A Reflective-Collaborative Model to develop the Humanities Department

The development model I will be basing my assignment on will be of a reflective-collaborative nature. Among the humanities teachers we will look to individually develop professionally through reflection on current pratice. This reflection will lead to each individual recognising their own strengths and weaknesses. The program will then allow each person to chose a method of development, whether it be research or observation. In order to track progression the individual will also chose the method of appraisal they are comfortable with. Each of the choices will be discussed as a department within the school.

Departmental improvements will first be idenitified through an organisational analysis. SMART goals will then be stratfied to engage all of the department in moving toward the development of the department. As a group the department can decide how these improvements can be monitored and how developments will be recorded and subsequently reviewed.

Richardson (1998) through her book 'How teachers change' focussed on such a collaborative method. Through the empowerment of individuals through this method it is hoped that a community of teachers will be forged in order to develop teaching practice and motivation among colleagues. The system could be described as CDP, coaching or mentoring depending on the methods chosen by individuals and by the group as a whole.

Critical Incident within my professional practice

The critical incident in question refers to a dip in performance of several students in my History IGSE class. This followed the Christmas break and became apparent with apathy towards graded essays and preparation for mock exams.

There was the option of disciplinarily action in terms of letters home, meetings with form tutors and key stage managers. The ‘softer’ approach would be to talk as a group about the importance of IGCSE’s and the term being the ‘home leg’. My third choice as I saw it was empowerment. Empowerment in this instance would be giving the students control over their method of revision and allowing them to explore how they learn best. With this in mind they could then take an ownership of their own progression rather than the revision being dictated by the teacher.

After looking at past performance and assessing the maturity level of the students I decided to take the latter option. Through research I came upon Gardner’s Multiple Intelligence Test (1983). I took one lesson at the beginning of the week to talk about how we learn and how they learn most effectively. We discussed experiences of revising and studying before exams. Moreover, the class discussion digressed to a discussion about emotions before exams and generally in approaching their final few months at high school.

As a teacher I responded with surprise and enlightenment as I had not considered the life changing process they were currently going through. For instance, we would not expect a professional preparing for a life changing move abroad or to another company to perform in exactly the same way as usual. It is likely that we would be more accommodating towards adults, who should be emotionally better equipped, than we are towards our teenage students.

The students enjoyed the lesson and were clearly very interested in the results of the test. They gauged what the learning strengths were according to the test and then we discussed as a group the best way for individuals to utilize this knowledge. When we talked about the next topic they were visibly and verbally more enthused than they had been the week before. I even had other teachers commenting and asking me for information about the test and how it works.

What is meant by the terms reflective practice and educational coaching?

Reflective Practice is perhaps a misleading title to a process by which educators review their current practice and seeks to improve it through research, discussion and personal observation. However, as Biggs (1999) 'a reflection in a mirror is an extract replica of what is in front of it. Reflection in professional practice, however, gives back not what it is but what might be, an improvement on the original'. Therfore, one must take this title and question whether it is apt for the development of teaching which it infers.

Educational Coaching does not have a universally accepted definition. Ellen Moir and Janet Gless of the University of Santa Cruz described three types of coaching apparent in the UK education system. They were Peer Coaching. Mentoring and Specialist Coaching. Peer coaching involves two professionals who share concerns and experiences in order to share and offer new skills or knowledge to develop their own practice. Mentoring is considered to be a more formal program which generally has an experienced teacher offering support and advice to more inexperienced teachers. Finally, specialist coaching is, as it says on the tin, concerned with the development of a specific educational or subject area. A further area was acknowledged, informal coaching which happens in conversation among colleagues on a daily.

Bibliography

John Biggs (1999) Teaching for Quality Learning at University, SRHE and Open University Press, Buckingham

What is empowerment and how does it fit in with the work of the Advanced Professional Practitioner?

Rapport (1984) highlighted that empowerment is easy to define amongst individuals who have a sense of being powerless However; defining empowerment in terms of an action is a complex task. Moreover, defining the concept opens up much debate. Zimmerman (1984) stated that the very attempt to define empowerment with a single definition implies systematic or formulaic approach with contradicts the concept of empowerment.

One more first understand a concept of power before being able to offer definitions of empowerment. Power is not static; it is mobile and changes as time passes. Weber (1946) delivered the notion that power exists only in terms of relationships between people and things. Therefore, empowerment is the understanding of relationships or perceived relationships between these two variables.

