MSc - HRM - Professional Development

8/13/2019 MSc - HRM - Professional Development

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University of LeicesterMSc In Educational Leadership

Human Resource Management:International Comparative Perspectives

Professional evelopment !or Enhanced "echnologyProfessional evelopment !or Enhanced "echnology

Use# Ho$ Effectively %as "he Process Managed atUse# Ho$ Effectively %as "he Process Managed at

Rogester International School&Rogester International School&

'evin Pugh

%ord Count: ()*)

Su+mitted ,th-ugust *./*


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Professional Development For Enhanced Technology Use; How Effectively Was The Process Managed at Rogester nternational !chool"

Contents

Introduction00000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000*

International Conte1t000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000*

2ational Conte1t000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000*

Local Conte1t000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000003

Research 4uestions0000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000003

Positionality000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000003

Literature Revie$00000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000(

!eatures of Effective Professional evelopment Programmes0000000000000000000000000000(

"ypes of Professional Learning 5pportunities0000000000000000000000000000000000000000000000000000006

School Leaders7 'ey Roles in Promoting Effective PLCs0000000000000000000000000000000000000,

-nalysis and iscussion0000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000//

"he Provision of "echnology Related P at RIS000000000000000000000000000000000000000000000000//

Enhancing !uture P at RIS000000000000000000000000000000000000000000000000000000000000000000000000000000/3

Conclusions00000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000/8

Recommendations for RIS0000000000000000000000000000000000000000000000000000000000000000000000000000000000/6

References00000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000/9

-ppendices00000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000*/

-ppendi1 /0000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000*/

-ppendi1 *0000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000**

/


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Introduction

International Context

Educational reform to meet changing needs is +eing undertaen in many countries

throughout the $orld and the Professional evelopment ;P< of teachers is =$idely

accepted +y policy maers and practitioners that ongoing professional development

+y teachers is a necessary condition for school improvement> ;?olam@ *..9: /8*


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Local Context

RIS is a ?ritish Curriculum international school situated in a SouthFEast -sian

country0 "he school is locally o$ned@ +ut $ith a large maDority of teachers and

educational leaders +eing e1patriates0 "he only indigenous teaching staff are the

teachers of the local language and Primary assistant teachers0

RIS currently has *8( students of a $ide variety of nationalities on role and covers

the full age range ;3 to/9


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P has +een identified at RIS as an important element in achieving organisational

goals@ and has +ecome a maDor focus0 In addition the school has adopted an 5pen

Source soft$are policy@ leading to an increased need for "echnology related P ;the

soft$are is often unfamiliar to ne$ staff


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Literature Review

In recent decades there has +een a large amount of literature produced dealing $ith

teachers7 Professional evelopment ;P


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"eachers are not a homogeneous group and are not all in the same situations0 "o +e

effective@ P offered must therefore =+e differentiated to tae account of a teacher7s

personality@ current motivation@ Do+ description@ school circumstances@ and career

stage> ;Mercer et al0 *./.: //) ;'ent@ *..): )3*


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duration has +een made +y ?ro$n ;*..)@ cited in Penuel et al0 *..6: ,*, model ;see appendi1 /

;Stanley@ *.//: 6*


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Penuel et al0 ;*..6: ,*(< discusses the +enefits of practical handsFon support such

as = helping teachers $ith their initial configuration of euipment@ such as cali+rating

measuring euipment> in increasing levels of implementation0

"eaching teachers ho$ to teach effectively has also +een identified as a significant

factor in providing effective P0 %ei et al0 ;*..,: (< refers to the findings of a study

+y Carpenter et al0 ;/,9,


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feature =a mentor in the same su+Dect area# planning time $ith other teachers in the

same su+Dect# regularly scheduled colla+oration $ith other teachers@ and +eing part

of a net$or of teachers> had much reduced teacher attrition0

?olam ;*..9: /8(F/88< identified eight characteristics of a PLC that =impacted

positively on pupils7 attendance@ pupils7 interest in learning and actual learning@ and

on the individual and collective professional learning@ practice and morale of teaching

and support staff>0

"he eight ey characteristics of a PLC descri+ed +y ?olam ;*..9: /88< are =shared

values and vision> focused on student learning# =collective responsi+ility> for student

learning# =reflective professional enuiry># =colla+oration> to$ards shared learning

goals# =individual and collective professional learning># =openness@ net$oring and

partnerships># =inclusive mem+ership># and =mutual trust@ respect and support>0

PLCs offer great promise and =the idea of teachers learning and gro$ing together in

small@ focused groups is attractive to many teachers $ho have previously had little

po$er in shaping the professional development models in $hich they participate>

;Stanley@ *.//: 6/0

#chool Leaders$ %ey Roles in Promotin Effective PLCs

!our ey $ays of promoting an effective PLC descri+ed +y ?olam ;*..9: /63< are

=optimising resources and structures# promoting individual and collective learning#

specifically promoting and sustaining the PLC# and strategic leadership and

management>0 "hese $ould form a good +asis for leaders to consider the uality of

implementation of a PLC0

In developing a PLC Arossman et al0 ;*../@ cited in %ei et al0 *..,< descri+e

difficulties in +reaing through teachers7 =esta+lished norms of autonomy and

,


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individuality>@ +ut ho$ this $as eased in one school through a shared group purpose

