Therefore teachers' performance is an issue that if addressed adequately, can speed up the process of eliminating illiteracy from the country. The research study aims to evaluate performance management in the state secondary schools in North Cyprus. The collegial reflection was implemented in a school, in a middle-sized municipality in southern Sweden, with 21 teachers participating in the intervention. Teacher collaboration and close partnership between colleagues has been established as an important factor in enabling professional learning to occur Harris and Jones 2010, Rhodes and Beneicke 2002. In engaging the views of senior managers, possible sources of weakness in the transfer of teacher learning to classrooms are identified. Specialist-coaches have unique opportunities and challenges in this daunting task, and the paper discusses one program designed to prepare well-respected teachers for the transition to the role and responsibilities of a specialist-coach.
In this article, we suggest a parallel can be drawn between pressures to perform in sports and pressures on schools to perform. Öğretmenler için özellikle motivasyonel anlamda önemli katkılar sağlayan çalışma; okulda, öğretmenlerin ihtiyaçlarına göre belirlenen konularda, öğretim üyeleri tarafından etkileşimli bir ortamda verilen seminerler yönüyle öğretmenlere büyük fayda sağlamıştır. The study revealed that networking, modelling, equity, justice, and fairness are of great importance in advancing teacher leadership in schools. There is a large literature on leadership mentoring and coaching. The results of the study in quantitative dimension indicated that peer observation was considered byschool managers as an alternative teacher development model to promote cooperation among teachers;self-awareness of teachers; motivation; solving their problems cooperatively; learning new methods.
Purpose — The purpose of this paper is to examine the practice of mentoring and coaching in the Singapore education system, to show the difference in philosophy in which these two concepts have been applied and to discuss the issues and challenges involved in their implementation. Much of the current efforts of those who coach mathematics teachers are focused on individual teachers with the intention that in time teachers will come together across the school in a community of practice Lave and Wenger 1991 that yields increased student learning. Pedagogical Re Encounters: Enacting a Decolonial Praxis in Teacher Professional Development in the Global South. Analysis of student achievement, student feedback mechanisms and personal reflection are forming part of these agendas as methods of teacher evaluation. This article illustrates the complexities as well as the promises of enacting a decolonial praxis in the context of teacher professional development. In this study, the implementation effects of a programme for the training of coaching skills with Dutch primary school teachers acting as mentors for beginning teachers are described.
Needs analysis was carried out in July 2015 through interviews which were conducted with 24 teachers who were chosen randomly. The review reveals that these challenges go beyond classroom pedagogy to encompass issues of conforming to school and organizational cultures. Our majors pursue successful careers in accounting, marketing, sales, advertising, customer relations, financial planning, investment banking, human resource management, not-for-profits, and as entrepreneurs. This paper outlines the range of school improvement interventions and programmes currently in operation. It was of interest whether these changes would be reflected in a cluster of effects on perception associated with the focus group intervention. Secondly, the article presents a framework for examining the design, delivery, content, context and outcomes of professional development in schools. These specialist-coaches' mathematical content knowledge grew and their beliefs became more aligned with a Making Sense perspective during the preparation program, and their changed state persisted throughout 2—3 years of service as specialist coaches.
Finally, the article advocates the place of teacher learning needs analysis as a means to avoid mismatch between the real causes of poor performance and the professional development support offered. The key method of data collection was interviews with key stakeholders. The current study examined the factor structure and psychometric characteristics of a measure of coach-teacher alliance as reported by both teachers and coaches and explored the extent to which teachers and coaches reliably rate their alliance. Collaborative cultures foster teacher and curriculum development. Tasarım tabanlı araştırma yönteminin kullanıldığı çalışmada tasarım-analiz-yeniden tasarım adımları izlenmiştir.
