Showing papers on "Professional studies published in 2003"
TL;DR: Guskey as mentioned in this paper analyzed 13 different lists of the characteristics of effective professional development, all published within the last decade, and concluded that they vary widely and that the research that supports them is inconsistent and often contradictory.
Abstract: After an examination of 13 recent lists of characteristics of "effective professional development," Mr. Guskey concludes that they vary widely and that the research that supports them is inconsistent and often contradictory. Nonetheless, he argues, we need to seek agreement on criteria for effectiveness, along with clear descriptions of contextual factors. DO WE KNOW what makes professional development effective? Have researchers and practitioners reached consensus about what factors contribute to a successful professional development experience? Do we even agree on what criteria should be used to judge professional development's effectiveness? A review of newly developed lists of the characteristics of effective professional development indicates that the answer to each of these questions is "Maybe not." Recently I analyzed 13 different lists of the characteristics of effective professional development, all published within the last decade. These lists were drawn from publications of the American Federation of Teachers, Association for Supervision and Curriculum Development, Education Development Center, Educational Research Service, Educational Testing Service, Eisenhower Professional Development Program, National Governors' Association, National Institute for Science Education, National Partnership for Excellence and Accountability in Teaching, National Staff Development Council, and U.S. Department of Education. My goal was to find out the extent to which these various lists agreed. What I discovered is that they were derived in very different ways, used different criteria to determine "effectiveness," and varied widely in the characteristics they identified. I also found that the research evidence regarding most of the identified characteristics is inconsistent and sometimes contradictory. In considering their development, I concluded that most of the lists could be described as "research-based." But that research rarely includes rigorous investigations of the relationship between the noted characteristics and improvements in instructional practice or student learning outcomes. Instead, it typically involves surveys of the opinions of researchers and educators. In other words, researchers and practitioners generally favor these characteristics and believe they are important, despite the lack of verifying evidence. Only a National Institute for Science Education (NISE) analysis and an Educational Testing Service (ETS) study show a direct link between their identified characteristics and specific measures of student achievement.1 Of the 21 characteristics distinguished in the lists, the most frequently cited was enhancement of teachers' content and pedagogical knowledge. Helping teachers to understand more deeply the content they teach and the ways students learn that content appears to be a vital dimension of effective professional development. At present, however, nearly all of the studies relating this characteristic to improvements in student learning focus on achievement in mathematics or science. Whether the same is true for achievement in language arts, social studies, or other subject areas has yet to be thoroughly investigated. Most of the lists mention the provision of sufficient time and other resources as essential to effective professional development. Obviously, educators need time to deepen their understanding, analyze students' work, and develop new approaches to instruction. But significant contrary evidence exists. The NISE analysis, for example, showed that differences in time spent in professional development activities were unrelated to improvements in student outcomes. Similarly, the ETS study found that the amount of time spent in professional development was unrelated to achievement. So while effective professional development surely requires time, it's clear that the time must be well organized, carefully structured, and purposefully directed. Another consistently noted characteristic is the promotion of collegiality and collaborative exchange. …
1,006 citations
TL;DR: In this article, the authors present a reformulation of the main findings and perspectives from a cross-sectional and longitudinal qualitative study of the development of 100 counselors and therapists, which is presented as a phase model and as a formulation of 14 themes of counselor/therapist development.
Abstract: This article summarizes a reformulation of the main findings and perspectives from a cross-sectional and longitudinal qualitative study of the development of 100 counselors and therapists. The results are presented as a phase model and as a formulation of 14 themes of counselor/therapist development. The following six phases are described: The phases of the lay helper, the beginning student, the advanced student, the novice professional, the experienced professional, and the senior professional. The themes describe central processes of counselor/therapist development. The themes are addressing different issues such as shifts in attentional focus and emotional functioning, the importance of continuous reflection for professional growth, and a life-long personal/profession integration process. Sources of influence for professional functioning and development are described. The results show consistently that interpersonal experiences in the personal life domain (early family life and adult personal life) and the professional life domain (interacting with clients, professional elders, and peers) are significant sources of influence for professional development.
731 citations
TL;DR: Audit and feedback can be effective in improving professional practice when it is effective, but the effects are generally small to moderate.
509 citations
Journal Article•
TL;DR: For example, this article found that aligning standards and assessments with professional development activities, continuous improvement efforts, and coordination with other funding sources lead to higher quality professional development, as characterized by six identified features of professional development.
