University of Leicester MSc In Educational Leadership Human Resource Management: International Comparative Perspectives

Professional evelopment !or Enhanced "echnology Use# Ho$ Effectively %as "he Process Managed at Rogester International School&

'evin Pugh

%ord Count: ()*) Su+mitted ,th -ugust *./*

Professional Development For Enhanced Technology Use; How Effectively Was The Process Managed at Rogester nternational !chool"

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**

Professional Development For Enhanced Technology Use; How Effectively Was The Process Managed at Rogester nternational !chool"

Introduction
International Context
Educational reform to meet changing needs is +eing underta:en in many countries throughout the $orld and the Professional evelopment ;P < of teachers is =$idely accepted +y policy ma:ers and practitioners that ongoing professional development +y teachers is a necessary condition for school improvement> ;?olam@ *..9: /8*<# it has received much attention in recent years@ increasingly seen as a tool to +ring a+out change in educational practices and their outcomes ;?redeson@ *...: 83< "he U' Aovernments7 %hite Paper on "he Importance of "eaching@ epartment for Education ;*./.<@ highlights a need for schools improvement in order for the U' system to compete $ith the +est internationally0 %ithin this paper it is stated that B$e shouldC =ma:e sure that teachers receive effective professional development throughout their career> ; epartment for Education@ *./.: 9< 0 Else$here@ in the US-@ a maDor report released in *.., E Professional Learning in the Learning Profession: - Status Report on "eacher evelopment in the U0S0 and -+road E highlights the emphasis +eing placed on P in the US- and dra$s comparisons $ith $hat is happening else$here in the $orld# urging further efforts in this area ;%ei et al0 *..,: /9F*,<0

National Context
P opportunities for international teachers $ithin country G are Huite limited@ +ut have +ecome increasingly availa+le in recent years0 Part of this increasing availa+ility for teachers at Rogester International School ;RIS< is as a result of the region7s international schools $or:ing together to provide shared opportunities0 !or the teachers of RIS the availa+ility of funds to ena+le individuals to travel +eyond the local area has +een a maDor +oon# this is not@ ho$ever@ the case for teachers from many other local schools0 2ote that Rogester International School ;RIS< is a pseudonym used to ensure anonymity0

Professional Development For Enhanced Technology Use; How Effectively Was The Process Managed at Rogester nternational !chool"

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 $ide variety of nationalities on role and covers the full age range ;3 to/9<0 "here are currently (* teachers employed at the school0 "he day to day management of the school falls to the Senior Management "eam ;SM"<# this team includes the Headteacher@ the School irector and the Primary and Secondary Principles0 5verall control of the school is in the hands of the Licensee ;a representative of the o$ners< $ho $or:s alongside the SM" and also an appointed -dvisory ?oard0

Research Questions
%hat constitutes effective professional development in a school and $hat is the leadership role in this& Ho$ effective has the professional development programme in technology use +een at RIS& Ho$ might the professional development process at RIS +e enhanced in the future&

Positionality
"his has +een carried out as a literatureF+ased assignment due to the author +eing $ell placed to ma:e assessments a+out the situation at RIS# having +een closely involved $ith P in its many forms and especially I" related P at RIS for seven years0 "he author has +een a mem+er of the SM" at RIS for five years and has ta:en on overall responsi+ility for technology related P 0 "he author also chairs the technology committee@ attends P committee meetings@ and has freHuent professional discussions $ith colleagues@ at all levels@ from $ithin RIS and from other international schools0 "he author7s position may lead to some +ias in analysis and discussions@ +ut strenuous efforts $ill +e made to avoid this0
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Professional Development For Enhanced Technology Use; How Effectively Was The Process Managed at Rogester nternational !chool"

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<# +eyond even that seen at schools $orld$ide@ as technology +ecomes more and more an integral part of teaching and learning0 "echnology related P at RIS has so far had limited upta:e +y teachers and cannot +e considered to +e a successful programme@ hence the current focus on improvement0 "he author aims to give a thorough account of $hat constitutes effective P # analyse the effectiveness of previous technology related P at RIS# and indicate $ays in $hich future P may +e carried out in order to ma1imise its upta:e and its many potential +enefits0

Professional Development For Enhanced Technology Use; How Effectively Was The Process Managed at Rogester nternational !chool"

Literature Review
In recent decades there has +een a large amount of literature produced dealing $ith teachers7 Professional evelopment ;P <# also commonly referred to as I2SE" ; InF evelopment ;CP <0 P has many Service "raining<@ and Continued Professional

names and many definitions0 In essence it may +e descri+ed as =the catalyst to transforming theory into current +est teaching practices> ;'ent@ *..): )*6<0 It includes informal natural learning e1periences through $hich professionals learn a great deal ;Mercer et al0 *./.: //3F//)< as $ell as the more o+vious formal planned P 0 - common theme running through much pu+lished P literature is a consideration of the effectiveness and value of P in schools0 It is e1pensive to provide F financially@ +ut also in e1penditure of individual effort and time a$ay from the classroom0 %here ineffective it offers very poor value to the learning community0 !or the purposes of this revie$ =effective> P is defined follo$ing the definition proposed +y %ei et al ;*..,: 3<0 It is =that $hich results in improvements in teachers7 :no$ledge and instructional practice@ as $ell as improved student learning outcomes>0

