Content uploaded by Stelios Orphanos
Author content
All content in this area was uploaded by Stelios Orphanos on Apr 21, 2014
Content may be subject to copyright.
Professional Learning in the Learning Profession: A Status Report on Teacher Development in the United States and Abroad
... On the other hand, the international literature showed that educators' fundamental growth core has changed from independent learning and sporadic seminars to continued organizational learning dependent on collective reflection and shared action. The literature proposed developing educational learning communities in which educators participate in centered, recurring teaching phases, evaluation, and instructional adaptation (Fullan, 2012;Guskey, 2003;Schmoker, 2004;Darling-Hammond, 2009). ...
... What structures will they create to promote and sustain their learning? (Fullan, 2012;Guskey, 2003;Schmoker, 2004;Darling-Hammond, 2009). ...
... Effective teachers collaborate to improve student performance through structures such as teacher teams and regularly scheduled common planning time and with other key stakeholders such as psychologists, parents, and students themselves to meet the needs of all learners. They participate in continuous professional development activities, engage actively in school improvement initiatives, demonstrate a shared responsibility for student success, and share their experience with colleagues to establish a culture of cooperative professional development (Copland, 2003;Cochran-Smith & Lytle, 2009;Darling-Hammond, 2009;Little, 2001). ...
Leadership of Inquiry: A School-Based Improvement Model in a Lebanese Private School
Inquiry into practice is a strategy for professional and organizational learning. There is an opportunity for both professionals, and the organization to improve as school practitioners encounter organizational challenges, examine their individualized and collective perceptions, seek evidence for interpretation, engage in response, and probably reshape their organizational knowledge.
The purpose of this study is to establish an inquiry stance into administrator practice as a tool for a school-based reform initiative. The study mainly examines how a newly formed inquiry team at School X enacts their work while also addressing how both professional and organizational learning is supported and influenced. The study tried to construct its procedures and strategies through an ongoing process of critical adaptation of ideas through Inquiry to what is relevant and useful to the school setting. Indeed, it engaged teachers and administrators in an inquiry, informed by their contextually grounded knowledge and educational change and school improvement literature to achieve this study's reform subject.
Given the study's focus, the researcher selected a naturalistic research methodology embedded in the constructivist paradigm. This case study is descriptive and focuses on the process, meaning, and depth of understanding of the reform process. The researcher used multiple data collection techniques and inductive analysis because it is more likely to identify the various realities found in the data and decide transferability to other settings.
The findings present the inquiry processes and precisely how the team shaped norms of behavior, implemented strategies to conduct their work, and the types of structured activities they engaged in as they get involved in the organizational inquiry. The inquiry team has reported improved instructional practice, increased trust, enhanced collaborative skills, and empowerment due to inquiry participation. The greater focus is on student achievement, which conceptualizes professional learning, enhanced practice, and organizational learning as the means to this end. The positive relation between inquiry, practice, and organizational learning provides new insights into how these variables interrelate.
Moreover, the results show that the "organizational inquiry team" is seen as a strategy to facilitate organizational learning, professional learning, and creative solutions to school change issues. Eventually, an inquiry-based school team can make its own evidence-based instructional decisions to address students' individual needs and drive the transition to help more comprehensive school improvement work.
Although the collaborative inquiry is a promising school reform initiative, the ultimate goal is to incorporate this method as a new way of "doing school improvement" into the school fabric.
... Two main TPL approaches, formal and informal, have been identified in the literature. Formal professional learning takes place through courses, seminars, and workshops or events (Darling-Hammond et al., 2009). It has been argued that directing teachers to a specific type of formal professional learning improves their teaching practice (Grigg et al., 2012) because such learning offers teachers new knowledge, skills, ideas, and teaching approaches (Timperley et al., 2007). ...
... In TPL, collaboration is reported to be valuable and efficient in improving teaching practice and student outcomes (Darling-Hammond et al., 2009;Mansfield & Thompson, 2017). Collaborative TPL is described as sharing information (Mansfield & Thompson, 2017), sharing ideas (Cameron et al., 2013), and "sharing teaching practices and knowledge" (Admiraal et al., 2016, p. 291). ...
