Leading Professional Development
Part 1
Critically analyze the approach(es) and implications for leading professional development identified in the article you chose. Draw on materials and ideas from Theme 3 of this module in carrying out this analysis. Analyze the extent to which the approach relates to an organisational context known to you.
The abstract I have selected for review and analysis, with most relevance to my own professional development and therefore is of most interest to me is that of Lyndon &king : can a single, short continuing professional development workshop cause change in the classroom ?
This article refocuses attention on the classroom, specifically on the importance of teacher Professional development in enhancing and changing teachers’ knowledge …show more content…
Drawing on the case studied in this article (short workshop for science department in many schools designed by the earth science education unit) it shows that one of the finding outcomes of professional development initiative is depended ultimately on the factor whether its administrators consider it important. For this reason, buy-in on the part of administrators (whether state directors, superintendents, or principals) is critical to success (McLaughlin & Marsh, 1978). Leaders can approach decisions about professional development with intellectual rigor and discipline or give them a cursory treatment as an afterthought to more pressing matters. Likewise, their decisions may be implemented with attention to quality and serious reflection on their impact or haphazardly executed with a sense of discharging an unpleasant responsibility. Those are the choices leaders face each time they meet to plan professional …show more content…
Halford, Susan/Leonard, Pauline (2001) Gender Power and Organizations. Basingstoke: Palgrave
Harris, A. (2001). "Building the capacity for school improvement." School
Leadership and Management 21(3): 261–270.
Livneh, C. and Livneh, H. (1999) Continuing professional development among educators:
Predictors of participation in learning activities. Adult Education Quarterly, 49, 91-106
McLaughlin, M., & Marsh, D. (1978). Staff development and school change. Teachers College
Record, 80(1), 70–94.
Sandra H. Harwell,2003 , Teacher Professional Development: It’s Not an Event, It’s a Process. http://www.cord.org/uploadedfiles/HarwellPaper.pdf
National Research Council, Educating Teachers of Science, Mathematics, and Technology: New Practices for the New Millennium,
Washington, D.C.: National Academy Press, 2000
Sarson ,S.B.(1996) revisiting the culture of the school and the problem of change,new York: teachers college press.
Showers, B., Joyce, B., and Bennett, B. (1987). Synthesis of research on staff development: A framework for future study and a state-of-the-art analysis. Educational Leadership, 45(3),
77–87.
Stephanie,2013, E855-12J , tutor –group form, activity 3 , open
Critically analyze the approach(es) and implications for leading professional development identified in the article you chose. Draw on materials and ideas from Theme 3 of this module in carrying out this analysis. Analyze the extent to which the approach relates to an organisational context known to you.
The abstract I have selected for review and analysis, with most relevance to my own professional development and therefore is of most interest to me is that of Lyndon &king : can a single, short continuing professional development workshop cause change in the classroom ?
This article refocuses attention on the classroom, specifically on the importance of teacher Professional development in enhancing and changing teachers’ knowledge …show more content…
Drawing on the case studied in this article (short workshop for science department in many schools designed by the earth science education unit) it shows that one of the finding outcomes of professional development initiative is depended ultimately on the factor whether its administrators consider it important. For this reason, buy-in on the part of administrators (whether state directors, superintendents, or principals) is critical to success (McLaughlin & Marsh, 1978). Leaders can approach decisions about professional development with intellectual rigor and discipline or give them a cursory treatment as an afterthought to more pressing matters. Likewise, their decisions may be implemented with attention to quality and serious reflection on their impact or haphazardly executed with a sense of discharging an unpleasant responsibility. Those are the choices leaders face each time they meet to plan professional …show more content…
Halford, Susan/Leonard, Pauline (2001) Gender Power and Organizations. Basingstoke: Palgrave
Harris, A. (2001). "Building the capacity for school improvement." School
Leadership and Management 21(3): 261–270.
Livneh, C. and Livneh, H. (1999) Continuing professional development among educators:
Predictors of participation in learning activities. Adult Education Quarterly, 49, 91-106
McLaughlin, M., & Marsh, D. (1978). Staff development and school change. Teachers College
Record, 80(1), 70–94.
Sandra H. Harwell,2003 , Teacher Professional Development: It’s Not an Event, It’s a Process. http://www.cord.org/uploadedfiles/HarwellPaper.pdf
National Research Council, Educating Teachers of Science, Mathematics, and Technology: New Practices for the New Millennium,
Washington, D.C.: National Academy Press, 2000
Sarson ,S.B.(1996) revisiting the culture of the school and the problem of change,new York: teachers college press.
Showers, B., Joyce, B., and Bennett, B. (1987). Synthesis of research on staff development: A framework for future study and a state-of-the-art analysis. Educational Leadership, 45(3),
77–87.
Stephanie,2013, E855-12J , tutor –group form, activity 3 , open