The school principal's role in teacher professional development

Bredeson, Paul V.

doi:10.1080/13674580000200114

Cited by 189 publications

(155 citation statements)

References 3 publications

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“…There is a range of studies on relevant workplace conditions for teachers to work and learn (Rosenholtz et al 1986, Eraut 1995, Smylie 1995, Bredeson 2000, Ellström 2001, Smith and Gillespie 2007, Imants and Van Veen 2010, Sleegers and Leithwood 2010 which share similar findings on what constitutes important workplace conditions in terms of teacher learning. Some examples of essential school conditions are that: teachers share their work, jointly prepare lessons or collaborate in a learning community (Smylie 1995, Little 2012; teachers are participating in school-wide decision-making on school improvement (Rosenholtz et al 1986, Smylie 1995; and teachers are supported in their learning by resources such as time, materials, colleagues and feedback mechanisms (Ellström 2001, Smith andGillespie 2007).…”

Section: Workplace Conditions Of Schoolsmentioning

confidence: 63%

Exploring the relation between teachers’ perceptions of workplace conditions and their professional learning goals

Louws

Meirink

Veen

et al. 2016

Professional Development in Education

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Schools' structural workplace conditions (e.g. learning resources and professional development policies) and cultural workplace conditions (e.g. school leadership, teachers' collaborative culture) have been found to affect the way teachers learn. It is not so much the objective conditions that support or impede professional learning but the way teachers perceive those workplace conditions that influence teachers' learning. Not much is known, however, about how teachers' perceptions relate to the way they direct their own learning. Using a sense-making approach, we explored how four teachers' perceptions of cultural and structural workplace conditions were related with how they direct their own learning. The four cases were selected from a sample of 31 teachers from two secondary schools, and differed in the extent to which the teachers perceived their workplace as enabling or constraining their learning. We found that the content of teachers' learning goals is related to their perception of shared vision and professional dialogue in their schools, and driven by individual classroombased concerns. Furthermore, teachers' perceptions of cultural workplace conditions and supportive leadership practices seem to be more important influences for teachers' self-directed learning than their perception of structural conditions.

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Section: Workplace Conditions Of Schoolsmentioning

confidence: 63%

Exploring the relation between teachers’ perceptions of workplace conditions and their professional learning goals

Louws

Meirink

Veen

et al. 2016

Professional Development in Education

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“…Smith (2009) shares that beginner teachers take time to build good rapport with principals due to the perceptions beginner teachers have on their principals as authoritative. School principals have great influence on teacher professional development (Bredeson, 2000). Cherrian & Daniel (2008) and Smith (2009) strongly presented their case on how principals can become the agent of support to beginner teachers by providing appropriate working environments, constant supervision, allocating sufficient time and resources.…”

Section: Mentor Training Programmementioning

confidence: 99%

Mentoring and Coaching Practices for Beginner Teachers—A Need for Mentor Coaching Skills Training and Principal’s Support

Vikaraman¹,

Mansor²,

Hamzah³

2017

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Mentoring and coaching seem to have taken over many other forms of job embedded professional development programmes across the globe. Mentoring involves providing professional and personal guidance to an assigned mentee. Coaching involves providing focused career assistance to a coachee. This paper focuses on sharing current mentoring and coaching services provided particularly for beginner teachers. Beginner teachers face variety of issues and challenges in their early years of teaching. These initial experiences determine the new teachers' sustainability, teaching quality and students' performance. Effective beginner teacher mentoring and coaching includes guidance in areas of professional (career, skills and expertise) and personal (work/life balance, self-confidence, self-perception, and personal influences) development. This concept paper presents an overview of current mentoring and coaching practices for beginner teachers. The study further implies the need for providing mentors with mentor coaching skills training and principals support based on the Kansas Coaching Model underpinning the principles of Adult Learning Theory to improve current mentoring and coaching practices.

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“…According to Bredeson (2000), principals play a large part in creating the learning environment at school as well as provide the opportunities for teachers to improve their teaching through professional development opportunities. Together, culture and professional development can have positive impact on student outcomes.…”

Section: Methodsmentioning

confidence: 99%

Educator perceptions of a schoolwide writing intervention implementation: Implications for practice

Smith

Crim

Bos

2018

Preventing School Failure: Alternative Education for Children a

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Students with disabilities continue to perform below peers without disabilities in writing. To address the need for improving written expression for students with learning differences, schools are implementing instructional strategies. This study investigated teacher perceptions of a fouryear, school-wide, K-12 implementation of Strategic Instruction Model (SIM) Learning Strategies addressing written expression. A survey (n=22) and semi-structured interviews (n=16) were administered to examine the perceptions of educators on school-wide supports to strengthen writing skills across all grades and content areas. The analysis of these data can provide insight to faculty knowledge and attitudes toward implementation of SIM as well as guidance to inform change and implementation practices in providing targeted intervention in writing to address K-12 goals for students with various learning differences.

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The school principal's role in teacher professional development

Cited by 189 publications

References 3 publications

Exploring the relation between teachers’ perceptions of workplace conditions and their professional learning goals

Exploring the relation between teachers’ perceptions of workplace conditions and their professional learning goals

Mentoring and Coaching Practices for Beginner Teachers—A Need for Mentor Coaching Skills Training and Principal’s Support

Educator perceptions of a schoolwide writing intervention implementation: Implications for practice

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