Features of Effective Professional Development Pro rammes

Effective P has many potential +enefits for a school community and $here $ell structured and implemented is also =li:ely to improve teacher motivation and morale# can have a positive impact on teachers7 attitudes> and lead to overall school improvement ;?olam@ *..9: /8*<0 -n effective programme $ill =utiliIe the e1perience and e1pertise of veteran practitioners> ;!al:@ *..6: ii< and have individual teachers some$hat in control of their o$n P 0 %here teachers feel o$nership and control of the process it is =more li:ely to result in transformational professional learning> ;!raser et al0 *..6<0 Mercer et al0 ;*./.: //)< in discussing this issue of individual control refer to findings from the CP Revie$ Aroup7s findings from *..( that =the more control teachers have over the focus and scope of their CP @ the more they and their students are li:ely to +enefit>0
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Professional Development For Enhanced Technology Use; How Effectively Was The Process Managed at Rogester nternational !chool"

"eachers are not a homogeneous group and are not all in the same situations0 "o +e effective@ P offered must therefore =+e differentiated to ta:e account of a teacher7s personality@ current motivation@ Do+ description@ school circumstances@ and career stage> ;Mercer et al0 *./.: //)<0 "his differentiation is not easy to achieve and is at times ignored as schools fail to ta:e into account individual teachers7 +ac:grounds and e1periences# instead opting for a =one siIe fits all> approach to meeting their o+ligations to provide P opportunities ;?olam@ *..9: /83<0 "o ena+le a school to achieve its organisational aims all =teachers must +e provided $ith professional development that meets their instructional needs so they may meet the needs of their students> ;'ent@ *..): )3*<@ and also include the follo$Fup and support that 'ent descri+es0 "he =one siIe fits all> P model cannot effectively meet these needs@ and the model of =presentation of information +y e1perts to participants> is also =not conducive to a reflective e1amination of teaching practice> ;Stanley@ *.//: 66<0 In planning and organising effective P it is important to meet employees needs@ +ut also recognise a schools7 conte1t@ setting and needs# and contri+ute to achieving organisational goals0 - common organisational goal is that of cultivating lifelong learners ;+oth teachers and students<0 In helping teachers to +ecome true lifelong learners it $ill also +e important that teachers7 professional life phases@ as descri+ed +y ay and Au ;*..6: )3*F)39<@ are considered0 ay and Au descri+e@ for e1ample@ ho$ many teachers7 in the latter phase of their career $ould +e $ell served +y P focused on health@ emotional $ell +eing@ and maintaining a motivating sense of vocation0 "here are various important structural features that affect P programmes7 outcomes0 Ingvarson et al0 ;*..(: /(< suggested that t$o of the most important of these structural features are the duration of programmes ;P contact hours< and time span ;the total time period that the P activity covered<0 "hey found that Duration is important in allo$ing programme designers time to incorporate a $ide range of learning opportunities into their programmes0 Longer time spans they found =ena+led programs to strengthen professional community activity@ $hich@ in turn@ increased the li:elihood that programs $ould have significant effects on teacher :no$ledge and practice>0 - similarly strong argument for P of significant length and
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Professional Development For Enhanced Technology Use; How Effectively Was The Process Managed at Rogester nternational !chool"

duration has +een made +y ?ro$n ;*..)@ cited in Penuel et al0 *..6: ,*,<@ and these features identified as :ey features of high performing schools@ in particular high performing secondary schools ;5pfer@ *.//: */<0 "eachers $ho are +eing e1pected to implement change also need follo$Fup support ;!ullan@ /,9*@ cited in Ingvarson et al0 *..(< as they move on into applying $hat they have learnt in practice0 Peer classroom visits and o+servations is one $ay in $hich individualised support can +e provided0 Peers can =provide feed+ac: and assistance to support individual learning@ community improvement and ultimately student learning> ;Hord@ /,,6@ cited in %ei et al0 *..,: /.<0 irect coaching +y peers can also +e used to =help teachers incorporate ne$ :no$ledge and s:ills into classroom practice> ; %ei et al0 *..,: /)<0