Abstract: Results are presented that show specific management and implementation strategies, such as aligning standards and assessments with professional development activities, continuous improvement efforts, and coordination with other funding sources, lead to higher quality professional development, as characterized by six identified features of professional development. Our country's current education reforms seek to foster high standards for teaching and learning for all children. Such standards are intended to create a fundamental shift in what students learn and how they are taught (National Educational Goals Panel, 1995; Porter, Archibald, & Tyree, 1991; Porter, Smithson, & Osthoff, 1994). The success of such ambitious education reforms hinges, in large part, on the qualifications of teachers. Student learning will be transformed only if high standards are reflected in teachers' classroom practice (Loucks-Horsley, Hewson, Love, & Stiles, 1998; National Commission on Teaching & America's Future, 1996). Not surprisingly, teachers' professional development has been the single largest investment of most reform initiatives. Unfortunately, much of this investment supports ineffective practices (Cohen, 1990; Cohen, McLaughlin, & Talbert, 1993; Elmore, Peterson, & McCarthy, 1996; Little, 1993; Richardson, 1994; Stiles, Loucks-Horsley, & Hewson, 1996). The work described here identifies specific characteristics that make in-service professional development effective, and the strategies school districts can use to provide such effective professional development. Findings are based on national probability samples of teachers and professional development providers, and a purposeful longitudinal sample of teachers. Results come from a coordinated set of studies designed to evaluate the effectiveness of the federal government's Eisenhower Professional Development Program (Birman et al., 2000; Garet et al., 2001; Desimone, Porter, Garet, Yoon & Birman, in press; Desimone, Porter, Birman, Garet & Yoon, in press). The Eisenhower Professional Development Program, established in 1984 and reauthorized in 1988 and 1994 as Title II of the Elementary and secondary Education Act (ESEA), is the federal government's largest investment solely focused on developing the knowledge and skills of classroom teachers. The Eisenhower program aims to support high-quality professional development primarily in mathematics and science. Part B of the Elsenhower program, with a 1999 appropriation of about $335 million, provides funds through state education agencies (SEAs) to school districts, and through state agencies for higher education (SAHEs) to institutions of higher education (IHEs) and nonprofit organizations. The study of Eisenhower professional development reported here contributes to our general knowledge about effective professional development activities and policies for promoting them for several reasons. First, our sample is generalizable to 93% of U.S. school districts, since at the time of the study, only 7% of districts did not receive Eisenhower funding. Second, the Eisenhower program is a source of funding for professional development activities, not a specific approach to professional development. The program funds a wide range of activities, including workshops and conferences, study groups, professional networks and collaboratives, task forces, and peer coaching. Third, activities supported by Eisenhower are often co-funded with other sources-Eisenhower-assisted activities also may receive funding from states, school districts, and other federal programs. Therefore the information in this study about the quality and effects of Eisenhower-assisted activities also applies to professional development funded through other sources, at least in mathematics and science. Data During the 1997-98 school year, we conducted telephone interviews with a national probability sample of Eisenhower coordinators in 363 school districts. …
239 citations
Book•
21 Sep 2003
TL;DR: In this paper, the authors present a comprehensive model for professional development in education, focusing on mentoring and team development, as well as a set of guidelines for teachers to follow.
Abstract: Each chapter concludes with "Summary," "Assignments," "References," and "Resources." First Foreword. Second Foreword. Preface. I. INTRODUCTION. 1. The Emerging Field of Professional Development. What Do We Mean by Successful Professional Development? The Increasing Need for Professional Development. A Need Not Yet Met. The Focus of This Book. Clarifying Empowerment. Characteristics of Effective Professional Development Programs. Principles of Adult Learning. A Comprehensive Model for Professional Development. Review of Professional Development Model, Part I. II. FRAMEWORKS FOR PROFESSIONAL DEVELOPMENT. 2. Training. Training for Empowerment: An Oxymoron? Characteristics of Training That Empowers. The Long Range View: Levels of Competence. Delivering Effective Training. Follow-Up: Key to Applying New Skills. 3. Collegial Support Frameworks. Peer Coaching. Collaborative Work Teams. Co-Teaching. 4. Reflective Inquiry Frameworks. Study Groups. Action Research. Teacher Writing. Combining Reflective Inquiry Frameworks. 5. Teacher Leadership. Models of Teacher Leadership. Training and Support for Teachers Who Lead. Focus on Mentoring. 6. External Support Frameworks. Partnerships. Networks. Teacher Centers. Review of Professional Development Model, Part II. III. CAPACITY-BUILDING FUNCTIONS OF PROFESSIONAL DEVELOPMENT. 7. School Leader Development. New Roles for the Principal. New Proficiencies for New Roles. Principal Assessment: Basis for Professional Growth. Applying Professional Development Frameworks to Principal Development. The Principal and Time Management. New Roles for the Central Office. 8. Improvement of School Culture. School Culture. Toward a Culture of Continuous Improvement. Facilitating Innovation. Connecting Cultural Development with Professional Development. Frameworks. 9. Team Development. The Power of Teams. Barriers to Effective Teams. Forming Teams. Team Skills. Stages of Team Development. Characteristics of Effective Teams. Communication Within Teams. Team Decision Making. Team Conflict. Team Learning. Connections of Team Development with Professional Development Frameworks. 10. Individual Teacher Development. Developing the Whole Teacher. Adult Learning Styles. Assisting Beginning Teachers. Individualized Professional Development. Teacher Portfolios. Review of Professional Development Model, Part III. IV. CONCLUSION. 11. Core Function of Professional Development: Improvement of Teaching and Learning. Curriculum Development. Restructuring. Instructional Development. Improvement of Student Assessment. Improvement of School-Parent Collaboration. 12. Program Development. A Program Development Model. Putting It All Together. Conclusion. Name Index. Subject Index.
