evidence-based practice is associated with best practice (cf. Ministry of Education, 2005), a proposal for a project to address student writing literacy was developed by a group of Heads of Departments at Kakariki College, (a decile 2 co-educational ethnically diverse suburban secondary school in one of New Zealand's main centres) concerned at the level of students' achievement in writing within their school. The teachers recognised that NCEA has increased the signifi cance of written language to the senior secondary curriculum, making attaining national qualifi cations dependent upon competency in writing. This was an especially challenging prospect for their students whose attainment in literacy fell short of others in similarly low-decile schools. The teachers' response was to initiate a programme of professional development on evidence-based teaching interventions that recognised and built upon the strengths of their students. In partnership with researchers from the School of Education, University of Canterbury, the project was expanded to include critical examination of the interrelationships between research evidence, teacher learning, and student outcomes in writing. The fi ndings reported here relate to the pilot study situated within a proposed longitudinal study, and consequently make limited claims about the effects of the project on learning outcomes, yet provide an important evidential base for considering the role of research evidence in supporting teachers' practice decisions. In general, the project built upon existing classroom and literacy studies that suggest it is crucial for teachers to examine the unintended consequences of their own actions in order to intervene in student literacy and achievement (McCarthey & Moje, 2002; Nuthall, 2001). However, we also fi nd that this premise is complicated by the challenging sociopolitical conditions in which both schools and researchers work.
This article presents a summary review of the design and results of an independently conducted evaluation of a national New Zealand (NZ) Ministry of Education funded contract for professional development of staff of students with special education needs in 49 schools.
The evaluation was conducted as a mixed method design (Johnson & Onwuegbuzie 2004) in the following three phases: a broad questionnaire issued to all participants associated with the development; eight focus groups with a sample of participants; and success case studies (Brinkerhoff, 2003) with four schools.
The most significant overall finding was that regardless of the approach to development engaged in (either action research, AR, or action learning, AL), there was an outstanding recurring characteristic of staff and supporters wanting to see the students excel. Other key participant self-report impacts from the small-scale projects on adaptation of the curriculum fell under the headings of improved social interaction and academic achievement for students, changes in values and attitudes (for students and teachers), and changes in teaching practice. Participants referred to the importance of school context factors (inclusive planning, management support) and internal and external experts as enablers towards the effectiveness of development. Barriers to effectiveness were noted as associated with initial national contract administration, the number of development initiatives involved in and lack of alignment between these varied initiatives. Maintaining and sustaining the effective impact of projects was seen as dependent on: ongoing commitment and follow-through by school management, governors and program teachers; having ongoing funding and support (internal and external); and bringing other staff on board.
The Phase Three success case evaluation revealed an important element that distinguished projects perceived to be highly successful by both the participants and Ministry of Education personnel. In this small proportion of projects the participant action researchers/learners utilised ‘informed’ decision-making. Although many participants in Phases One and Two justified their limited use of informed decision-making by noting that it was either too early to validate project outcome changes, or it was difficult to show causal effect (changes could be attributed to the development program), a hallmark of the four success cases was the use of strong data in the reconnaissance and evaluation phases of the AR and AL and improvement initiatives that were informed by both this data and relevant previous literature.
Bi-cultural perspectives and the development of culturally responsive pedagogy are increasingly acknowledged in teaching and teacher education in Aotearoa/New Zealand. In a culturally responsive classroom, effective teaching and learning occur within meaningful contexts where students’ contributions are voiced and valued. This chapter explores ways that models and strategies for culturally responsive pedagogy apply to teaching and learning dance in the primary classroom. A brief overview of culturally responsive pedagogy from a Māori worldview provides a framework for the discussion. Observations and stories from classroom teachers and their students demonstrate how collaborative processes that involve critical thinking, teaching from existing strengths, and valuing students’ prior knowledge and experience, develop increased connectedness between teachers and their students, students and each other, and students and dance.
The Kenyan Government’s ‘Vision 2030’ demands technology integration in teaching and learning. The Kenyan educational context, including resources, the characteristics of the student population and the examination system creates a challenge to the current model of teacher professional development. A new leadership and management course for school leaders has been shown to have the potential to increase school leaders’ awareness of the benefits of technology. Trained school leaders are expected to provide “Professional learning” for the teachers that they are responsible for. A pilot training programme was completed by a first cohort drawn from 80 % of the schools in one district. Leaders from 15 schools were included and were taken through the modelled “Professional learning session” (PLS). Their response to the structure and content of the programme was explored in order to find ways to increase its impact. Data was collected using individual and focus group interviews, artefact analysis and observation. After the first cohort, a second cohort completed a revised version of the programme. The outcomes from the programme demonstrated that the inclusion of all stakeholders in the design of a long-term programme with contextualized content is critical. Collective follow-up including observation, feedback and action planning has a significant impact on professional learning.
Unprecedented numbers of primary teachers in New Zealand are currently involved in professional learning activities, with practice, in essence, the major focal point. In recent years, however, an increasing trend has emerged for primary teachers to undertake a degree qualification. Although study towards formal tertiary qualifications is acknowledged in the literature as a form of teacher professional development, there is limited research available about the role such study has played in teachers’ professional learning. In this research project, both quantitative and qualitative data were collected, the former from 202 questionnaire respondents; the latter from eight teachers who were interviewed. The findings indicated that the teachers were exposed to an array of new knowledge and perspectives that they reported had impacted on their professional learning, both in terms of their classroom practice and their influence on school‐wide practices.
