Teachers Helping Teachers: A Professional Development Model that Promotes Teacher Leadership

Ghamrawi, Norma

doi:10.5539/ies.v6n4p171

Cited by 22 publications

(14 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Before the COVID-19 forced us to act in a new world, it was known that one of the most significant factors in introducing changes to school and in their assimilation is the school principal. Those projects and programs that are encouraged and supported by the principal had the greatest chances of success (Al Harbi, 2014;Ghamrawi, 2013). In the new context, the situation has changed dramatically, and the major responsibility for success has become transferred to teachers, learners, and parents, while the figure of the principal somewhere lost its significance in leading the process.…”

Section: Discussionmentioning

confidence: 99%

COVID-19 as the Catalyst of E-leadership and ICT Implementation in Israeli Arab Sector Elementary Schools

Soleman¹

2020

JECS

View full text Add to dashboard Cite

The article discusses the vicissitudes of practical implementation of distance learning by the use of ICT technologies in the elementary schools of Israel’s Arab sector, following the lock-down induced by COVID-19 pandemic. The author describes his own experience of distance learning as a pedagogical coordinator, while addressing various aspects of collaborative practices, parental cooperation, and leadership in the context of emergency management policies and methods. The experience is certainly both unprecedented and informed by lessons learned from previous emergencies: the author seeks to integrate the existing scholarly and practical frameworks of knowledge and the conclusions that can already be drawn from the experience that is entirely new, ongoing, and open-ended. The article discusses strengths and weaknesses of distant learning experience in the elementary school and provides tentative recommendations for the unknown and uncertain future.

show abstract

Section: Discussionmentioning

confidence: 99%

COVID-19 as the Catalyst of E-leadership and ICT Implementation in Israeli Arab Sector Elementary Schools

Soleman¹

2020

JECS

View full text Add to dashboard Cite

show abstract

“…In the same vein of TPD contribution for school improvement, a study by Ghamrawi (2013) revealed that teachers take part in leading PD program nurtures pool for potential teacher leadership that make them more responsible and productive. Besides, OECD (2011) advocated the role of professional development as a tool for lifting the proficiency of teachers.…”

Section: Role Of Tpd In Facilitating Faculty Developmentmentioning

confidence: 99%

Teacher Professional Development as a Catalyst for Faculty Development: The Case of a University in China

Adarkwah

Mekonen

Kalim

2021

JETS

View full text Add to dashboard Cite

Teacher professional development (TPD) is integral for faculty development through quality teacher performances and student outcomes. Prior research on TPD indicates that school leaders at the helm of educational affairs are responsible for implementing and sustaining TPD activities for better school improvement. In the higher education (HE) context, fewer research studies have been conducted on TPD. Most HE institutions still struggle to implement, sustain, and improve TPD in China and significant parts of the world. The qualitative research utilized a case study approach to solicit information from two deans of a selected university faculty in China reputable for its TPD programs. The three key leadership practices explored in this study were; how leadership support TPD, the role of TPD in faculty development, and the challenges of TPD in the HE context. Findings from the study indicate that China's hierarchical structure has positively affected TPD programs in this university due to the Chinese culture and tradition. Clear and concrete policies emerged as an essential step towards TPD implementation. Motivational strategies such as incentives and academic conferences have been identified as integral factors for TPD sustainability. Also, mentorship and collaboration among teachers and other stakeholders were integral to enhancing teachers' research capacity. Educators should ensure the evaluation and supervision of TPD for it to achieve its intended goals.

show abstract

“…In all cases, the literature of education supervisors' role and scheme of work may be synthesized into eight areas presented in figure 2. Figure 2 suggests that the education supervisor (From: Ghamrawi (2010Ghamrawi ( , 2011Ghamrawi ( , 2013aGhamrawi ( , 2013b)) 1-Leadership role: which entails distributing leadership, creating cultures and sub-cultures conducive to learning and growth. 2-Activating role: which make the education supervisor responsible for the collaborating and catalyzing teachers to work towards enriching the curricula with all the activities that are conducive to active learning and student-centered classrooms.…”

Section: Roles Played By Supervisorsmentioning

confidence: 99%

“…Thus, while studies from across the globe have focused on teacher professional development and growth through many perspectives and approaches such as school reform (Lieberman & Wood, 2002), training methodologies (Campbell & Malkus, 2011), leadership theories (Ghamrawi, 2013a), school improvement endeavors (Gallagher, Woodworth, & Arshan, 2017); a small number of studies were attentive to the role of educational supervisors in schools in impacting and shaping teacher growth (Wanzare & da Costa, 2000).…”

mentioning

confidence: 99%

Differentiated Education Supervision Approaches in Schools through the Lens of Teachers

Ghamrawi

Shal

2019

Int J Innov Educ Res

Self Cite

View full text Add to dashboard Cite

The purpose of this study was to examine the predominant approaches of education supervision in a randomly selected sample of schools in Beirut, Lebanon according to Glickman et al.'s (1998) differentiated model. For this purpose, 290 teachers (N1= 290) from 29 non-free private schools in Beirut (N2= 29) completed a survey. Data was analyzed using SPSS 21.0 for windows. Results indicated that: (1) teachers were not satisfied in schools with the education supervision behaviors in their schools; (2) the predominant approaches of education supervision were directive control, followed by directive informational, collaborative and least were non-directive behaviors; and (3) supervisory approaches were not differentiated in schools. Implications and limitations of the study and suggested. AbstractThe purpose of this study was to examine the predominant approaches of education supervision in a randomly selected sample of schools in Beirut, Lebanon according to Glickman et al.'s (1998) differentiated model. For this purpose, 290 teachers (N1= 290) from 29 non-free private schools in Beirut (N2= 29) completed a survey. Data was analyzed using SPSS 21.0 for windows. Results indicated that: (1) teachers were not satisfied in schools with the education supervision behaviors in their schools; (2) the predominant approaches of education supervision were directive control, followed by directive informational, collaborative and least were non-directive behaviors; and (3) supervisory approaches were not differentiated in schools. Implications and limitations of the study and suggested.

show abstract

Teachers Helping Teachers: A Professional Development Model that Promotes Teacher Leadership

Cited by 22 publications

References 17 publications

COVID-19 as the Catalyst of E-leadership and ICT Implementation in Israeli Arab Sector Elementary Schools

COVID-19 as the Catalyst of E-leadership and ICT Implementation in Israeli Arab Sector Elementary Schools

Teacher Professional Development as a Catalyst for Faculty Development: The Case of a University in China

Differentiated Education Supervision Approaches in Schools through the Lens of Teachers

Contact Info

Product

Resources

About