202 citations
TL;DR: A search of the literature, focusing on professional socialization of health and social care professionals, indicates little contemporary research and therefore a paucity of current debate around what the process involves as discussed by the authors.
Abstract: A search of the literature, focusing on professional socialization of health and social care professionals, indicates little contemporary research and therefore a paucity of current debate around what the process involves. Most of the research, including perspectives dating back to the 1950s and 1960s, portrays professional socialization as a deterministic process of moulding essentially passive recipients. A social constructionist perspective, however, encourages a more sceptical view of the ways in which student professionals identify with professional norms and discourses within the context of health and social care. While acknowledging the power of the professions to regulate professional practice and entry into practice, the scope for individuals to exercise personal agency within the professional socialization process is made explicit.
162 citations
TL;DR: Kelleher et al. as mentioned in this paper presented a six-stage model of a professional development cycle that can help clarify the connections between adult learning and student learning, and showed that teachers have insufficient time and skills to be able to develop new teaching strategies based solely on what they have learned from conference sessions or other sources.
Abstract: The standards movement has created a sense of urgency in school districts, Mr. Kelleher states, and this has made effective professional development more important than ever. He offers readers a six-stage model of a professional development cycle that can help clarify the connections between adult learning and student learning. WITH THE increasing expectations for students, manifested through statewide standardized tests in nearly every state and the development of curriculum frameworks throughout the country, a heightened interest in both spending for professional development and the effect of adult learning on student learning has emerged. In addition to these shifts in focus, current research is redefining our notion of professional development. Traditional professional development activities, such as teacher workshops and faculty meetings with guest speakers, have been criticized as "adult pull-out programs."1 These activities, which may or may not be connected to a particular school or district goal and often have no follow-up, tend to amount to a series of disjointed experiences that do not necessarily have any observable effect on education. Often there is little connection between the diverse workshops and speakers that are made available to teachers throughout a school year. To make matters worse, teachers have insufficient time and skills to be able to develop new teaching strategies based solely on what they have learned from conference sessions or other sources. Dynamic speakers and interesting workshops may have some value, but schools and school districts must help educators translate their learning into instructional practices and student learning. Professional development is not just about what teachers want to know. Consider, for example, a teacher who might want to expand her knowledge of cooperative learning techniques. While her goal is valid, it becomes relevant only when it is seen in a larger context, one that is focused on student learning, driven by data, and nested within school-level and districtwide goals. In this context, there is an explicit connection between this teacher's learning and the results for students. Current research on professional development, which has shown that professional development must be embedded in teachers' daily work to improve student learning, has led school boards and administrators across the country to evaluate the results of their investment in adult learning. The standards movement, along with the push to increase the use of data in educational decision making, has intensified the pressure on school administrators to prove that professional development is showing positive results. How do we measure our investment in professional development? It is no longer sufficient to ask teachers what they thought of a particular workshop session or guest speaker. The issue is not the educators' happiness quotient -- how satisfied teachers are with a particular workshop -- but rather what effect professional development will have on student learning.2 And there is no easy way to measure what programs or pursuits will lead to changes in student learning. Once in a while a fascinating speaker or a stimulating conference, like a good documentary, is a good thing. Consider, for example, the Teachers As Scholars (TAS) programs that have emerged at universities across the country. These programs are designed to feed teachers' intellectual souls through seminars offered as professional development days at universities. The TAS programs are not always directly tied to student learning, yet the initial research has shown that teachers feel renewed after the experience and have been able to incorporate new ideas into their instructional practices.3 The TAS programs are helpful and interesting, yet they are add-ons rather than the primary thrust of professional development in those districts that have access to them. This example raises an important point. …
124 citations
Book•
1 Jan 2003
TL;DR: The work of teachers has changed significantly in recent years and now, more than ever, there is a pressing need for high quality professional development as discussed by the authors, and the actual and possible forms of professional learning, professional knowledge, professional development and professional standards that are beginning to emerge and be debated at the beginning of the twenty-first century.
