A New Conceptual Model for Principal Involvement and Professional Collaboration in Teacher Education

Abstract

Background/Context Beginning teachers often identify the school principal as a key figure for support and guidance. Few teacher education conceptual models exist that significantly integrate the building principal into the clinical experiences of teacher candidates. The rationale behind initiating discourse on principal involvement grows out of current policy and reform initiatives that require increased accountability for improved student performance. The call for more deliberate principal involvement in preservice also arises in regard to teacher attrition and retention concerns. Having the principal engage in active mentoring during preservice may positively address these issues by providing a more complete socialization and enculturation process into today's context of schooling. Purpose/Objective/Research Question/Focus of Study The major research questions for this study were: (1) What are the level and types of support that building principals provide for the preparation of new teachers? (2)What are the obstacles that may be preventing principals from becoming more involved with teacher preparation? (3) What are the types of activities that make sense for principal involvement with field experience and student teaching? (4) What are suggestions for more meaningful collaboration between schools and teacher/administrator preparation programs? Research Design The study was designed as an interpretive qualitative research project that attempted a measure of self-reporting through in-depth interviews. Conclusions/Recommendations M3—A new conceptual model of collaboration (three supports for preservice teacher: mentor, university supervisor, and principal) was presented to include the principal with the preservice teacher, university supervisor, and cooperating teacher in a community of practice for teacher preparation. To build on this research and continue the discourse about the principal's role, several implications and areas for future study are presented: (1) investigation of teacher preparation programs more in depth to get further information about how principals are involved in teacher education, (2) implementation of the M3 conceptual model in a pilot capacity during field and student teaching experiences to gather more data about collaboration, especially the role of the principal, (3) the collaboration of principal preparation and teacher education programs to address this aspect of supervision in course content and internships, (4) the difference in perceptions of prospective and practicing principals regarding their role with teacher candidates during preser-vice, and (5) study of professional development schools to see how the principal is involved in a supervisory and instructional leadership capacity with preservice teachers.

Creating a culture of learning – mentoring in a PDS

“…The culture of a school includes its participants' shared assumptions, values, and norms that continually reinforce each other. The principal takes a key position to communicate the culture of the school as he or she manages instructional and institutional resources (Varrati, Lavine, & Turner, 2009). The culture among colleagues, how they form their relationships, the values they share, and the norms that are present in school activities all impact how learning is organized and facilitated at the school (Hipp, Huffman, Pankake, & Olivier, 2008).…”

Peer learning: an analysis of secondary school teachers’ reflection groups on teaching practice / El aprendizaje entre iguales: análisis de los grupos de reflexión sobre la práctica docente para profesores de educación secundaria

“…La mayoría de los estudios certifican que el primer año de enseñanza suele ser especialmente difícil y que los noveles consideran los problemas a los que deben hacer frente como múltiples, variados y altamente demandantes (Aloguín y Feixas, 2009; Eirín, García, y Montero, 2009; Marcelo, 2009; Roehrig, Bohn, Turner, y Pressley, 2008; Schmidt, 2008; Ye y Cooper, 2011). De estos estudios también se desprende que, si bien los profesores tienen pocas oportunidades para reflexionar sobre su práctica con quienes experimentan problemas similares, cuando esto ocurre se facilita el desarrollo y la inserción profesional de los noveles (Vaillant y Manso-Ayuso, 2013; Varrati, Lavine, y Turner, 2009). Sin embargo, sabemos todavía muy poco acerca de cómo y cuándo esta reflexión entre pares contribuye a la construcción del conocimiento profesional en nuestro contexto, a pesar de algunas aportaciones recientes en las que se demuestra su bondad en modalidades de formación diseñadas para promover este conocimiento en los noveles (Azcárate y Cuesta, 2012; López, Cadenas, y Martín, 2012).…”

“…Most of the studies confirm that the first year of teaching tends to be especially difficult and that beginning teachers view the problems that they face as being multiple, varied and highly demanding (Aloguín & Feixas, 2009; Eirín, García, & Montero, 2009; Marcelo, 2009; Roehrig, Bohn, Turner, & Pressley, 2008; Schmidt, 2008; Ye & Cooper, 2011). These studies also show that, although the teachers have few opportunities to reflect on their practice with others who experience similar problems, when this reflection does occur it facilitates the professional development and entry of beginning teachers (Vaillant & Manso-Ayuso, 2013; Varrati, Lavine, & Turner, 2009). However, we still do not know much about how and when this peer reflection contributes to the construction of professional knowledge in our context, despite recent contributions that demonstrate the benefits of reflection in training designed for promoting this knowledge in beginning teachers (Azcárate & Cuesta, 2012; López, Cadenas, & Martín, 2012).…”

Pelatihan Supervisi Berbasis Kategori Guru Bagi Kepala Sekolah Dasar Kota Solok

“…Kompetensi guru dan peningkatan profesionalnya selalu berhubungan dengan instructional supervision dan pengembangan dari kepala sekolah (Cone, 2011;Fritz & Miller, 2003;Kalule & Bouchamma, 2013;Rew, 2014;Urick & Bowers, 2017;Varrati et al, 2009). Pola pembinaan dan pengembangan professional guru secara umum diberikan langsung oleh pusat atau daerah dalam bentuk sosialisasi atau pembinaan penggunaan kurikulum, model, atau pendekatan pembelajaran yang baru.…”

“…Berdasarkan beberapa problematika kompetensi guru dan kompetensi serta praktik supervise oleh kepala sekolah yang telah di paparkan di atas, sudah seharusnya pembinaan peningkatan kompetensi supervise kepala sekolah mejadi hal yang perlu mendapat perhatian. Dalam konteks penjaminan dan upaya peningkatan mutu Pendidikan, melalaui kegiatan pengabdian kepada masyarakat ini pengabdi ingin memberikan pelatihan dengan program beserta materi-materi yang dapat meningkatkan kompetensi supervise kepala sekolah yang menjadi salah Upaya perbaikan dan peningkatan mutu proses pembelajaran tidak terlepas dari peran guru dan kepala sekolah professional (Cone, 2011;Demonte, 2013;Varrati Et Al., 2009). Pendidikan yang diselenggarakan oleh tenaga-tenaga kompeten dan profesional tentu akan dapat menyajikan pendidikan yang berkualitas bagi peserta didik yang nantinya akan menjadi bagian dari sumber daya manusia itu sendiri.…”