This paper addresses a feasibility study of a method for recurrent collegial reflection. Kardos and Johnson 2007 surveyed first and second year teachers about the experiences they had working in their schools and with their colleagues. Social theories of learning provide compelling explanations of the conditions through which professional development occurs in and among individuals within a community of practice. The Business major is excellent preparation for successful entry and advancement in the major functional areas of business. Peer coaching of the technical kind, it is concluded, fosters implementation rather than development, education rather than training, contrived collegiality rather than collaborative culture. The paper discusses a conceptual framework for coaching in which a specialist-coach is to serve as a ''more knowledgeable other'' for a community of practice in a school, and ultimately to impact both the knowledge and professional practice of teachers and the school's mathematics program as a whole. Finally, the article uses findings from the Schools and Staffing Survey to describe teachers' experiences and impact of various professional development activities on their professional work.
In particular, the findings confirm the value of Real-Time Coaching as a means to accelerate skills development and promote affective learning as part of professional learning in the teacher education course described herein. Öğretmenlerin mesleki gelişimlerinde okul temelli, üniversite destekli, danışmanlı ve sürekli bir yaklaşımı esas alan çalışma, uygulama sonunda önemli anlamda olumlu sonuçlara ulaşmıştır. The project supports the argument that learning as part of a community of practice can provide a powerful and useful model for teacher professional development and that problem oriented project pedagogy and information and communication technology can be used to shift from a model based on delivery of information towards a pedagogy favoring learning as knowledge construction through collaboration, projects and problem orientation. Research into professional learning communities suggests ways forward for educational leaders and managers to foster environments in which individual and organisational learning is optimised through collaboration and shared leadership. Specialist-coaches have unique opportunities and challenges in this daunting task, and the paper discusses one program designed to prepare well-respected teachers for the transition to the role and responsibilities of a specialist-coach. Farrell 2011 and Hargreaves 2000 note that increased collegiality amongst staff could be a result of peer review of teaching as it enhances communication between colleagues.
It also looks into the contrast between the perceptions and practices, and the underlying reasons behind such deviations. National Standards put forward by the Teacher Training Agency serve to emphasize the importance of good resource management within schools. Effective school improvement involves building the capacity for change and development. The findings of this case study provide professional learning suggestions for teachers, administrators, consultants, support staff, and district and state administrators that aim to improve future transition programs and literacy supports. This has given rise in some quarters to negative feelings about the future of education. Curriculum development is never an easy task for teachers. The preand post-training ratings from the beginning teachers themselves showed no significant treatment effects as the beginning teachers rated the coaching skills of their mentors very favourably even at pretest Addressing the themes of transformation and professional growth as self-directed phenomena, and supported by a multi-disciplinary collaboration of secondary school teachers, this study was designed to investigate professional growth as an individually reflective and authentically collaborative phenomenon.
This pressure comes largely from the structure of the routines, codes and expectations that have been established in the schools Sundli, 2007. It has been argued that teachers resist change because they lack motivation, have inadequate knowledge and expertise to modify their practices, and are reluctant to take risks for fear of having their confidence damaged. However, in education in England, mentoring is the term that has dominated policy and discussion until recently, with the application of this concept as a core element in teacher training and in the induction of new headteachers. Rhodes and Beneicke 2002 also believe that the key motive of peer review should be for personal development and consider collaboration as vital for improving practice. Cross sectional data was collected from 135 private schools teachers of Karachi through structured questionnaires containing a five point Likert scale. See Table 1 for a listing of items on the measures. Of interest to this researcher was some of the ways in which self-directed professional learning, personal and shared reflection, and authentic collaboration — in a supportive study group environment — could create changes in teachers' perceptions of themselves and their work, and catalyse professional growth.
Design based research model was used in this study following design, analysis and re-design steps. This context is problematised by considering teachers' conceptualisations of their professional autonomy, status and personal expertise. Teacher quality continues to be of major concern in the Western world, and identifying the most effective approach to teacher training remains a contested area. Studies in English Education, 18 2 , 1-27. A detailed literature review was carried out for the problematic area and professional development studies around the World were investigated.