!ypes of Professional Learnin "pportunities

Reid7s =Huadrants of teacher learning> model ;see appendi1 /<@ discussed +y !raser et al0 ;*..6<@ provides a means of categorising P opportunities@ dividing them into plannedFincidental and formalFinformal0 Part of the leadership role in providing P @ $ith ma1imum impact@ is to +e a$are of these range of opportunities and facilitate opportunities in a $ide range of these areas0 - common form of P @ classified +y Reid ;see appendi1 /< as formal planned@ is the =oneFoff session> involving the =typical oneF$ay delivery of tips@ techniHues@ or ideas that may or may not have any effect on teaching practice or student achievement> ;Stanley@ *.//: 6*<0 "his is no$ $idely recognised as having significant shortcomings ;Stanley@ *.//# !raser@ *..6# Mercer et al0 *./.<0 - great deal of research has +een carried out into ho$ these =oneFoff sessions> can +e more effectively provided0 Some :ey features identified are that they should +e closely aligned $ith practice and clearly focused on the content taught# consider ho$ students learn or fail to learn specific content# and develop pedagogical s:ills used to convey particular content in meaningful $ays ;%ei et al0 *..,: 3@ (# Ingvarson et al0 *..(: 9@ /(# Penuel et al0 *..6: ,3.<0 Recent research ;Jan riel and ?erry@ *./*: *8< has also highlighted the need for

practitioners to +e given =opportunities to enact certain instructional strategies and to reflect@ individually and collectively@ on their e1periences>0 In considering enactment
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Professional Development For Enhanced Technology Use; How Effectively Was The Process Managed at Rogester nternational !chool"

Penuel et al0 ;*..6: ,*(< discusses the +enefits of practical handsFon support such as = helping teachers $ith their initial configuration of eHuipment@ such as cali+rating measuring eHuipment> in increasing levels of implementation0 "eaching teachers ho$ to teach effectively has also +een identified as a significant factor in providing effective P 0 %ei et al0 ;*..,: (< refers to the findings of a study +y Carpenter et al0 ;/,9,<0 "hey found that teachers involved in Cognitively Auided Instruction ;CAI< programmes@ learning a+out ho$ students thin: and learn@ =produced changes in practice for teachers and outcomes for students>0 Recent research +y !isher et al0 ;*./.: 3//< descri+es ho$ the increasingly common computerised P through actual $or:shops ;faceFtoFface< and virtual $or:shops ;students $or:ing remotely@ +ut still a+le to interact virtually< =have the po$er to provide effective development to teachers>0 "hey found that participants e1pressed a high level of satisfaction and@ importantly that =such programs have the po$er to change classroom practice ;i0e0@ +ehaviour< in $ays that significantly improve student learning ;i0e0@ results<>0 In contrast to the often remote nature of computerised training@ an alternative is through the more colla+orative approach that has +ecome :no$n as professional learning communities ;PLCs<0 ?olam ;*..9: /8.< puts for$ard a strong case that =$here circumstances and constraints permit@ it ma:es sense for school leaders and managers to aim for promoting a professional learning community>0 "his move to the development of effective PLCs is $idely supported ;?redeson@ *...# Penuel et al0 *..6# %ei et al0 *..,# Clement@ *./.< and is part of $hat is as a +eneficial change =from topFdo$n to +ottomFup> ;'ent@ *..): )3/< in the provision of P 0 %ei et al0 ;*..,< referring to earlier $or: +y Little ;/,,.< descri+es =Doint $or:> that cultivates interdependence +et$een teachers and develops a shared understanding of good practice@ as $ell as forcing teachers to =+are their practice pu+licly>0 Sharing group :no$ledge +y the colla+orative e1amination of student $or: is another colla+orative@ and active@ activity that has +een considered to +e a =critical component of effective professional learning programs> ;Ha$ley and Jalli7s@ /,,,@ cited in Ingvarson et al0 *..(: ,<0 PLCs can +e especially important in relation to ne$ teachers0 - study +y Smith and Ingersoll ;*..)@ cited in %ei et al0 *..,< found that induction programmes that
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Professional Development For Enhanced Technology Use; How Effectively Was The Process Managed at Rogester nternational !chool"

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 enHuiry># =colla+oration> to$ards shared learning goals# =individual and collective professional learning># =openness@ net$or:ing 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 "hey also offer opportunities for informal P through contact $ith other teachers and the opportunities to net$or: $ith peers ;'ennedy@ *.//: 3)F3(<0 Stanley ;*.//: 66< recognises that P $ithin a PLC =can +e rich and effective $hen it honors the e1pertise of its mem+ers> and that =the effect of teachers tal:ing together to unpac: teaching is profound>0 "hese findings that PLCs +ring numerous +enefits are echoed else$here in the literature@ $ith ?olam ;*..9: /6)< concluding that =improvements are more li:ely to occur $hen school staff are $or:ing as a professional community>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 Huality of implementation of a PLC0 In developing a PLC Arossman et al0 ;*../@ cited in %ei et al0 *..,< descri+e difficulties in +rea:ing through teachers7 =esta+lished norms of autonomy and
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Professional Development For Enhanced Technology Use; How Effectively Was The Process Managed at Rogester nternational !chool"