Abstract: The work of teachers has changed significantly in recent years and now, more than ever, there is a pressing need for high quality professional development. This timely new series examines the actual and possible forms of professional learning, professional knowledge, professional development and professional standards that are beginning to emerge and be debated at the beginning of the twenty-first century. The series will be important reading for teachers, teacher educators, staff developers, and policy makers throughout the English-speaking world.
110 citations
TL;DR: Evaluating the feasibility and effectiveness of shared learning of clinical skills for medical and nursing students at the University of Manchester to find out if it is feasible and effective to share clinical skills.
Abstract: Objective:To evaluate the feasibility and effectiveness of shared learning of clincal skills for medical and nursing students at the University of Manchester.Design:Medical and nursing students learned clinical skills in either uniprofessional or multiprofessional groups. These groups rotated through skills stations taught by multiprofessional facilitators. The groups stayed together for a series of 3 sessions held at weekly intervals (an induction meeting follwed by 2-3 hour teaching sessions). Both quantitative and qualitative methods were used to evaluate the project.Context:A total of 113 Tear 3 students registered on the Medical (n=41), Bachelor of Nursing (Honours) (n=43) or the Diploma for Professional Studies in Nursing (n=29) courses participated in the project which was set in the clincial skills unit of a teaching hospital.Results:Pre- and post self-evaluation of confidence levels for the taught skills revealed a statistically significant increase for all skills. The primary reason students gave for participation in the project was to learn or consolidate skills. An additional inducement for participation was the opportunity to share knowledge and observations between professional groups. Tutors also evaluated the experience favourably, particularly with regard to small group discussions. The indicated that the programme provided an opportunity to standardise clinical skills teaching.Conclusion:Collaborative learning opportunities for nursing and medical students are feasible and add value to the learning experience. Data indicate positive outcomes of learning in multiprofessional groups, comprising increased confidence levels, increased understanding of others' professional roles and personal development.
97 citations
71 citations
TL;DR: In this article, the authors reflect on their experiences of being academic developers and suggest how our profession might advance in the future, focusing on academic development and how we can support our clients more effectively.
Abstract: In this paper the authors reflect on their experiences of being academic developers and suggest how our profession might advance in the future. Our inquiry focuses on academic development and how we can support our clients more effectively. We propose that the profession of academic development should aim for academic status with many more research‐active staff contributing to its knowledge base. If this profession were located within the already recognized research field of higher education, we believe a number of potential benefits could accrue. These include a new level of professional standing, greater efficiency in our universities and a more substantial academic development community. Our thoughts and arguments on the nature of our work are framed within a discussion of professional identity, knowledge and academic freedom.
TL;DR: In this article, the authors argue that if psychology is to maintain its stature as a profession, exclusionary controls as well as hortatory requirements for the practice of psychology and the education of practitioners must be established and enforced.
Abstract: Increasing professionalization of psychology, accelerated by expansion of professional schools, has evoked concern among critics, who claim that many practitioners ignore scientific research and engage in practices that are demonstrably useless or harmful. Recent data on admissions to professional schools and performance of professional school graduates show cause for concerns of the critics. If psychology is to maintain its stature as a profession, exclusionary controls as well as hortatory requirements for the practice of psychology and the education of practitioners must be established and enforced. Before more stringent standards can be imposed, convincing means for evaluating competence in professional work and quality in professional education must be developed. Local and institutional actions to advance those aims are proposed.
TL;DR: In this article, the authors introduce the distinct perspective that this sourcebook brings to the literature and practice of professional development while placing it in the context of current trends and issues in the field.
Abstract: This chapter introduces the distinct perspective that this sourcebook brings to the literature and practice of professional development while placing it in the context of current trends and issues in the field.
Journal Article•
TL;DR: Towards an Understanding of Symbolic Aspects of Professional Information : an Analysis of the Nursing Knowledge Domain.
