The findings of the study showed different views on the current form of professional development school programs. The findings of the study showed different views on the current form of professional development school programs.
THE CONTEXT OF THE STUDY
The essential question to ask is: Do these school-based developmental activities work? The relevant literature that has been reviewed has shown that many of these conventional models of school-based professional development activities have not significantly improved student performance because they have no impact on educator learning.
METHODOLOGY
As a classroom teacher, I decided to conduct a critical examination of why these school-based development activities are not meeting their expectations. The school chosen for this study is not the one where the researcher is an employee, but it is in the same district as the school where the researcher teaches.
THE LIMITATIONS OF THE STUDY
Those who are qualified have a three-year teaching degree and university degrees.
THE STRUCTURE OF THE STUDY
Chapter 5 provides a summary of the main findings of the research and recommendations for future improvements in the professional development of teachers at the school level.
CONCLUSION
LITERATURE REVIEW
- INTRODUCTION
- WHAT IS PROFESSIONAL DEVELOPMENT?
- Professional Development and Staff Development
- THE PURPOSE OF PROFESSIONAL DEVELOPMENT
- THE ROLE OF EDUCATIONAL MANAGERS IN SUPPORTING PROFESSIONAL DEVELOPMENT PROGRAMMES
- THE ESTABLISHMENT OF SCHOOL-BASED PROFESSIONAL DEVELOPMENT PROGRAMMES
- THE ESTABLISHMENT OF SCHOOL-BASED PROFESSIONAL
The literature recognizes the key role that educational leaders play in the implementation of professional development (Bunting 1997:30). The literature recognizes the key role that educational leaders play in the implementation of professional development (Bunting 1997:30).
DEVELOPMENT PROGRAMMES
GUIDELINES TO EFFECTIVE TEACHER PROFESSIONAL
- A school professional development committee
Professional development programs that have differentiated training experiences for different teachers (that is, are "individualized") are more likely to achieve their goals than programs that have common activities for all participants. Professional development programs that place teachers in active roles (e.g., constructing and generating materials, ideas, and behaviors) are more likely to achieve their goals than programs that place teachers in receptive roles (accepting ideas and behaviors .. prescriptions , that is not of her or his own making). Teachers are more likely to benefit from professional development .. programs where they can choose the goals and activities themselves, as opposed to programs where the goals and activities are pre-planned.
Professional development programs in which teachers share and . provide mutual assistance to each other are more likely to meet their objectives than programs in which each teacher does separate work. Effective teacher professional development programs have essential components that include a professional and personal commitment by the principal to develop structured, systematic teacher professional development programs that are teacher-centered and designed and the allocation of resources to support adequately these programs. In these programs, teachers identify their professional needs and are responsible for helping to plan and coordinate their professional development activities.
Although principals play an important key role in professional development, some degree of ownership of these programs is required of all staff (Johnston, 1995:46). One way to achieve this is by setting up a school professional development committee.
Membership of the professional development committee
Composition of the committee
- Designing professional development programmes
- CONCLUSION
This phase includes the details of the program: the objectives; decision about who will participate in and who will practice the profession,1 development program; what professional development activities will be carried out; where and when will it be held; resources (including financing) that will be needed; how delegates are rewarded for their attendance; and how progress will be measured (Dunlap Purvis and Boren, 1991). The most common form of professional development is workplace development, such as that of staff. Will participation in the professional development program be voluntary or mandatory for all institution staff?
After the completion of the professional development program, the committee must analyze the written and verbal evaluations of the professional program (Castette 1996:255; Gough, 1995:44; Purvis and Boren. The evaluation identifies the necessary organizational changes as a result of the professional development program. Induction or mentoring In teacher professional development settings, process evaluation would involve evaluating the overall effectiveness or value of the program, product evaluation would be evaluating its value or benefit.
Educators often attend professional development programs and learn new techniques, only to never use them again. The development committee has the responsibility to periodically determine whether the new techniques are being applied or not, or if problems have been encountered. Educators often attend professional development programs and learn new techniques, never to use them again.
RESEARCH METHODOLOGY
- INTRODUCTION
- RESEARCH DESIGN
- THE PURPOSE OF THE RESEARCH
- RESEARCH QUESTIONS
- RESEARCH METHODS
- POPULATION
- THE RESEARCH INSTRUMENTS
- ANALYSIS OF THE DATA COLLECTED
- THE METHODOLOGICAL LIMITATIONS OF THE STUDY
- CONCLUSION
To compare and contrast the perceptions of school management and other members of the academic staff. The researcher used a common semi-structured interview schedule with the school management (i.e. the principal and deputy principal). The confidentiality of the answers is ensured; the questionnaire was designed to explore the general perceptions of teachers about school-based teacher professional development programs in school X.
