I am grateful to the participants who voluntarily participated in the study for their contribution to the study. The research location was a location of convenience where the researcher could be a participant observer within the context in which she was working.
Introduction
- Introduction
- Definition of Collaborative Lesson Planning
- Collaborative Lesson Planning in Kazakhstan
- Statement of the Problem
- Purpose of the Study
- Research Questions
- Significance of the Study
- Conclusion and Structure of the Thesis
In CLP, teachers plan lesson levels (student activities) to continuously develop the learning process (Ross & Gray, 2006). In particular, collaborative lesson planning is an essential part of the International Baccalaureate (IB) program.
Literature Review
- Introduction
- Conceptual Framework
- Teachers’ Perspectives of Collaborative Lesson Planning and its Benefits
- Professional Development: Exchange of Ideas and Experiences
- Teachers’ Time Management
- Lesson Planning and Planning Resources: Shared Responsibilities
- Challenges of Using Collaborative Lesson Planning
- Time Scarcity: An Obstacle to Collaborative Lesson Planning Process
- Resistance to Collaboration
- Summary
In this study, the content of teachers' professional learning was the teachers' practice of collaborative lesson planning within the IB program. However, the current study does not research student achievement, rather the impact of CLP on teachers' professional learning.
Methodology
- Introduction
- Research Design
- Research Methods
- Case Study Site Selection
- Participant Selection
- Position of the Researcher
- Data Collection Procedures and Tools
- Data Analysis
- Ethical Considerations
- Summary
The researcher was a participant observer in the study because the researcher works within the CLP teams in the proposed site. The research site was an IB school in Kazakhstan, in which the researcher is a teacher and member of CLP teams. The fact that the researcher was employed at the research site made it easy for the principal to access the school for research.
In order to achieve this, the researcher conducted a short information session where they presented the study and research ethics. Additional information about the researcher's position will be included in the Findings section. Thus, only notes were taken of the CLP meetings of which the researcher was a member.
Two teams were selected for this study because the researcher was a member of those teams.
Findings
Introduction
The Researcher's Role in the Study
Also the guide on "Principles from theory to practice", I guess, and we have to take into account students, students'. As the focus of the research is the teachers' perspectives on CLP, their responses were gathered into one sub-theme: Benefits of CLP for teachers. As the central focus of the research was to explore the impact of CLP on teachers.
From principles to practice" clearly indicated MYP requirements related to CLP: "The school has an approach to curriculum planning that involves all MYP teachers" (IBO, 2014, p. 17). Finally, as the central focus of the study was to reveal possible effects of CLP on teachers' professional learning For example, Participant C suggested, “The first thing I recommend to beginning teachers is to think of this process as one that helps you and your students.
The thesis presented a study conducted to explore teachers' perspectives on the impacts of CLP on their professional learning.
Observation Data
- Observations of Team One Collaborative Lesson Planning
- Observations of Team Two Collaborative Lesson Planning
IB Program Policies and the Role of School Leadership in Implementing Collaborative
According to the findings of the study's observations and interviews, the IB Program had important documents that guided school processes. Most teachers were aware of the requirements of the IB program to plan lessons collaboratively, but they had limited knowledge of the documents that oblige all IB schools to plan lessons collaboratively. Here at this school, it is required by one of the standards set by the International Baccalaureate, Standard C.
That is why we are obliged to plan together, that is why we go to the planning meetings and plan together with teachers from the same class. While teachers have in practice followed the program policies, this has sometimes been without clear knowledge of the actual documents. As one of the program coordinators said: "IB wants us to collaborate and we as a school encourage collaboration".
As a past year PYP member, the researcher agreed with this statement.
Teachers' Perspectives on Benefits and Challenges of Collaborative Lesson Planning
- Benefits of Collaborative Lesson Planning
- Challenges of Collaborative Lesson Planning
To map the level of CLP in the school, the teacher participants were asked the same questions as the program coordinators. All participants' perspectives regarding the CLP level were consistent with the coordinators' responses. As previously mentioned, the current study did not directly examine the impact of CLP on student learning.
The program coordinators were convinced of the benefits of CLP and expressed their desire to improve it further. While reflecting on the benefits of co-planning for teachers, participants shared their insights on the benefits of CLP for students. The challenges of CLP were identified through a comparative analysis of different types of planning: individual versus individual planning.
In other words, the participants were sharing their knowledge about the disadvantages of CLP compared to individual planning approaches.
Foundational Collaborative Lesson Planning Strategies to Sustain Teachers' Professional
As the program coordinators say, the school leadership is aware of the lack of time devoted to CLP, and is thinking of proactive ways to solve these problems. The majority of participants claimed that CLP positively influenced their knowledge and teaching skills, especially for less experienced and novice teachers. Participant B is also convinced that background knowledge, teaching experience in different places and active learning improve teachers' professional knowledge and skills.
