3.3 Invitational Leadership Theory
3.3.6 Proposed model for influencing teacher professional development in schools
The growing body of research on professional development contributes consistent strategies for planning and implementing professional development that may lead to the improvement of programmes in schools (figure, 3.1 below).
Educators learning styles Educator commitment and change
Transformational leadership
Requirements of programme
Out-of school conditions
In-school conditions
Figure: 3.1 Factors influencing the professional development of educators (Steyn, 2005, p.
266).
Personal goals Capacity beliefs Context beliefs
Emotional arousal process
Improved teacher Learning and learner Performance
Effectiveness of Professional Development
Identifying & sharing a vision Cultivating acceptance of cooperative
Goals
Creating high expectations Providing individualised support Offering intellectual stimulation Providing an appropriate model Strengthening school culture
Form; Time; Duration Collective participation Support by management &
Educators
Type professional development Core features of professional Development programmes Evaluation
Policies and Programmes of Authorities and local Community
Resources Funding Control
School culture School structure School size Regular PD Collaboration Feedback
Processing preferences:
Environmental; Emotional;
Socio-ecological;
Psychological;
Physiological Learning features:
Discourse attunement;
Sharing learning concerns;
Contribution respected;
Identified are factors that are found in the model such as learning styles of teachers, teachers' commitment to change, Transformational leadership, personal factors, out-of-school conditions, in-school conditions and requirements of a professional development programme (Steyn, 2005). The following paragraphs briefly describe how each of these factors impacts on professional development.
3.3.6.1 Learning styles of educators
These professional development programmes are based on the needs identified among the teachers (Steyn, 2005). Invitational leadership ensures effective professional development by personalising these sessions, for example taking the para-professionals who are unable to plan work for the children or those who cannot interpret the syllabus. Teachers are involved in learning programmes that accommodate their preferences, and this makes them acquire knowledge and skills and become motivated to use what they learnt for the benefit of the children.
These professional development programmes consider a number of elements like the individual's environmental, emotional, socio-ecological, psychological and physiological processing preferences. Environmental factors focus on comfortable and well equipped venues for professional development programmes. The emotional factors focus on personal ownership; teachers are interested to be considered in staff learning for self-efficacy (Steyn, 2010). Sociological factors are understood through a collaborative process by „seasoned teachers‟ within and outside the school, in order to gain expertise from others, as a result enhancing teaching (Steyn, 2014). Physiological factors are based on considering all sense organs versus materials that match individual needs (Haigh, 2011; Steyn, 2014). This refers to the use of auditory, visual, tactile, and kinaesthetic materials, matching them to each trainee‟s strengths (Steyn, 2005). There is need for attunement to others' discourse. Due to learning diversity, the way in which teachers participate in the programmes should be respected since they are from diverse backgrounds, for instance para-professionals and trained teaching staff developed together. During the programmes, all the participants have the right to air their views and be heard. Participants should feel that they are not threatened with regard to their identity. For example, infant teachers who are now teaching ECD phase change in their teaching methods and may feel that their experiences are threatened since they have to change their teaching strategies. These teachers are changing from academic teaching to play-way methods suitable for ECD.
3.3.6.2. Educator commitment and change
The teachers' commitment is very important since professional development will not have impact if the teachers are not committed (Leithwood, 2007). Teacher‟s individual aspirations offer a vital source of teacher commitment, thereby stimulating the teacher‟s course of action.
Capacity beliefs refer to emotional conditions, for example, self-efficacy, self-confidence, academic self-concept and aspects of self-esteem (Steyn, 2005; Purkey & Novak, 2008).
When the teacher has trust in himself or herself, s/he is dedicated to become part of the learning community. Context beliefs revolve around the school environment (the SDC structure); their funding of professional development programmes in the school or provision of other resources for teachers to effectively implement changes in their classroom practices (Steyn, 2005; Purkey, 2006). Schools that already have environments that reveal inviting practices can easily become intentionally inviting for professional development of teachers.
The school has to develop an attitude of enthusiasm in teachers, to activate a learning spirit and to maintain spirit for continuous learning.
3.3.6.3 Transformational leadership
School leaders play an important role in developing the overall warm climate of a school (Steyn, 2010). If the school head chooses to send inviting messages; the school climate will be enhanced, and the total school environment will be effectively transformed (Steyn, 2005;
Purkey, 2006). Usually the school head‟s leadership philosophies are closely related to teachers‟ morale at the work place and outcomes. Transformational leadership involves a special kind of leader and follower relationship, in which the leader can make ordinary people do extraordinary things in the face of difficulty (Steyn, 2005). The transformational leader has the influence, inspiration, stimulation and attention that should be given to the teachers (Steyn, 2010).