Specific aspects focused on were participants' perceptions of the purpose, content and involvement, effectiveness and usefulness of school-based professional development programs. The research was conducted in a single secondary school and the researcher was not part of the school staff. Section A: It consisted of six questions which dealt with general details based on educational qualifications, relevant experience and personal details of the respondents.
After the completion of the data collection, the analysis of the data provided more details and data was verified through triangulation. The subsequent chapter will deal with the analysis of the responses and data collected from both questionnaires and interviews.
PRESENTATION AND DISCUSSION OF FINDINGS
- INTRODUCTION
- DISCUSSION OF QUESTIONNAIRE FINDINGS
- ANALYSIS OF THE SCHOOL MANAGEMENT INTERVIEW
- Section A: General details based on educational qualifications, relevant experience and personal particulars
- Section B: Managers' role in school-based professional
- ANALVSIS OF THE SCHOOL MANAGEMENT INTERVIEW
- CONCLUSION
The school-based professional development programs clearly explain the importance of questioning techniques in the lesson. The school-based professional development programs assist teachers in the selection and use of relevant teaching resources. The school-based professional development programs help teachers to use effective methods to deal with the subject material or learning area.
The school-based professional development programs assist teachers in the selection and use of relevant teaching resources. The school-based professional development programs help teachers improve the standard of exams and tests. School-based professional development programs help teachers learn new things about teaching.
School-based professional development programs help teachers have 0 opportunities to learn new things about teaching. School-based professional development programs are conducted by outsiders who do not understand the school situation. The school-based professional development activities were planned and implemented on an ad hoc basis, ie as the needs arose.
The school-based professional development activities that take place at the school are mainly practice- and policy-related in the classroom.
SUMMARY AND RECOMMENDATIONS
- INTRODUCTION
- SUMMARY OF THE MAIN FINDINGS
The intervention programs are not as effective and useful as they were intended because teachers did not take responsibility for the programs. The content of school-based professional development programs is not practical enough to empower teachers and meet their specific needs. But they are not a waste of time, because these programs sometimes happen to help teachers in various aspects relevant to their teaching practice.
Question 2 of the research questions focused on school leaders' perceptions and roles for school-based teacher professional development.
- RECOMMENDATIONS
- CONCLUSION
Weller (1993) relates that effective schools address the personal aspects of teachers' needs through staff development and reports that in these schools, teacher teams design staff development programs that address both the personal and professional concerns of teachers. Proactive programs meet the expected professional needs of teachers and their personal needs as individuals. Holistic programs are systematic comprehensive programs and not one-time attempts at reform. Development has a positive impact on teachers' self-image, morale and motivation.
Weller (1993) shows that effective schools address the personal aspects of teachers' needs through staff development and reports that in these schools, teacher teams design staff development programs that address teachers' personal and professional concerns. Proactive programs address the anticipated professional needs of teachers and their personal needs as individuals. This professional development approach has a positive impact on the teacher's self-image, morale and motivation.
It is important to remember that each school is unique and has unique requirements, in other words, each school has its own specific professional development needs. Active teacher participation in professional development will result in greater school improvement and teacher empowerment.
BIBLIOGRAPHY
Staff development, innovation and institutional development, In Joyce and Duke (eds) Changing school culture through staff development:. National workshop on quality education and the use of indicators to monitor and evaluate school performance. Maximizing human potential through process-structured and tailored programmes, In Tomlinson, H. Managing continuing professional development in school.
Linking continuing professional development and classroom experience of pupils: Barriers perceived by senior managers in some secondary schools. 2002).
Appendix A The questionnaire
Brief history of educational qualifications, relevant experience and personal particulars
Teacher perception scale
- Teachers' perceptions regarding the intention of school-based teacher professional development programmes
- Teachers' roles in planning and conducting school-based teacher professional development programmes
- Effectiveness and usefulness of school-based professional development programmes
The school-based professional development programs help teachers maximize students' time on task (i.e., time students are actively engaged in their learning). The school-based professional development programs help teachers to improve the standard of examinations and tests. The school-based professional development programs help teachers to adapt their teaching techniques to the situation and the mood of the class.
Teachers also help select individuals who complete the school-based professional development pr(?,grams. School-based professional development programs help teachers get opportunities to learn new things about teaching. School-based professional development programs are more practical and flexible in nature and aim to to meet the specific needs of teachers.
Topics on school-based professional development programs address areas of teachers' needs and how to help them improve instruction. The changes and innovations offered by school-based professional development programs are unrealistic and cannot be implemented in the classroom.
The school management interview schedule
General details based on educational qualifications, relevant experience, and personal particulars
Appendix B
Manager's role in school-based teacher professional development and the impact of these intervention programmes on teachers