The IB requires the school to ensure that the teachers receive ongoing professional development, therefore the IB offers three types of workshops: online, regional face-to-face workshops and within the school. Sometimes the school organizes in school workshops where they invite an IB coach to come and lead their workshop for certain departments. Then Participant F justified the huge interest in teachers' professional development by providing a number of other examples to support her perspectives.
That's why she believes CLP is one of the best tools to support the continued development of teachers.
Summary
For example, participant D believes that CLP is a very good and productive way of professional learning, even though it may seem unintentional and not explicit. Now we don't understand that daily experience is actually part of our professional development. The first section presented the findings related to: 1) the researcher's role in the study and observation data, and 2) IB program policies and the role of school leadership in the implementation of CLP to stipulate CLP.
It was concluded that school leadership encourages and motivates school teachers to plan their lessons collaboratively, but also does not restrict them from applying changes where necessary. The second section presented the findings about: 1) teachers' perspectives on the benefits and challenges to CLP, and 2) the underlying CLP strategies to support teachers. It was concluded that MYP teachers in that particular IB school were actively engaged in CLP practices.
In addition, it was recommended that by following some strategies, CLP can be used as a useful tool to improve teachers' professional learning.
Discussion
- Introduction
- IB Program Policies and School Leadership Encourage Collaborative Lesson Planning . 47
- Impacts of Collaborative Lesson Planning Strategies on Teachers’ Professional Learning
- Summary
Teachers' Views on the Benefits and Challenges of Collaborative Lesson Planning Based on the research findings, it was found that the teachers of the IB school, MYP program were actively involved in CLP and were aware of its benefits and challenges. While discussing teachers' time management and the benefits of CLP, participants mentioned two other characteristics: coherence and duration. In their studies, Bauml and Merritt (2016) identified two main factors as challenges to collaborative lesson planning: lack of time and teacher reluctance to collaborate with other colleagues.
MYP program coordinators attend to teachers' CLP meetings, thus instructing grade leaders to take responsibility for the presence and involvement of all teachers in CLP sessions. Therefore, another strategy that works in this IB school is a smart scheduling of teachers' timetable and the discipline to hold CLP sessions. Most reviewed research studies examined CLP practice in terms of its benefits and challenges, whereas this study used Desimone's PD theory to examine the impact of CLP on teachers' professional learning.
The role of school management in providing working conditions for teachers and free time in teachers' schedules allowed teachers to participate in CLP lessons without absence.
Conclusions and Recommendations
Introduction
The Summary of Findings
This type of rotation allows each teacher the opportunity to plan lessons in collaboration with other teachers. Even if two teachers plan lessons for one week, they stay informed about the other weeks because during CLP sessions, everyone is encouraged to actively participate in the meetings. The main advantages of CLP were the opportunities to learn from each other and the time saved by sharing responsibilities.
The biggest challenges were the lack of time to plan lessons together and the reluctance to cooperate with other colleagues.
Recommendations for Sustaining Collaborative Lesson Planning for Teachers'
More experienced teachers recommended beginners to be self-taught, which supported the view of the program coordinator. Participants reflected on their own CLP practice and experience and outlined these characteristics as necessary to improve this IB school. They believed that if all teachers viewed CLP as an effective tool to enhance their professional learning, CLP sessions would have been of higher quality and less time consuming.
Limitations of my Study and Implications for Further Research
The findings of the study will not be suitable for mainstream schools to implement CLP in the same way as in IB due to differences in programs, curriculum, teacher workload and working hours. However, policy makers may find the study useful if CLP is implemented in the mainstream school because the study explores teachers' perspectives towards CLP in general, not specifically in an IB domain. The International Baccalaureate consists of several programs such as the Primary Years Program, the Middle Years Program, the Diploma Program, etc.
Thus, the examination results will not be applicable to PYP, DP or other IB programmes.
Contribution of the Study
Summary of the Entire Thesis
Monitoring the problems of teachers in understanding the contents, methods, forms of the educational process according to the updated contents of education in the Republic of Kazakhstan. First, this research will attempt to reveal teachers' experiences of collaborative lesson planning in one section of a school. The research will include face-to-face interviews, audio recordings of interviews, and recordings of joint lesson planning meetings in one department.
Attached for your information are copies of the Information Sheet and interview questions that will be used in the study. With participants' permission, collaborative lesson planning meetings will be recorded to analyze interactions during the meetings. However, participants can withdraw from the study at any time, up to the presentation of the thesis, without any possible harm to them.
The contribution of the participants in the study will be appreciated for their contribution to the development of the educational system in the Republic of Kazakhstan. Because the study involves joint observations of lesson planning, more than two people will participate in the meeting. All data, including interview transcripts, audio recordings, observation lists and audit tests, will be destroyed after five years of publication of the study.