Abstract: Towards an Understanding of Symbolic Aspects of Professional Information : an Analysis of the Nursing Knowledge Domain
TL;DR: In this paper, the authors suggest that teachers strengthen their content and pedagogical knowledge by participating in professional networks outside of their schools and then share that knowledge in the context of team meetings within their schools, the impact of professional development is doubled.
Abstract: When teachers strengthen their content and pedagogical knowledge by participating in professional networks outside of their schools and then share that knowledge in the context of team meetings within their schools, the impact of professional development is doubled. But, the authors emphasize, the support of school administrators is crucial. NEW EVIDENCE suggests that two emerging approaches to professional development, when systematically linked, can provide the transformative power to alter professional development and teacher learning in profound and sustainable ways. These two promising approaches are 1) external teacher professional networks that focus predominantly on enhancing teachers' pedagogical knowledge and collaborative and leadership skills in a content area and 2) internal school reform networks and projects that focus primarily on developing in-school facilitated structures for change and forums for teacher dialogue, such as grade-level, departmental, or interdisciplinary teams. In the external networks, teachers come together across schools and regions in professional learning communities. By contrast, the crux of the work of school reform networks is developing internal learning communities. The internal forums for collaboration offer the opportunity for teachers to share expertise developed externally with colleagues in their schools. External Teacher Networks As a result of the call for reforms that can transform teaching, teacher networks have become more important since the early 1990s. These reforms aim to change teaching from the mere transmission of knowledge to the facilitation of student inquiry; from testing students about factual information to continuously assessing their understanding; from treating all students alike to varying teaching strategies according to the needs of diverse populations.1 Many professional teacher networks focus on particular content areas, as is the case with several we describe here: Project PRIME for mathematics teachers, the California Science Project for science teachers, and Lucy Calkins' Writers' Workshop for teachers of writing skills in all subjects. These networks are defined by "voluntary, reciprocal interactions among teachers . . . that enable teachers to share or acquire the professional expertise that strengthens service to students."2 Successful teacher networks build strong professional communities and provide opportunities for teachers to develop: * deeper subject-matter knowledge; * greater pedagogical expertise; * a collaborative culture, in contrast to the historical culture of isolation; * the skill of examining their own practice in a safe and supportive context; * links with other professionals in a given subject area and in education in general; and * strategies for organizational change, including preparation for assuming leadership roles. Important as these external learning opportunities are, for professional development to affect practice in schools, it must also address teachers' learning and practice inside the school.3 Linking teachers' experiences in these beyond-the-school networks with in- school structures can double the beneficial effects of each. Internal Reform Networks Grade-level or departmental meetings have been standard features of the educational landscape for many years, but they are rarely perceived as primary forums for professional development. In the last decade there has been growing interest in making better use of these teacher meetings as vehicles for professional investigation and curriculum work, rather than merely as ways of handling managerial and logistical issues. Including professional development within the school day and making use of the existing team structures of the schools is central to the work of school reform networks. Using existing teams can provide an organized and collegial structure in which teachers can explore new ideas, review research, try out new instructional practices in their classrooms, and discuss their experiences with colleagues. …
Journal Article•
TL;DR: In this article, the authors report data that was collected as part of a larger study of variables that affect the professional development practices of principals, and address issues regarding inhibitors to effective professional development that emerged during the analysis of qualitative data gathered from a stratified random sample of Ohio principals.
