Establishing criteria for effective professional development and use in evaluating an action research based programme

Piggot-Irvine, Eileen

doi:10.1080/13674580601024432

Cited by 31 publications

(19 citation statements)

References 7 publications

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“…A feature of the workplace cultural norm in the success case sites could be described as 'learning enriched' (Little, 1999, p. 253) -a learner-centred environment in which professional conversations were part of the cultural norm (Piggot- Irvine, 2006). In keeping with previous research findings linked to features of effective professional development in schools, it was observed in the case studies that staff conformed with the description of being '.…”

Section: Shared Understandings Of Good Teaching and Learningsupporting

confidence: 63%

Induction of newly qualified teachers in New Zealand

Piggot-Irvine

Aitken

Ritchie

et al. 2009

Asia-Pacific Journal of Teacher Education

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In this research, commissioned by the New Zealand Teachers Council, the quality of induction of provisionally registered teachers (PRT) (newly qualified) was examined utilising qualitative 'success case studies' within early childhood, primary, secondary, and indigenous Māori medium settings. The establishment of criteria for effective induction (from the literature and previous research) guided the identification of 20 'success' sites across the sectors. In-depth data collection of each case was conducted via focus groups, one-to-one interviews and documentary analysis. The findings of the research highlighted exemplary induction practices across the sectors, with the most important associated with PRTs having access to a community, or 'family', of support during their induction. An interesting finding, which contrasted with previous research, was that PRTs in the secondary sector had levels of satisfaction with their role that were as high as those in other sectors. The key limitation to effectiveness was linked to lack of time for discussions and observations of the PRT's practice. Keywords: induction; New Zealand; teachers IntroductionThe 'success case studies ' (Brinkerhoff, 2005) on New Zealand (NZ) induction reported upon in this paper clarify a wide range of factors associated with effectiveness, including: good systems of support for induction; appropriate allocation, support and training of mentors; sufficient time for induction; quality feedback and Provisionally Registered Teachers' (PRT) openness to feedback; participation in professional development for PRTs and mentors; effective observation; good ratios of PRTs to mentors; resolving time constraint issues constructively via sharing of expertise and resources, as well as allocating sufficient time for induction meetings and reducing responsibilities for PRTs; reassurance of security for PRTs in limited contractual employment arrangements; shared understandings (locally and nationally) about good teaching and learning; ensuring good accountability processes (reviewing, checking and reporting); and having clear criteria for performance. The overwhelming feature of effectiveness, however, was linked to PRTs having a wide support network -a 'family' of support. This finding is of considerable importance to societies, such as that of the indigenous NZ Māori community, where connectedness and support of whānau (extensive family unit that often refers all individuals associated with a person) are highly valued.The paper begins by describing the approach to induction in NZ and the rationale and research questions guiding the research. Background literature (particularly that from the NZ context) associated with the development of criteria for effective induction then follows. The criteria guided the identification of 20 'success' sites across the sectors that were considered to demonstrate effectiveness. The methods/tools for in-depth data collection of each case are described in the methodology section. In the results and discussion section, findings are...

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Section: Shared Understandings Of Good Teaching and Learningsupporting

confidence: 63%

Induction of newly qualified teachers in New Zealand

Piggot-Irvine

Aitken

Ritchie

et al. 2009

Asia-Pacific Journal of Teacher Education

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“…When principals learn to be critically reflective about the status quo and plan incremental improvement around actual change initiatives they can engage in authentic learning through action research (Piggot-Irvine, 2006;Robertson, 2008) and self-directed inquiry projects (Piggot-Irvine, 2011) related to school-wide reform and improvement initiatives This school improvement context for leadership development also serves to provide opportunities for teacher professional learning (Darling-Hammond and Richardson, 2009). …”

Section: Appropriate Forms Of Learning For Experienced Principalsmentioning

confidence: 99%

Leadership Development for Experienced New Zealand Principals

Cardno

Youngs

2013

Educational Management Administration & Leadership

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This article presents the perceptions of approximately 300 experienced New Zealand principals who participated in a pilot leadership development initiative funded by the Ministry of Education. The Experienced Principals Development Programme (EPDP) underwent a rigorous evaluation that included formative (mid-point) and summative (end-point) feedback to participants and providers over an 18-month period. As the literature on leadership development indicates, particular issues arise for those who are experienced in their leadership roles and have progressed beyond early career challenges. To sustain and develop experienced principals, leadership development programmes need to be relevant, personalized and unique. The evaluation methodology used in this study employed a mixed methods approach comprising quantitative and qualitative analysis of two major participant surveys and data collected for three case studies via observation of delivery events and focus group interviews with participants. The findings confirm that the programme was highly relevant for the participants because it was responsive to individual needs and learning styles. A highly effective component was the school-based inquiry project which was viewed as a conduit for personal development and school improvement. Overall, the programme provided opportunities for both personal and professional learning.

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“…How effective are programs built on research-based principles in terms of influencing teacher's attitudes and behaviours, and supporting them on their journeys of professional change? Wilson and Berne (1999), for example, argue that there is a notable lack of empirical evidence about what teachers learn or do not learn in professional development, a position supported by numerous researchers (Dede, Ketelhut, Whitehouse, Breit & McCloskey, 2009;Guskey, 2000Guskey, , 2009Hill, Beisiegel & Jacob, 2013;Ingvarson et al, 2005 andPiggot-Irvine, 2007) who all call for the development of more sophisticated methods of evaluating professional development programs. Given a shortage of studies which explicitly examine the impact of professional development designed on research based principles, is it enough to know that programs are planned and implemented based on research and theory and then assume that change in teacher behaviours and beliefs will occur?…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of Research-Based Teacher Professional Development:

Saunders

2014

AJTE

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Establishing criteria for effective professional development and use in evaluating an action research based programme

Cited by 31 publications

References 7 publications

Induction of newly qualified teachers in New Zealand

Induction of newly qualified teachers in New Zealand

Leadership Development for Experienced New Zealand Principals

Effectiveness of Research-Based Teacher Professional Development:

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