3.3.6.4 In-school conditions
The value and benefits from collaborating trainees and trainers have greater value than the costs in terms of time, energy and resources used during the training programme (Purkey &
Novak, 2008). Working in an inviting, friendly and supportive school environment makes the school less intimidating and more worthwhile (Steyn, 2005). School culture is a variable that affects teacher commitment to change, bearing in mind that teacher commitment has a direct impact on professional development. Professional development should therefore provide
opportunities for teachers to discuss their achievements and problems as they employ new strategies (Snell & Janney, 2005). In this way, the collaboration will contribute towards the development of a positive school culture that is committed to being inviting and the creation of better learning opportunities for all (Steyn, 2005). Individual follow-up, staff dialogues, mentoring and coaching usually make the programme more effective and continual (Snell &
Janney, 2005; Steyn, 2005; Purkey & Novak, 2008). Therefore, the school as an open system does not operate in isolation, but is part of a larger system in which it has to meet goals set by for instance, the ministry of education (Steyn, 2005).
3.3.6.5 Out-of-school conditions
Conditions outside schools have the potential to influence how the schools function (Steyn, 2014). Outside school conditions impact on professional development as part of the school system. Policies and programmes of authorities and local community and legislation are tailored to improve learners' abilities to succeed in school (Steyn, 2005; Shaw, et al., 2013).
The quality of teaching and learning depends on the provision of structural and technical resources from the outside environment. Parents, communities and other stakeholders provide the school with technical resources such as equipment and materials and financial resources like family income and school funding (Steyn, 2005). Planning for continuous professional development depends more on the availability of the necessary funding, for example para- professionals continue to attend workshops as long they get sponsorship from the parents, community or local and international donors.
3.3.6.6 Requirements of programmes
There are some important structural factors that influence professional development like the duration of the programmes, the content-focus and the processes of learning and coherence (Stillion & Siegel, 2005; Purkey & Novak, 2008). Quick fixes are not encouraged; teachers who need training should also be involved in planning the appropriate time for their training.
To treat time as a linear, uniform concept may lead to misdirected professional development efforts and a lack of meaningful teacher participation (Steyn, 2014). Professional development programmes should have a long life span to allow assimilation of skills in the teachers (Snell & Janney, 2005; Steyn, 2005). Collective participation contributes to a collaborative professional spirit where teachers develop the same values and goals regarding teaching and learning in ECD (Egley, 2005). In the absence of collective participation, the possibility for change and development in the school is inadequate. In order for professional
development programmes to be effective, both leadership and other teachers should support them, for example the school head, TIC and deputy head should support the para- professionals (Steyn, 2010). The professional development programme should suit the need of particular trainees (as discussed above), at school level these activities should suit, for example, newly inducted teachers. They and seasoned teachers cannot be trained together.
Hence the one-size-fits all can be inappropriate, since the training sessions will include para- professionals and junior trained teachers who might be operating at different stages in mastery of certain skills and knowledge (Steyn, 2005; Shaw, et al., 2013).
The content should be regulated and modified to be suitable for the teachers who are being trained, thus ECD content should be considered commensurate for para-professionals.
Teacher trainees should be actively involved during the programme presentations and feedback on their inviting practices afterwards (Snell & Janney, 2005; Shaw, et al., 2013).
Active learning encourages teachers to become involved in meaningful discussions, planning and practice as part of the professional development programmes in the course (Steyn, 2010).
The programme should be evaluated, but this should be based on behavioural change, making a follow-up to evaluate how these teachers teach. However, the school's approach should conform to conditions for successful development of an autonomous learning system where the most valuable asset is the school's ability to build upon its lived experience, to learn from experience and to turn it into a better performance by inviting all to work out for themselves what that performance will be (Steyn, 2005).
In accordance with the above discussion based on Invitational Leadership Theory, the school transformation system is based on the professional development of the teachers who take part in professional learning communities to effectively teach the ECD children. The professionally developed teacher has a marked difference which is noted in individual and team work, like planning lessons together, preparing media and organising exciting pedagogies which invite children to learn. The whole process brings about improved teacher effectiveness in teaching and improved learning by ECD children.
3.3.7 The influence of Invitational Leadership Theory on stakeholder involvement