Currently, in New Zealand, unprecedented numbers of teachers are involved in professional development activities, with, in essence, practice as the major focal point. In recent years, however, an increasing trend for primary teachers to undertake academic study towards a degree qualification has emerged. Although study towards a degree qualification is acknowledged in the literature as a form of professional development, there is limited research available about the role such study has played in teachers' professional learning. In this qualitative research project, six experienced teachers, recently graduated from a professional teacher education degree upgrade, elaborated on their perceptions of its effects on their professional learning. The teachers talked about the opening up of their minds to different perspectives, voices and ideas, and as a result, the impact on both classroom and school-wide practices.
Dance has an important place in multicultural education and the development of culturally responsive pedagogy. Through dance, children can explore and express their own and others’ cultures and share their stories in ways other than the spoken and written word. This paper presents a case study concerning a professional development programme in dance education for generalist primary teachers in Aotearoa New Zealand. The process is discussed through the lens of five cultural concepts encompassing a Māori world view, demonstrating how they interweave to enhance teaching and learning in dance. Findings indicate that through a collaborative process that involves critical thinking, teaching from existing strengths and pedagogical knowledge and integrating dance into the classroom programme, there is an increased connectedness between teachers and their students, students and each other, and students and dance. This model provides a framework for teaching and learning dance within social and cultural contexts internationally.
In 2005, the Ministry of Education funded a programme of professional development to support the implementation of Scholarship and the National Certificate of Educational
Achievement (NCEA) for the period June 2005 to July 2006. This package of support built on the work of teachers and schools over the previous four years of NCEA implementation and included needs-based professional learning for schools or clusters of schools.
The methodological approach taken to evaluate the school or cluster based NCEA professional development was multi-faceted and utilised several different sources of data.The researchers gathered information from 28 schools, 11 of which were case study schools. The schools were selected to be a representative sample of state and state integrated secondary schools in New Zealand.The summary of findings is organised into four areas: needs analysis, the nature of professional development programmes, perceptions of changes in schools as a result of the professional development, and ongoing development.
Educational Leadership, March 1996 v53 n6 p12(5) Today, peer coaching study teams enhance staff development efforts and offer support for teachers implementing new strategies. Fifteen years have passed since we first proposed peer coaching as an on-site dimension of staff development (Joyce and Showers 1980). In the 1970s, evaluations of staff development that focused on teaching strategies and curriculum revealed that as few as 10 percent of the participants implemented what they had learned. Rates of transfer were low even for those who had volunteered for the training. Well-researched curriculum and teaching models did not find their way into general practice and thus could not influence students' learning environments. In a series of studies beginning in 1980, we tested hypotheses related to the proposition that regular (weekly) seminars would enable teachers to practice and implement the content they were learning. The seminars, or coaching sessions, focused on classroom implementation and the analysis of teaching, especially students' responses. The results were consistent: Implementation rose dramatically, whether experts or participants conducted the sessions. Thus we recommended that teachers who were studying teaching and curriculum form small peer coaching groups that would share the learning process. In this way, staff development might directly affect student learning. Our central concern has been helping students benefit when their teachers learn, grow, and change. In studying how teachers can create better learning environments for themselves (Joyce and Showers 1995), we noted with interest a serendipitous by-product of the early peer coaching studies: Successful peer coaching teams developed skills in collaboration and enjoyed the experience so much that they wanted to continue their collegial partnerships after they accomplished their initial goals. Why not create permanent structures, we wondered, that would enable teachers to study teaching on a continuous basis? In working with this broadened view of peer coaching as a mechanism to increase classroom implementation of training, we evolved our present practice of organizing entire faculties into peer coaching teams. We have been convinced throughout that peer coaching is neither an end in itself nor by itself a school improvement initiative. Rather, it must operate in a context of training, implementation, and general school improvement. There is no evidence that simply organizing peer coaching or peer study teams will affect students' learning environments. The study of teaching and curriculum must be the focus. Here we examine the history of coaching, describe changes in the conduct of coaching, and make recommendations for its future, including its role as a component of staff development that drives organizational change.
This paper conceptualizes the development of teacher professionalism as passing through four historical phases in many countries: the pre-professional age, the age of the autonomous professional, the age of the collegial professional and the fourth age-post-professional or postmodern. Current experiences and perceptions of teacher professionalism and professionalization, it is argued, draw on all these ages. Conclusions are drawn regarding new directions in teacher professionalism, and the linking of professional projects to wider social movements for public education and its transformation.
The United Kingdom's approach to planned educational change is called school improvement. This book presents a new approach to school improvement based on the experiences of 30 British schools that are being monitored by the Improving the Quality of Education for All (IQEA) project. Following the foreword by Michael Fullan and the preface and acknowledgements, part 1 briefly reviews the history of educational change in Great Britain. Part 2 presents theoretical models of effective schooling and school improvement. Five chapters link classroom, school, and school-environment perspectives on change. A conclusion is that the development of collaborative work cultures is the key to bringing about sustained school improvement. Part 3 focuses on practice, using a combination of theoretical constructs developed in part 1, excerpts from the literature, and vignettes from teachers and administrators in the IQEA school-development project to illustrate the practice of school improvement. Chapter 7 describes in more detail the school-improvement framework used in an earlier work on schools. Six key conditions that support the school-development process form the subjects of chapters 8 through 13. These include staff development, involvement, inquiry and reflection, leadership, coordination, and collaborative planning. Part 4 presents an interim and reflective account of how the school-improvement process works in practice, describing how some of the schools coped with the development process and discussing trends in the change of school cultures. A school-conditions rating scale, subject and author indexes, 7 figures, and 10 tables are included. (Contains 231 references.) (LMI)
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