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 *./.: //*<0 "he environment should also =encourage some e1perimentation $ithout the threat of punishment if one is not successful> ;Clement and Janden+erghe@ *./.: )3<0 School leaders need to allocate time for teachers to come together for colla+oration@ and have this =+uilt into current conceptions of teachers7 $or:> ; %ei et al0 *..,: /9<# it should not vie$ed as an =e1tra>0 %here practical this should include colla+oration +et$een schools0 - :ey ingredient of this colla+oration@ identified +y Ingvarson et al0 ;*..(: /6< is time to =thin:@analyse@ and tal: a+out the specifics of $hat is going on in classrooms and $hat students are doing and learning>0 Aood relationships +et$een staff are central to effective PLCs ;?olam et al0 *..(@ cited in 'ennedy@ *.//: 33<0 ?olam ;*..9: /63< identified that in promoting and supporting PLCs high levels of commitment@ strong lin:s $ith other schools@ and facilities such as staff meeting rooms that facilitate professional conversations and colla+oration are all important0 He also highlighted the importance of promoting and supporting PLCs $ith a research orientation@ and providing training for P coordinators0 !rost ;*..*: /(6< goes further@ descri+ing the importance of nurturing teachers7 leadership s:ills0 %here schools move to$ards a more distri+uted type of leadership@ as descri+ed +y Ro+ertson ;*..,: )/<@ this nurturing +ecomes increasingly important@ +ut does reHuire that leaders +e =more comforta+le $ith reduced control> ;Ro+ertson and %e++er@ *..*@ cited in Ro+ertson@ *..,: )/<0 In developing a PLC school leaders need to =ac:no$ledge the challenge of the tas: of ensuring good relationships> ;Eraut@ *..)@ cited in 'ennedy@ *.//: 33<@ including ho$ they =$or: successfully across cultures> ;?ishop and Alynn@ /,,,@ cited in Ro+ertson@ *..,: ).<@ +ut also +e a$are of +arriers to implementation0 'ennedy
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Professional Development For Enhanced Technology Use; How Effectively Was The Process Managed at Rogester nternational !chool"

;*.//: 3)< discusses +arriers@ including@ the need to consider timeta+ling issues ;difficulty in having nonFcontact time together to colla+orate<# cultural difficulties ;e0g0 seeing nonFcontact time as =their o$n> time<# and difficulties in identifying suita+le topics for colla+oration0 ?olam ;*..9: /6)< discusses ho$ location affects schools in remote locations and notes that =the practical implications for developing a PLC can only +e $or:ed out in the specific conditions> encountered in a particular conte1t and setting0 In many schools +udgets for P are limited and opportunities provided need to offer good value for money and should also incorporate the entire school staff@ as identified +y 'ent ;*..): )3/<0 %here funds are limited it may@ ho$ever@ +e more effective to consider focusing funds on fe$er staff since P funds spread too thinly are =unli:ely to produce significant change> ;Ingvarson et al0 *..(: /6<0 Effective P provides opportunities to $or: colla+oratively $ith other practitioners $ith =value placed on the learning stimulated +y $or:ing $ith others> ;'ennedy@ *.//: *8<0 Effective school leaders $ill sho$ that they value this@ =e1pectBingC evidence of professional development and actBingC in $ays that demonstrate they value teacher learning> ; ay and Au@ *..(: /6<@ $hilst avoiding the pro+lem of individual teachers +eing pressed on too many fronts at once@ as descri+ed +y Little ;/,,3: /3.<0

&nalysis and Discussion

!he Provision of !echnolo y Related PD at RI#
RIS has a clearly developed IC" strategic plan in place ;see appendi1 *< $ith $ide ranging aims0 "here have +een efforts to $or: to$ards these aims through P E $ith varying levels of success0 In *.., RIS introduced a Linu1 +ased operating system ;U+untu< and associated 5pen Source soft$are ;5SS< throughout the school0 "he system $as introduced to staff via a =oneFoff> P session ;presentation<0 Staff $ere also introduced to five preF trained =e1perts> from a pilot carried out in advance of the change0 "hese $ere identified as availa+le as coaches on an =as needed> +asis0 "his follo$Fup through coaching proved very effective in helping teachers develop put ne$ s:ills into
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Professional Development For Enhanced Technology Use; How Effectively Was The Process Managed at Rogester nternational !chool"