F =the creation of interdisciplinary curriculum>0 "his use of shared goals ;perhaps

focused on a school7s stated mission and philosophy< may +e a good route into

developing a PLC else$here0

Inclusivity can +e encouraged +y integrating ne$ teachers into a PLC through a $ell

structured induction programme that includes the provision of a trained mentor from

their area#a focus on su+Dect specific pedagogy# opportunities to o+serve others# and

has time allocated for all of this ;Mercer et al0 *./.: //*


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;*.//: 3)< discusses +arriers@ including@ the need to consider timeta+ling issues

;difficulty in having nonFcontact time together to colla+orate time encountered in a particular conte1t and

setting0

In many schools +udgets for P are limited and opportunities provided need to offer

good value for money and should also incorporate the entire school staff@ as

identified +y 'ent ;*..): )3/ ;Ingvarson et al0 *..(: /6 ;'ennedy@ *.//:

*8 ;ay and Au@ *..(: /6 +asis0 "his follo$Fup through

coaching proved very effective in helping teachers develop put ne$ sills into

//


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practice@ as identified as effective +y %ei et al0 ;*..,: /) ;'ennedy@ *.//: 3) assistance has encouraged

teachers to tae riss and =helpBed teachers incorporate ne$ no$ledge and sills

into classroom practice> ;%ei et al0 *..,: /)

presentation@ again supported +y =e1pert> colleagues availa+le for coachingKsupport

as needed and follo$ed up +y additional tips and ideas +eing shared at $eely staff

meetings0 "he long time span ;identified as important +y Ingvarson et al0 ;*..(: /(


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RIS has tried to raise a$areness of ne$ technologies and encourage their use0 -

recent training afternoon@ led +y a ne$ mem+er of staff@ focused on %e+ *0.

technologies0 Staff $ere introduced to a range of applications ;unfamiliar to most


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increasingly important future role in P at RIS@ particularly given RIS7s location

remote from other institutions of a similar nature0

-t RIS the staff portal may +e e1panded to include P opportunities@ $ith lins to

online digital literacy and I" sills training courses@ many of $hich are free and

provide certification0 RIS could also usefully e1pand its LMS to provide =as needed>

technology training in an easily accessi+le format@ perhaps as digital presentations@

as descri+ed +y ?rumley B/. ul *./*0

Cost of P is al$ays an issue at RIS and this type of provision may +e a cost

effective $ay of providing effective P@ reduce pressure on support staff@ and +e an

accessi+le option for teachers $ishing to tae the initiative and develop their sills

and no$ledge# giving them control a feature identified as liely to lead to +enefits

for students ;Mercer et al0 *./.: //) P opportunity is amongst the least effective form of

provision@ especially $hen lacing in follo$Fup and support@ not focused on the

specific needs of individual teachers@ not focused on content@ and $ithout

opportunities for enactment0 "he development of PLCs on the other hand@ $ith P

ongoing over significant time spans@ involving regular colla+oration and professional

discussions $ith colleagues@ and $ith support and feed+ac mechanisms in place@

are $idely seen as an effective $ay of developing teachers7 sills and encouraging

reflective e1amination of practice# leading to real change in attitudes and practice F

and learning gains for students0

"o develop an effective PLC at RIS it $ill +e necessary for P to +ecome more

individualised@ active and content +ased@ as $ell as focusing on pedagogical sills for

delivery of su+Dect area focused content0 "his naturally leads to a decentralisation of

P $ith teachers@ at least partly@ defining their o$n goals and $oring to$ards them0

%here teachers at RIS have common needs they should +e facilitated in $oring

together in colla+orative groups0 -t RIS then@ e1cessive num+ers of P focuses

should +e avoided@ $ith greater time@ effort@ emphasis@ and resource allocation put

into areas offering the greatest potential teaching and learning +enefits# avoiding

=flavour of the month> training0

"o increase uptae of technology training opportunities at RIS it may +e that the

timing of sessions need to +e made more palata+le to teachers@ perhaps shifting from

the end of school day to lunchtimes@ during the regular school day ;$ith class cover

provided


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!al@ ?0 ;*..6


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Mercer@ 0@ ?arer@ ?0 ?ird@ R0 ;*./.


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&PPENDICE#

&ppendix '

Reid7s uadrants of teacher learning model ;in !raser@ *..6

MSc - HRM - Professional Development

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