The importance and need for education for sustainability (EfS) are recognised in the New Zealand Curriculum. Teachers face challenges, however, due to lack of support and professional learning about how to integrate EfS in school curricula. Social media can be used for teacher professional learning (TPL), and communication and resources can be combined to create flexible collaborative learning opportunities. However, there is little evidence to date of social media being used for TPL in EfS. Based on findings from a wider study exploring teachers’ perceptions of professional learning through social media in EfS, this paper focuses on how social media facilitates flexible TPL in EfS. The study adopted a mixed-methods approach using questionnaires, interviews, and a combination of document analysis and interviews in three phases. Findings from Phases 1 and 2 suggest that participants see TPL through social media as offering flexibility, and being useful for collaborative learning and support for teachers. In Phase 3, these findings are used to design and establish TPL for EfS teachers using Google+ to facilitate synchronous and asynchronous interactions between teachers, EfS experts, and resources. Although participants understood the flexibility of social media for enabling collaboration and providing support opportunities in EfS, the use of social media for professional learning is particularly attractive for teachers who work in rural and remote areas..
... This is provided in AUS, NZ, PRC and RUS. Quality induction requires that school leaders sanction time for beginning teachers to be observed and reflect on their own teaching as well as on their students' learning (Darling-Hammond et al. 2009;Hudson et al. 2007). ...
... Professional development designed to support teacher growth and impact student learning requires embedded, ongoing, relevant, and teacher-driven training (Darling-Hammond et al., 2009;. Teachers' attitudes, knowledge, and perceptions of what they are teaching is paramount to successful PD (Ball & Forzani, 2009). ...
This narrative grounded theory study examines 19 US K–12 teachers’ development of pedagogical content knowledge of writing (PCKW) across their careers. Building on writing pedagogies and career cycle theories, we invited writing teachers to tell stories of critical experiences that contributed to their development. Findings indicate that teachers’ understanding of writing, being writers, and teaching writers were propelled by various critical experiences--both personal and professional. Our model shows that these experiences prompted teachers to engage in participatory PCKW to cultivate development. Implications are that writing teachers need communities of practice, mentors, and ongoing participatory engagements to sustain process pedagogies.
... Balancing the learning goals with the practical requirements of the project can be challenging. Wei et al. (2009);Wróblewska and Okraszewska (2020) Hybrid learning Students learn about sustainable farming practices through online coursework and then apply their knowledge through hands-on experiences at a community garden or on a local farm. ...
Alternative pedagogical approaches and curriculum transformations are crucial for promoting sustainable agriculture and environmental education. Conventional pedagogical approaches to teaching these subjects often rely on lecture-based methods and rote learning, which can limit students' engagement and critical thinking skills. Alternative pedagogical approaches, such as transdisciplinary education, experiential learning, problem-based learning, project-based learning, and hybrid learning, offer opportunities for student-centered and hands-on learning experiences. These pedagogical methods allow students to utilize their knowledge and skills in addressing real-life problems and projects, resulting in increased involvement and a deeper level of learning, enhancing comprehension of sustainable agriculture and the environment. Additionally, curriculum transformations that integrate agriculture sustainability and environmental education across disciplines and provide interdisciplinary experiences can support a more holistic understanding of these complex and interrelated issues. The integration of innovative alternative pedagogical tools and curriculum changes within the realm of sustainable agriculture and environmental education is crucial in fostering the development of future researchers, farmers, and policymakers, who possess the necessary skills and knowledge to tackle the intricate challenges of promoting sustainability in agriculture and the environment.
... In order for these teachers to remain current, it is vital they receive quality professional development. During a typical academic year, 90% of teachers will spend 2 hours per week participating in districtwide professional development seminars (Darling-Hammond, Chung, Andree, Richardson, & Orphanos, 2009). However, these workshops are often short in duration and provide no visible change in student achievement (Yoon, Duncan, Lee, Scarloss, & Shapley, 2007;Bush, 1984). ...
The main purpose of the current study is to reveal the effect of gender and marital status variables on teachers’ well-being levels. The databases named Higher Education Institution Thesis Center, ProQuest, EBSCOhost and Google Scholar, National Academic Network and Information Center (Academic Archive of Turkey, National Collective Catalogue, Journal Park Academic) were searched and 62 studies for the gender variable and 34 studies for the marital status variables were included in the scope of the meta-analysis. Sample sizes of the studies included in the research is as follows: according to the gender variable, sample size is 25088, and according to the marital status, sample size is 14705. The Comprehensive Meta-Analysis Version 2.2.064 (CMA) program was used in the analysis of the data. As a result of the analysis completed, it was observed that there was no publication bias in the individual studies in the study for all variables. As a result of the analysis made according to the random effects model, it was determined that the overall effect size of the gender variable (d=0.05) and the effect size of the marial status variabel (d=-0.12) on teachers’ well-being levels were weak and insignificant. As a result of moderator analyses for all variables, statistically significant inconclusive results have been achieved. When the findings of the research were evaluated in general, it was seen that the characteristics of teachers such as gender and marital status did not have an effect on teachers’ well-being levels or they were at a very weak level. When the effect of research characteristics on research findings is examined; it was seen that the type of grade, publication type, school type, teacher branch, the region where the research was conducted and the gender of the researcher did not have a moderator effect.
