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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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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