practice@ as identified as effective +y %ei et al0 ;*..,: /)<0 In this situation the =oneF off7 P session@ $idely regarded as having significant shortcomings ;Stanley@ *.//# !raser@ *..6# Mercer et al0 *./.<@ $or:ed $ell in providing a simple introduction to some :ey system features and reducing staff an1iety0 It $as supported +y@ poorly attended and optional@ follo$Fup =handsFon> training sessions at the end of school days0 In retrospect these sessions $ere +adly timed and $ere seen +y many as a +urden rather than an opportunity# time outside of student contact time often +eing seen +y teachers as =theirs> ;'ennedy@ *.//: 3)<0 "ime for this training needed to +e allocated for all $ho needed it@ and +e identified +y leaders as an integral part of teachers7 $or:@ as descri+ed +y %ei et al0 ;*..,: /9<0 Lo$ levels of upta:e of technology related P opportunities has +een a common theme at RIS0 End of day $or:shops +ased around identified needs for instruction in the use of various soft$are pac:ages0 -ll had lo$ upta:e@ perhaps due to not +eing $ell enough targeted on individual needs@ as descri+ed +y Mercer et al0 ;*./.: //)<@ +ut also due to timing@ for reasons indicated previously0 More successful has +een individualised coachingKsupport0 "his form of =e1pert> assistance has encouraged teachers to ta:e ris:s and =helpBedC teachers incorporate ne$ :no$ledge and s:ills into classroom practice> ;%ei et al0 *..,: /)<0 Recently RIS has successfully introduced a Learning Management System ;LMS< to a self selected su+Fgroup of teachers through outside e1pert led $or:shops@ follo$edFup +y handsFon sessions E important in increasing levels of implementation ;Penuel et al0 *..6: ,*(<0 "he selfFselection ensured that teachers had some control of the process and gave a greater li:elihood of =transformational professional learning> ;!raser et al0 *..6< ta:ing place0 ?y timing training during the school day the participants felt valued@ and the large maDority of participants gained significant s:ills and $ent on to develop and use courses $ithin the LMS0 In *./. google -pps for Education $as introduced schoolF$ide@ chiefly for it7s email and shared calendar0 "his $as introduced to the staff through an =e1pert at the front> presentation@ again supported +y =e1pert> colleagues availa+le for coachingKsupport as needed and follo$ed up +y additional tips and ideas +eing shared at $ee:ly staff meetings0 "he long time span ;identified as important +y Ingvarson et al0 ;*..(: /(<< of this training $as significant in its success0
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Professional Development For Enhanced Technology Use; How Effectively Was The Process Managed at Rogester nternational !chool"

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<@ and then given a tas: to utilise one ;Screenr< to create a presentation they $ould use in the classroom ;so directly content lin:ed<@ and share their =outcome> via a shared Aoogle oc ;colla+orative<0 "his $as successful on many fronts: a$areness of ne$ possi+ilities $as raised# handsFon s:ills ;identified +y Penuel et al0 ;*..6: ,*(< as +eing important in encouraging enactment< $ere developed in a supportive environment# some of the less tech savvy teachers gained greatly in confidence ;very important for many teachers@ as identified +y ?liss ;*..3: ,)F,(<<# the sharing of =outcomes> ensured some important follo$Fup# it also introduced the Aoogle ocs shared document concept0 It also provided a significant P opportunity for the leading teacher F $ho had never led anything li:e this +efore0 "his in many $ays met the individual needs of teachers in $ays that $ould allo$ them to go on to +etter meet the needs of their students@ as descri+ed +y 'ent ;*..): )3*<@ Less successful staff P sessions have involved the =e1pert at the front> and some opportunity to get handsFon@ +ut have not had follo$Fup incorporated and have not +een directly content lin:ed0

Enhancin Future PD at RI#

RIS already has many features of an effective P programme in place0 Staff relationships are generally e1cellent0 "ime is allocated for formal departmental meetings and staff freHuently tal: together F facilitated in part +y shared staffroom space and a common lunchroom0 "eachers are all mem+ers of committees@ consisting of mem+ers representing a crossFsection of staff0 "hese are formed to consider community management and changes@ and are an empo$ering feature of the school0 Consideration could +e given to giving these a more central role in a more distri+uted type of leadership@ as descri+ed +y Ro+ertson ;*..,: )/< Increasingly RISs staff are involved in onFline training@ through selfFstudy courses and through virtual $or:shops@ freHuently $ith a focus on su+Dect specific pedagogy and directly lin:ed to sylla+us content0 Computerised P may +e a+le to play an
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Professional Development For Enhanced Technology Use; How Effectively Was The Process Managed at Rogester nternational !chool"