Abstract: As more demands are placed on schools, principals must be strong instructional leaders, who find innovative ways to provide professional development for teachers. This article reports data that was collected as part of a larger study of variables that affect the professional development practices of principals. It addresses issues regarding inhibitors to effective professional development that emerged during the analysis of qualitative data gathered from a stratified random sample of Ohio principals Although principals appeared to recognize their pivotal role in the professional development process, the majority reported financial restrictions and time constraints as major barriers to their roles as instructional leaders. Many authors have called for a reform of professional development practices as a precursor to educational reform (Fullan, 2002; Glickman, 2002; Guskey, 1995, 2002; Sparks, 2002; Sparks & Hirsh, 1997). Guskey summarized that "every modern proposal to reform, restructure, or transform schools emphasizes professional development as a primary vehicle in efforts to bring about needed change" (1995, [para] 1). Unfortunately, as schools approach change in a fragmented fashion, staff development has often been an afterthought (Sparks & Hirsh, 1997). Because there is a greater recognition today that quality staff development is a necessary ingredient for all students to achieve at high levels, how do principals and other leaders provide what is needed to accomplish this task? CHARACTERISTICS OF EFFECTIVE PROFESSIONAL DEVELOPMENT Those who design professional development, including principals, need guidelines to follow to ensure that the activities for participants will promote improved instruction and learning. The latest National Staff Development Council Standards for Staff Development (NSDC, 2001) listed standards for the context, process and content of professional development. The Association for Supervision and Curriculum Development (ASCD) has noted that effective professional development is 1. directly focused on helping to achieve student learning goals and supporting student learning needs. 2. a collaborative endeavor - teachers and administrators work together in planning and implementation. 3. school-based and job-embedded. 4. a long-term commitment. 5. differentiated. 6. tied to the district goals. (2002b, Design Your Professional Development Program section, [para] 2) SOME INHIBITING FACTORS TO PROVIDING EFFECTIVE PROFESSIONAL DEVELOPMENT Unfortunately, the myriad duties involved in being a building principal often inhibit him/her from successfully fulfilling the role of instructional leader. "Studies point...to the realities of our current system - one in which a principal's day seldom reflects any meaningful influence on what goes on in the classroom" (Schmoker, 1999, p. 72). Another inhibiting factor to effective professional development can be the process itself. The staff development delivery method often employed in the past has inhibited meaningful improvement and is no longer acceptable today. "Traditionally, a 'seat-time' view of K-12 education has led to a similar approach to staff development...It has become increasingly clear, however, that a seat-time view of staff development is incongruous with a results-driven educational system" (Sparks & Hirsh,1997, p.5). Limited perceptions of teachers' roles as professionals have also affected the structure of professional development. According to Sagor, "Three of the major factors that keep much teacher work in a 'blue-collar' mode are that teachers (1) work in isolation, (2) are generally excluded from knowledge production, and (3) are subjugated to external quality control" (1997, pp. 170 & 171 ). Lewis (2002) also points to the factory-model system of many schools as a deterrent to teacher professionalism. Finally, without both internal and external support, teachers cannot benefit from staff development programs. …
1 Apr 2003
TL;DR: In this paper, the role of professional learning communities in facilitating effective use of data by school administrators and teachers is explored, which sheds light on what school staffs need to learn from data, the organizational barriers to learning from data and contributes to improving the organizational culture and structure necessary for effective data use.
Abstract: This paper explores the role of professional learning communities in facilitating effective use of data by school administrators and teachers. The paper draws on three related research studies conducted in the Milwaukee Public Schools, Wisconsin. Grounded in systemic reform theory, the studies had a common goal to build the capacity of school staff to use data more effectively for continuous improvement and decision making to improve student learning. Knowledge management theory helps define what is meant by "effective use of data" in a systemic reform context, provides a useful framework for determining what it means to learn from data, and illustrates the successful use of data in school and classroom settings. This paper sheds light on what school staffs need to learn from data, the organizational barriers to learning from data, and how professional learning communities can contribute to improving the organizational culture and structure necessary for effective data use. Examples from recent research studies are used to illustrate why professional learning communities provide an ideal organizational structure to address both the challenges schools face and the needs of teachers as school staffs seek to learn from data and use it effectively to improve student learning. (Contains 34 references.) (Author/SLD) Reproductions supplied by EDRS are the best that can be made from the original document Learning from Data: The Role of Professional Learning Communities Sarah A. Mason University of WisconsinMadison
Posted Content•
TL;DR: In this article, the ICAEW's efforts to problematise the nature of small practices indicate a will to integrate distant modalities of accounting expertise into a single professional space, so as to prevent the physical and geographical distance between big and small firms from becoming too conspicuous a hierarchical distinction, and preserve the ideal of the community of peers upon which professional bodies have been built.
Abstract: This article aims at contributing to the sociology of the accountancy profession by analysing how professional organisations govern the various categories that have emerged in the professional body throughout its history. To this end, the attempt by the Institute of Chartered Accountants in England and Wales to give an institutional existence to the category of "the small practitioner" is examined. The plasticity and the polysemic nature of the notion of smallness, which refers simultaneously to physical (small/big), geographical (local/global) and moral (anonymous/notorious) characteristics, offers a particular opportunity to show how these three dimensions have been integrated into evolving organisational arrangements and discourses aimed at legitimising the professional order. It is contended that the definition of what small practitioners are, and how they should be dealt with, can only be understood as part of the broader issue of governance of the accountancy community and the nature of the professional body. The ICAEW's efforts to problematise the nature of small practices indicates a will to integrate distant modalities of accounting expertise into a single professional space, so as to prevent the physical and geographical distance between big and small firms from becoming too conspicuous a hierarchical distinction, and thus preserve the ideal of the community of peers upon which professional bodies have been built.
