Chapter on "Leading Professional Learning"

Quoted Instructions for "Leading Professional Learning" Assignment:

Part B: Applying key ideas from research (4 pages)

Select one of the three capabilities (applying relevant knowledge, solving complex problems, or building relational trust) from Robinson (2011) and one key concept from Santamaría & Santamaría, (2012, Chapter One) that are particularly relevant to the professional learning issue described below:

Description of professional learning context and issue:

A challenge faced by many schools and particularly my school is having a system that places accountability on teachers for their effects on student outcomes. Since joining the school, it has been my responsibility to develop an appraisal system that focuses on improving student outcomes by improving the quality of teaching. After several months of researching different models of appraisal and professional development in other schools, the issue of accountability was partially addressed with the launch of an appraisal system based on the New Zealand Registered Teacher Criteria that links to professional learning needs.

Currently teachers reflect on their effectiveness, comparing attributes to a rubric that describes effective teaching. Through reflection and comparison the teacher identifies and sets professional learning goals which they work towards over the year. Although clear goals have been established, it is not clear that they have led to improved student outcomes and in many cases it is apparent that the goals were written retrospectively. I will use components of applied critical leadership from Santa***** & Santa***** (2012) to improve communication of the philosophy of professional development for staff to take ownership of the process. Applied critical leadership emphasises the need to *****recognise and exploit existing needs of followers***** to engage them. (Santa***** & Santa***** 2012: 3-4)

Identifying a challenge:

The challenge is to improve the quality of education through accurate self-appraisal. Improvement in teaching must be an integral part of the professional development process and an important aspect of the school*****s philosophy. Teachers have shown varying ideas about teaching as inquiry so implementing a cohesive system of teaching as inquiry requires careful and effective leadership to ensure on-going teacher improvement. *****When energies are directed towards multiple, sometimes conflicting initiatives that are not part of an overall plan***** they are unlikely to be successful (Le Fevre 2010: 75).

To manage the process of setting appropriate teacher goals, the self-evaluation stage must have better structure and closer monitoring. Teachers must be made aware of expectations and the school*****s goals. While the high trust model is a non-threatening way of identifying less effective attributes it is also ineffective for monitoring development goals. Being personally involved with the identification and monitoring stages and engaging in dialogue with teachers will allow them to have input about their progress and the process. Continuing in a transformational model of leadership should lead to a collective change process and a sense of ownership for the teacher.

The goal to improve the quality of teaching and raise student attainment must be given priority. While teaching must be of a high standard and can be developed, factors influencing student outcomes outside of the learning environment is difficult to assess (Fenstermacher & Richardson 2008: 187) so a link between them should be established.

The significance of issue in relation to relevant research and literature:

All school change must be built in a collective fashion (Le Fevre 2010: 72). The changes made in the school have been directed by the leadership. Although the appraisal system requires evaluation and analysis for effectiveness, the importance of linking teaching as inquiry to professional development must be highlighted for teachers to accept and understand. In identifying goals, school leaders must engage in professional learning discussions, obtain feedback, involve teachers and use research.

Please ensure that the paper meets the following criteria:

Part B Assessment Criteria

*****¢ Accurate summary of models/ approaches using your own words

*****¢ Explanation clearly describes your personal and/or professional rationale for selecting key ideas.

*****¢ Analysis demonstrates in-depth critical reflection and evaluation of the context and issue you presented in the text above in relation to these key ideas.

*****¢ Evidence of in-depth search of relevant databases and sources for relevant scholarly literature.

Please access the following literature in addition to those stated above:

Argyris, C. & Schon, D. (1974). Theory in practice: Increasing professional effectiveness. San Francisco: Jossey Bass.

Berliner, D. (1987). Simple views of effective teaching and a simple theory of classroom instruction. In D. Berliner & B. Rosenshine (Eds.), Talks to teachers. New York: Random House.

Carini, P. F. (2001). Valuing the immeasurable. In P. F. Carini (Ed.), Starting strong: A different look at children, schools, and standards (pp. 165-181). New York: Teachers College Press.

Earl, L. M., & Katz, S. (2006). Putting data at the centre of school improvement. In L. M. Earl & S. Katz (Eds.), Leading schools in a data rich world: Harnessing data for school improvement (pp. 1-15). Thousand Oaks, CA: Corwin Press.

Fasoli, L., Scrivens, C., & Woodrow, C. (2007). Challenges for leadership in Aotearoa/New Zealand and Australian early childhood contexts. In L . Keesing-Styles & H. Hedges (Eds.), Theorising early childhood practice: Emerging dialogues (pp.231-253). NSW: Pademelon Press.

Fink, D. (2005). Leadership for mortals: Developing and sustaining leaders for learning. Thousand Oaks, CA: *****.

Hammerness, K., & Darling-Hammond, L., et al. (2005). How teachers learn and develop. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world (pp. 358-389). San Francisco, CA: Jossey-Bass.

Henderson-Kelly, L. & Pamphilon, B. (2000). Women*****s models of leadership in the childcare sector. Australian Journal of Early Childhood, 25(1), 8-12.

Le Fevre, D. M. (2004). Designing for teacher learning: Video-based curriculum design. In J. Brophy (Ed.), Advances for research on teaching: Using video in teacher education. New York: Elsevier.

Robinson, V. M. J. (2010). Fit for purpose: An educationally relevant account of distributed leadership. In A. Harris (Ed.), Distributed leadership: Different perspectives (pp. 219-240). Berlin: Springer.

Robinson, V. (2011). Student-centered leadership. San Francisco, Jossey-Bass.

Santamaría, L. J., & Santamaría, A. P. (2011). Applied critical leadership: Choosing change. New York, NY: Routledge.

Santamaría, L. J., & Santamaría, A. P. (2012). Applied critical leadership: Educational leadership. New York, NY: Routledge.

Toole, J. C., & Louis, K. S. (2002). The role of professional learning communities in international education. In K. Leithwood & P. Hallinger (Eds.), Second international handbook of educational leadership and administration (pp. 245-279). Great Britain: Kluwer Academic Publishers. *****