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 lin:s to online digital literacy and I" s:ills training courses@ many of $hich are free and provide certification0 RIS could also usefully e1pand its LMS to provide =as needed> technology training in an easily accessi+le format@ perhaps as digital presentations@ as descri+ed +y ?rumley B/. Lul *./*C0 Cost of P is al$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 $ishing to ta:e the initiative and develop their s:ills and :no$ledge# giving them control E a feature identified as li:ely to lead to +enefits for students ;Mercer et al0 *./.: //)< -t RIS increased consultation of staff a+out the type of P that they feel $ould +e valua+le in $or:ing to$ards organisational goals and meeting individual needs@ $ould +e a maDor step for$ard0 Leaders should also ta:e account of teachers7 $idely varying situations and circumstances in facilitating appropriate P opportunities0 "his includes meeting professional needs for certification# some teachers are reHuired +y their certifying +odies to complete certified P ;e0g0 most teachers from US-<0 RIS7 P programme should also focus on meeting the needs of indigenous staff@ most of $hom don7t spea: English at a level sufficient to fully +enefit from P provided# and amongst $hom the less =$esternised> are often uncomforta+le if in a minority $ith foreign teachers0 Leaders should consider avoiding putting indigenous staff in situations $here they are culturally ;e0g0 colla+orative group $or: $ith foreign teachers# they $ill tend to $ithdra$ and say nothing< or linguistically uncomforta+le0 "he teaching methods e1perienced +y indigenous teachers tend to +e very different from RIS7 aim0 -dditional focused training is reHuired to ena+le these teachers to use methodologies inFline $ith those employed +y the maDority foreign trained teachers0 In implementing change amongst staff in this country Hallinger and 'antamara ;in %al:er and immoc:@ *..*: /3(< strongly suggest eliciting support from local leaders@ since in this culture their@ po$erful@ support is needed for =catalyIing and sustaining BtheC transformation>0 Hallinger and 'antamara also identified a need for the local leaders to change their practice@ do$nplaying their authority@ there+y
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Professional Development For Enhanced Technology Use; How Effectively Was The Process Managed at Rogester nternational !chool"

allo$ing indigenous teachers to +ecome more forthright $ith their opinions0 RIS leaders should ensure training follo$Fup occurs +y +uilding it into all P opportunities0 "hey should also encourage greater use of e1isting e1pertise through coaching and mentoring@ as part of all inductions@ and amongst e1isting staff0 "he current system of peer o+servation encourages a =$hat did you see that $or:ed $ell> approach F teachers are as:ed to not +e critical0 "his is supportive and nonF threatening@ +ut it may +e helpful to e1tend this to providing feed+ac: and assistance as recommended +y Hord ;/,,6@ cited in %ei et al0 *..,:/.<@ and going further to provide coaching0 Individualised coaching and mentoring are already features of educational technology P ;E"P < at RIS@ +ut do not e1tend to incorporate all staff0 Some teachers $ith lo$ level s:ills rarely see: assistance0 !or these teachers effective E"P may need them to +e directly involved in its planning and development@ as descri+ed +y Russell and ?radley ;/,,6: /9<0 "hese features $ere noted +y ?liss ;*..3: ,)F,(< as +eing very important for Elementary teachers@ along $ith situations that allo$ them to feel confident in their a+ilities0 Primary teachers are a group $ith very lo$ E"P upta:e at RIS0 Small group E"P that they have helped to plan and develop may help to change this@ especially if it is differentiated in design and delivery to meet each teachers7 learning needs and preferences# focused on P goals to +e accomplished# and incorporates handsFon $or: sessions as follo$ up E :ey features of E"P @ as descri+ed +y Harris ;*..9: */<0 P at RIS $ill +e li:ely to still include an element of =e1pert at the front> type training0 %here used it may +e possi+le to increase effectiveness +y generating e1citement amongst teachers0 In the case of introducing ne$ educational technology this might involve a PR campaign hyping it in advance@ or creating an amusing video to use on the day0 ?rumley B3 Lun *./*C@ descri+es having great success $ith this =mar:eting> of ne$ technologies0 %ith the increasingly rapid pace of change in educational technologies it is difficult for teachers to :eep up $ith it +y themselves# hence providing engaging P has +ecome more urgent ;'ing@ *..*: *,(<@ and techniHues such as this =mar:eting> should +e used@ out of necessity@ to engage RIS7 teachers in this0 School leaders at RIS@ as $ell as supporting and developing P @ need to sho$ that
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Professional Development For Enhanced Technology Use; How Effectively Was The Process Managed at Rogester nternational !chool"

they value it and ensure that systems are put in place to monitor staff involvement in P @ and its efficacy# although as suggested +y 'ennedy ;*.//: 3,<@ =not all professional learning can or should +e formally accounted for E there is a reHuirement for professional trust in order that the +enefits of colla+orative@ informal and incidental learning are not lost in an attempt to formalise and individualise them>0

Conclusions
In attempting to define $hat constitutes effective P in schools it has +ecome clear that that the common =oneFoff> P opportunity is amongst the least effective form of provision@ especially $hen lac:ing in follo$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 s:ills 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 s:ills 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 $or:ing to$ards them0 %here teachers at RIS have common needs they should +e facilitated in $or:ing together in colla+orative groups0 -t RIS then@ e1cessive num+ers of P focuses should +e avoided@ $ith greater time@ effort@ emphasis@ and resource allocation put into areas offering the greatest potential teaching and learning +enefits# avoiding =flavour of the month> training0 "o increase upta:e of technology training opportunities at RIS it may +e that the timing of sessions need to +e made more palata+le to teachers@ perhaps shifting from the end of school day to lunchtimes@ during the regular school day ;$ith class cover provided<@ or even +efore school ;possi+ly providing +rea:fast as an incentive<0 !or a PLC to flourish at RIS the school7s safe and nurturing ethos should +e reinforced@ ensuring teachers feel a+le to e1pose their $ea:nesses@ learn from
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Professional Development For Enhanced Technology Use; How Effectively Was The Process Managed at Rogester nternational !chool"