TL;DR: This article conducted qualitative analyses of counseling leaders' accounts of turning points in their professional development, turning points that led them to become leaders, and their explanations provided support for applying the planned happenstance theory of career development to leadership development.
Abstract: The authors conducted qualitative analyses of 10 counseling leaders' accounts of turning points in their professional development, turning points that led them to become leaders. The participants' explanations provided support for applying the planned happenstance theory of career development to leadership development. ********** Luck is the residue of design. --Branch Rickey, Brooklyn Dodgers As a career theory, planned happenstance offers an additional dimension to Krumboltz's (1979) career decision-making model (Mitchell, Levin, & Krumboltz, 1999). Within this framework, alternative explanations for individuals' interactions with their environment are viewed as learning opportunities, and unexpected events are embraced. Thus, career counselors who work from this premise help clients engender, anticipate, and prepare for opportunities. Indeed, this study could be attributed to planned happenstance. Consistent with qualitative research procedures, we initiated the inquiry with general foreshadowed questions related to leaders within the counseling profession. We were initially interested in strategies these leaders use to perpetuate their own professional growth and to deter burnout. As documented in our field notes, we quickly recognized rich data that were revealed through the storied accounts of their professional journeys. We also recognized implicit responses to questions we often ask: "How can we inspire students in counselor education programs and supervisees to become involved in our profession?" and "How can we help them develop and sustain enthusiasm for the counseling profession?" Thus, the purpose of this article is to report our qualitative analysis of 10 professional leaders' discussions of events and circumstances they believed were instrumental in their achievements and professional contributions. METHOD Professional interest, as opposed to a priori hypotheses, in strategies used by professional leaders within the counseling profession to maintain their momentum for professional growth gave impetus to this inquiry. Because this line of inquiry was in the descriptive phase, qualitative procedures relying on in-depth interviews were deemed appropriate for the study (Seidman, 1991). Within the qualitative research paradigm, foci, emphases, and questions often change in response to data (Hill, Thompson, & Williams, 1997; Lincoln & Guba, 1985). Specific to this inquiry, we became interested in participants' "subjective experiences that mediate behavior" (Morrissette, 1999, p. 3) related to professional leadership. Following established guidelines for qualitative research, we expanded the focus of the study and examined the rich data contained in participants' accounts of events and experiences that they viewed as turning points in their professional development (Nelson & Poulin, 1997). Research Team We are professors of counselor education, are licensed as professional counselors, and we are credentialed as supervisors. At the time the study was conducted, we taught in accredited university-based programs that provide instruction in counselor education for doctoral- and master's-level students. Our professional experiences range from 17 to 37 years and include counseling in school and community agencies as well as teaching and supervising. Participants Purposeful sampling procedures (Patton, 1990) were followed to identify potential participants who met criteria related to professional accomplishments, experience, and credentials. Qualifying accomplishments included (a) receiving national awards or recognition, (b) serving on regulatory boards, or (c) authoring a minimum of 10 professional articles or books. Eligible counselors had a minimum of 15 years of postacademic professional experience, were licensed or certified, and held a credential as a counseling supervisor. All persons participated voluntarily in response to our letters of request, which also included information about the study. …
TL;DR: In this paper, in-depth research interviews with professionals to investigate their work and learning can play an important part in supporting their reflection in depth on their practice, and human resource development professionals could be trained for the role of learning facilitators of professionals through 1:1 discourse in the form of indepth interviews.
Abstract: There is much agreement in the literature that reflection on practice is critically important for the full development and ongoing learning of professionals. The methods of reflection on professional practice reported to date have been developed primarily in the context of professional education in group settings led by a tutor. Research is underway into ways in which managers can be developed as learning facilitators in the workplace. However, there are increasing limitations on the significance of this approach to the continuing development of professionals. The research reported here shows that in‐depth research interviews with professionals to investigate their work and learning can play an important part in supporting their reflection in‐depth on their practice. An analysis of the processes involved, and the characteristics of the three research interviewers involved, indicates that human resource development professionals could be trained for the role of learning facilitators of professionals through 1:1 discourse in the form of in‐depth interviews.
TL;DR: In this article, the authors examined the processes and procedures used to develop two professional standards -the Standard for Full Registration (SFR) and the Standard for Chartered Teacher (SCT) -and concluded that the policy focus of the CPD framework limits the opportunity for members of the education community to consider alternative conceptions of teaching and education outwith a standards-based approach.