Purpose: This review research paper investigates the profound influence of Continuous Professional Development (CPD) programs on both teacher retention and performance within the educational landscape. It aims to provide an insightful analysis of the interconnectedness between CPD initiatives, teacher job satisfaction, and instructional effectiveness. Theoretical Framework: The study is grounded in a comprehensive theoretical framework that draws on established models of adult learning, organizational behavior, and motivational psychology. By synthesizing these perspectives, the paper explores the mechanisms through which CPD interventions can bolster teacher engagement, refine instructional techniques, and contribute to sustained career commitment. Design/Methodology/Approach: Employing a systematic literature review approach, the research paper aggregates and synthesizes a diverse array of empirical studies, scholarly articles, and educational reports. Findings: The findings of this review reveal a compelling connection between CPD participation, teacher retention rates, and instructional performance. Engaged participation in well-designed CPD initiatives positively correlates with increased teacher job satisfaction, heightened instructional efficacy, and a greater likelihood of remaining within the profession. Additionally, the paper uncovers nuanced factors within CPD, such as personalized learning pathways and collaborative learning communities, that significantly contribute to enhancing teacher retention and performance. Research, Practical & Social Implications: This review underscores the pivotal role of CPD in shaping the contemporary educational landscape. The identified implications extend beyond the classroom, highlighting the potential for CPD to mitigate teacher turnover challenges, elevate overall student achievement, and foster a culture of continuous improvement within educational institutions. By emphasizing the importance of ongoing professional growth, policymakers, school administrators, and educators are better positioned to make informed decisions that optimize both teacher and student outcomes. Originality/Value: The originality of this review research paper lies in its comprehensive synthesis of existing literature, offering a holistic perspective on the multifaceted impact of CPD on teacher retention and performance. By weaving together various theoretical threads and empirical findings, this study contributes to the body of knowledge surrounding educational development, offering valuable insights for future research endeavors and educational policy formulation.
Purpose: This review research paper investigates the profound influence of Continuous Professional Development (CPD) programs on both teacher retention and performance within the educational landscape. It aims to provide an insightful analysis of the interconnectedness between CPD initiatives, teacher job satisfaction, and instructional effectiveness. Theoretical Framework: The study is grounded in a comprehensive theoretical framework that draws on established models of adult learning, organizational behavior, and motivational psychology. By synthesizing these perspectives, the paper explores the mechanisms through which CPD interventions can bolster teacher engagement, refine instructional techniques, and contribute to sustained career commitment. Design/Methodology/Approach: Employing a systematic literature review approach, the research paper aggregates and synthesizes a diverse array of empirical studies, scholarly articles, and educational reports. Findings: The findings of this review reveal a compelling connection between CPD participation, teacher retention rates, and instructional performance. Engaged participation in well-designed CPD initiatives positively correlates with increased teacher job satisfaction, heightened instructional efficacy, and a greater likelihood of remaining within the profession. Additionally, the paper uncovers nuanced factors within CPD, such as personalized learning pathways and collaborative learning communities, that significantly contribute to enhancing teacher retention and performance. Research, Practical & Social Implications: This review underscores the pivotal role of CPD in shaping the contemporary educational landscape. The identified implications extend beyond the classroom, highlighting the potential for CPD to mitigate teacher turnover challenges, elevate overall student achievement, and foster a culture of continuous improvement within educational institutions. By emphasizing the importance of ongoing professional growth, policymakers, school administrators, and educators are better positioned to make informed decisions that optimize both teacher and student outcomes. Originality/Value: The originality of this review research paper lies in its comprehensive synthesis of existing literature, offering a holistic perspective on the multifaceted impact of CPD on teacher retention and performance. By weaving together various theoretical threads and empirical findings, this study contributes to the body of knowledge surrounding educational development, offering valuable insights for future research endeavors and educational policy formulation.
Significant disparities in educational outcome, opportunity, and achievement endure for students with disabilities and those from culturally and linguistically diverse groups. A need for effective, responsive, and inclusive practices in schools is imperative. Educators are at the heart of providing the challenging, responsive education that each child and adolescent deserves. Professional development is the lever of change, but can or help or hinder educators in improving instructional and school practices that result in improved outcomes for all students. This chapter examines the evidence base surrounding professional development and inclusive practice. Four approaches to professional development supporting more transformative professional learning and change are featured: inquiry groups (teacher study groups and lesson study); coaching, Professional Learning Communities; and Professional Development Schools. Snapshots to practice are included with each approach to provide integrated descriptive examples of varied inclusive professional development practices.
ResearchGate has not been able to resolve any references for this publication.