colleagues@ and ta:e ris:s $ith ne$ innovations0 Staff relationships are generally e1cellent at RIS@ +ut it $ill +e important to actively $or: on maintaining these and the developing PLC0 In the coming year RIS $ill +e reconsidering their Mission and Philosophy0 "his is a prime opportunity to develop true shared goals and vision@ important factors $ithin a PLC in getting everyone =on +oard>0 "his may also +e a good opportunity to consider ho$ time is made availa+le for P at RIS0 Effective P cannot rely on teachers7 personal time ;?liss@ *..3: ,6<@ therefore a reconsideration of ho$ teachers7 time is allocated may +e needed if RIS7 leaders are serious a+out effective P and the development of a PLC0

Recommendations for RI#

%or: to$ards developing a colla+orative PLC: reducing the num+er of =oneF siIeFfitsFall> training sessions and focusing more on staff mem+ers7 actual needs@ $ith all P incorporating follo$Fup0 Place increased emphasis on supporting positive staff relationships and encouraging informal professional discussions through actions such as improvements to the staffroom environments and facilities0 !ormalising regular colla+oration +et$een teachers# to incorporate sharing of :no$ledge and practice@ and the colla+orative e1amination of student $or:0 E1pand peer o+servations to incorporate mentoring and coaching in a supportive nurturing environment# incorporating +oth foreign and indigenous teachers0 E1pand the roles of committees to have them ta:ing a more central role in a more distri+uted type of leadership0 E1pand the use of the LMS to provide of =onFdemand> training and also share information a+out availa+le onFline and offFline P opportunities0

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Professional Development For Enhanced Technology Use; How Effectively Was The Process Managed at Rogester nternational !chool"

REFERENCE#
?liss@ "0L0 ;*..3<: -ttitudinal responses to teacher professional development for the effective integration of educational technology@ Lournal of InFService Education@ *,:/@ 9/F/.. ?olam@ R0 ;*..9<: Professional Learning Communities and "eachers7 Professional evelopment@ 0 Lohnson M R0 Maclean ;eds< Teaching: Professionalization, Development And Leadership0 Springer Science N ?usiness Media pp/(,F/6, ?redeson@ P0J0 ;*...<: "eacher learning as $or: and at $or:: e1ploring the content and conte1ts of teacher professional development@ Lournal of InFService Education@ *8:/@ 83F6* ?redeson@ P0J0 ;*...<: "he school principal7s role in teacher professional development@ Lournal of InFService Education@ *8:*@ 39(F)./ ?rumley@ M: Educating Educators@ B5nlineC@ -vaila+le: http:KK$$$0mar:+rumley0comKeducatingFeducators B3 Lun *./*C

?rumley@ M: Creating EFlearning for "eachers@ B5nlineC@ -vaila+le: http:KK$$$0mar:+rumley0comKcreatingFeFlearningFforFteachers B/. Lul *./*C Clement@ M0 M Jandenverghe@ R0 ;*../<: Ho$ School Leaders can Promote "eacher7s Professional evelopment0 -n -ccount from the !ield@ School Leadership M Management: !ormerly School 5rganisation@ */:/@ )3F(6 epartment for Education ;*./.<: "he Importance of "eaching: "he Schools %hite Paper@ U' Stationery 5ffice Limited ay@ C0 M Au@ 40 ;*..6<: Jariations in the Conditions for "eachers7 Professional Learning and evelopment: Sustaining Commitment and Effectiveness over a Career@ 51ford Revie$ of Education@ 33:)@ )*3F))3
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Professional Development For Enhanced Technology Use; How Effectively Was The Process Managed at Rogester nternational !chool"

!al:@ ?0 ;*..6<: !rom the EditorOReconceptualiIing Professional UtiliIing "eacher E1pertise@ "he 2e$ Educator@ 3:3@ iFiv

evelopment:

!isher@ L0?0@ Schuma:er@ L0?0@ Cul+ertson@ L0 M eshler@ 0 0 ;*./.<: Effects of a ComputeriIed Professional evelopment Program on "eacher and Student 5utcomes@ Lournal of "eacher Education@ 8/:)@ 3.*F3/* !raser@ C0@ 'ennedy@ -0@ Reid@ L0 M Mc'inney@ S0 ;*..6<: "eacher7s continuing professional development: contested concepts@ understandings and models@ Lournal of InFService Education@ 33:*@ /(3F/8, !rost@ 0 M urrant@ L0 ;*..*<: "eachers as Leaders: E1ploring the impact of teacherF led decelopment $or:@ School Leadership M Management: !ormerly School 5rganisation@ **:*@ /)3F/8/ Harris@ L0 ;*..9< 5ne siIe doesn7t fit all: customiIing educational technology professional development0 Part 5ne: Choosing E"P Aoals@ Learning M Leading $ith "echnology@ 3(:(@ /9F** Ingvarson@ L0@ Meiers@ M0 M ?eavis@ -0 ;*..(<@ !actors affecting the impact of professional development programs on teachers7 :no$ledge@ practice@ student outcomes M efficacy@ Education Policy -nalysis -rchives@ /3:/.@ /F*9 'ennedy@ -0 ;*.//<: Colla+orative continuing professional development ;P < for teachers in Scotland: aspirations@ opportunities and +arriers@ European Lournal of "eacher Education@ 3):/@ *(F)/ 'ent@ -0M0 ;*..)<: Improving teacher Huality through professional development@ Education0 /*):3 )*6F)3( 'ing@ '0P0 ;*..*<: Educational technology professional development as transformative learning opportunities@ Computers M Education@ 3,@ *93E*,6

/,

Professional Development For Enhanced Technology Use; How Effectively Was The Process Managed at Rogester nternational !chool"

Mercer@ L0@ ?ar:er@ ?0 M ?ird@ R0 ;*./.<@ Human Resource Management in Education0 London: Routledge 5pfer@ J0 0 M Pedder@ 0 ;*.//<: "he lost promise of teacher professional

development in England@ European Lournal of "eacher Education@ 3):/@ 3F*) Penuel@ %0R0@ !ishman@ ?0L0@ Pamaguchi@ R0 M Aallagher@ L0P ;*..6<: %hat Ma:es Professional evelopment Effective& Strategies "hat !oster Curriculum Implementation@ -merican Educational Research Lournal@ )):)@ ,*/F,(9 Ro+ertson@ L0 ;*..,<: Coaching leadership learning through partnership@ School Leadership M Management: !ormerly School 5rganisation@ *,:/@ 3,F), Russell@ A0 M ?radley@ A0 ;/,,6<: "eacher7s compurer an1iety: implications for professional development@ Ecucation and Information "echlologies@ *@ /6F3. Stanley@ -0M0 ;*.//<: Professional evelopment $ithin Colla+orative "eacher Study

Aroups: Pitfalls and Promises@ -rts Education Revie$@ //*:*@ 6/F69 Jan riel@ L0H0 M ?erry@ -0 ;*./*<: "eacher Professional evelopment !ocusing on

Pedagogical Content 'no$ledge@ Educational Researcher@ )/:*8@ *8F*9 %al:er@ -0 and immoc:@ C0 ;*..*< School Leadership and -dministration: -dopting

a Cultural Perspective0 London: Routledge !almer0 %ei@ R0 C0@ arlingFHammond@ L0@ -ndree@ -0@ Richardson@ 20@ 5rphanos@ S0 ;*..,<0 Professional learning in the learning profession: - status report on teacher development in the United States and a+road0 allas@ "G0 2ational Staff evelopment Council0

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Professional Development For Enhanced Technology Use; How Effectively Was The Process Managed at Rogester nternational !chool"

&PPENDICE#
&ppendix ' Reid7s Huadrants of teacher learning model ;in !raser@ *..6<

*/

Professional Development For Enhanced Technology Use; How Effectively Was The Process Managed at Rogester nternational !chool"

&ppendix (
Extracts from RI#$ Current IC! #trate ic Plan %e see IC" ma:ing an increasingly important contri+ution to improving teaching and learning throughout the school@ at all levels0 %e also see IC" ma:ing an increasingly significant contri+ution to effective management and administration of the school@ particularly through improved communications +et$een mem+ers of the school community0 %e +elieve that t$entyFfirst century education should integrate technology and engage students in $ays not previously possi+le@ creating ne$ learning and teaching possi+ilities@ enhancing achievement and e1tending interactions $ith local and glo+al communities0

"ur vision encompasses the followin aims)

to promote effective learning and teaching# ena+le all our staff and pupils to +e confident@ competent@ and independent users of IC"0 %e aim to use IC" $here appropriate to motivate and inspire pupils and raise standards across the curriculum0 to provide an environment $here access to IC" resources is natural and commonplace0 "his $ill involve increased access to computers for staff and students and in the near future $ill involve considering an increased use of laptops andKor other devices +y students0

Priorities
(0 !acilitate staff and student training and support to facilitate the efficient use of our Linu1 U+untu +ased system0 80 "o inspire and facilitate teachers to ma:e greater use of IC" to enhance teaching and learning across the curriculum0 "his to include %e+ *0. and other technologies as identified0 60 !urther develop the use of our JLE ;Jirtual Learning environment<@ Moodle@ $or:ing to$ards having all teachers ma:ing use of the JLE to varying degrees0

**