Abstract: As part of an emerging national framework of continuing professional development (CPD), teachers in Scotland will soon have a series of professional standards relating to key stages of their professional lives: initial teacher education; induction; chartered teacher and headship. This paper examines the processes and procedures used to develop two of these standards - the Standard for Full Registration (SFR) and the Standard for Chartered Teacher (SCT). It focuses particularly on the consultation procedures adopted with a view to identifying where the respective power and influence lies, and the extent to which the two developments can be seen to be part of a planned and coherent framework of CPD. Data from elite interviews and critical discourse analysis of both published and unpublished documents are used in analysing official accounts of the policy process as well as the underlying power governing its development. The paper concludes that the policy focus of the CPD framework limits the opportunity for members of the education community to consider alternative conceptions of teaching and education outwith a standards-based approach. It is argued that this approach allows for greater government control of the teaching profession.
TL;DR: This paper investigated and reported on the use of the portfolio with 29 teachers who were recipients of an award for quality teaching which encompassed the early childhood, primary, secondary, technical education and university sectors.
Abstract: This article investigates and reports on the use of the portfolio with 29 teachers. The teachers were recipients of an award for ‘quality’ teaching which encompassed the early childhood, primary, secondary, technical education and university sectors. The award was based upon referees' reports, the development of a professional portfolio built around a set of professional teaching standards, and site visits involving classroom observation and interviews. Six months after the awards were presented, recipients completed a series of largely open-ended survey questions. Benefits and negative aspects associated with development of the portfolio are detailed, as are outcomes from the experience. Findings are related to the literature and implications for teachers' professional development explored.
TL;DR: In this article, the authors explore the current context for the professional development of teachers in England and develop an argument for an approach to teachers doing research and promote teachers as practitioner researchers and teachers' research into thinking, practice and professional development.
Abstract: This article explores the current context for the professional development of teachers in England and develops an argument for an approach to teachers doing research. It promotes teachers as practitioner researchers and teachers' research into thinking, practice and professional development. It seeks to highlight the relationship between doing research and developing professionally, and to argue that researching classroom and school contexts is a vital part of teachers' professional development. It argues for a particular emphasis on teachers as researchers as a major perspective in future continuing professional development policy and provision in England.
TL;DR: In this article, a doctoral research project was conducted in secondary public schools in the Hunter Region, New South Wales (NSW), Australia, investigating the current professional development needs of educators.
Abstract: Pedagogy is the core business of the profession of teaching. The building of teacher abilities, particularly teaching strategies, is a responsibility of teachers as they have a direct influence on the academic achievements of students. A doctoral research project was conducted in secondary public schools in the Hunter Region, New South Wales (NSW), Australia, investigating the current professional development needs of educators. The study through the use of quantitative and qualitative research methodologies has created a greater awareness of the need to understand the importance of professional development and practice more fully and within a wider context. The study highlighted innovative professional development possibilities for Hunter Region teachers and other educators within the NSW public education system.
TL;DR: The aim of this article is to illustrate that codes of ethics are not the only professional documents reflecting nurses’ values, norms and responsibilities, and other documents can also set out professional nursing ethics, and as such replace codes of Ethics.
Abstract: Because of their responsibilities for providing high-quality care, at times when they are continuously confronted with inherent professional and ethical challenges, nurses should meet high ethical standards of practice and conduct. Contrary to other countries, where codes of ethics for nurses are formulated to support those standards and to guide nurses' professional practice, Belgian nurses do not have a formal code of ethics. Nevertheless, professional ethics is recognized as an important aspect in legal and other professional documents. The aim of this article is to illustrate that codes of ethics are not the only professional documents reflecting nurses' values, norms and responsibilities. Other documents can also set out professional nursing ethics, and as such replace codes of ethics.
TL;DR: In this paper, the authors focus on what makes a good teacher, and propose a new model that emphasises the importance to continuing professional development of sense making, identifying a strong core of qualities as an important characteristic of teachers able to grow and develop practice.
Abstract: This paper seeks to move beyond reflective practice as an approach to continuing professional development in teaching and related professions. Drawing on experience of working with teachers in a Scottish Higher Education context, consideration is given to what makes a “good” teacher, leading to a new model proposal that emphasises the importance to continuing professional development of sense making. A strong core of qualities is identified as an important characteristic of teachers able to grow and develop practice. The composition, characteristics and action of this strong core are identified.