Contemporary research highlights that power can be felt by an individual or by a group at nobody else’s expense. Feminist activists (Miller, 1976; Starhawk, 1987), racial and ethnic groups (Nicola-McLaughlin & Chandler, 1984), and even individuals in families bring into focus another aspect of power, a collectively owned power which is shared (Kreisberg, 1992).

Page (1999) suggests that empowerment within the individual or group has three components which are; 'multi-dimensional, social, and a process'. In order to engage colleagues into an action research project one must pay attention to all three of these components.

Empowerment is multi dimensional with regard to the factors of sociological, psychological, economic, and other dimensions. As described by Weber (1946) social relationships are fundamental in senses of empowerment. Moreover, empowerment and power specifically is a process and an ever change perception which must be reflected upon regularly to ensure its continuum.

Bibliography

Page, N (1993), Empowerment: What Is It?, Journal of Extension, Connecticut, UCON
Kreisberg, S. (1992). Transforming power: Domination, empowerment, and education. Albany, NY: State University of New York Press.
Nicola-McLaughlin, A., & Chandler, Z. (1984; 180-201). Urban politics in the higher education of black women: A case study. In Bookmen & Morgen (Eds.). Women and the politics of empowerment. Philadelphia: Temple University Press.
Rapport, J. (1984). Studies in empowerment: Introduction to the issue. Prevention in Human Services, 3, 1-7.
Starhawk (1987). Truth or dare. San Francisco: Harper and Row.
Weber, M. (1946). From Max Weber. H.H. Gerth & C.W. Mills (Eds.). New York: Oxford University Press.
Zimmerman, M.A. (1984). Taking aim on empowerment research: On the distinction between individual and psychological conceptions. American Journal of Community Psychology, 18(1), 169-177.

What is my personal vision for the education work I am currently involved in and how does this relate to the school’s vision?

As Head of History I will be looking to organise a department which aims for high academic achievement while teaching students skills which will be valuable for their personal growth. The academic achievement will be targeted by allowing the teachers to teach in their preferred style while encouraging them to experiment with teaching practice suggested by contemporary research. Moreover, students will be encouraged to understand their own learning styles by looking at Gardner’s ‘Multiple Intelligence Model’. Students will be encouraged to explore group work, presentations, investigations and peer assessment via the curriculum structure. Students will be made to feel safe in speaking out, confident to ask questions and present ideas through a disciplined learning environment.

This agrees with the school mission statement in that a safe, disciplined environment will be provided to make an effective learning environment. There could be issues with students taking ownership of their study skills in History lessons and this not being the case in other subjects. Therefore one could look to involve other subject leaders in promoting student ownership of their study. Furthermore, a systematic use of peer assessment also aids students learning from students. What is of pivotal importance though is that the educator remains in control to ensure that a disciplined environment is maintained to allow such academic achievement.

Using the SWOT analysis the strengths of school in creating this environment are a disciplined student population. Furthermore the students generally have a good respect for each other. The student enthusiasm to learn is certainly an opportunity for them to take control of their learning. Peer assessment and group work allow for a varied delivery of information and study. A weakness of the idea is that staff and student turn over could diminish the effect of long term goals which are set through this vision. The threat comes from the high turnover of staff and broad range of career cycles which may not be conducive to a whole school educational drive.

A brief analysis of Jeddah Prep and Grammar School’s Mission Statement and that of a variety of public and private schools.

JPGS outlines a desire to provide ‘a high quality learning environment that is disciplined, safe and nurturing’. The text goes on to state that learners should be independent, motivated and aware of a lifelong learning process ‘essential for the student of the expatriate community’. The aims centre on the environment of the learning rather than the results it produces. Moreover, the statement goes on to detail personal qualities it seeks stimulate within the students. The intentions are holistic and balanced as with many international school mission statements which I reviewed. The International School of Kenya for instance aims to ‘prepare students within a culturally diverse community to become informed, independent thinks and responsible world citizens’. While the International School of Caracas is ‘dedicated to intellectual and personal development…in caring and supportive environment’.

An interesting issue at JPGS is the arrival of several teachers from private schools in South Africa. The difference in culture and educational practice is apparent. In order to shed some light on this issue I looked at one of these private school’s mission statements. As an all boys boarding school, Kearsney College points to students coming to the school ‘to learn skills, forge lifelong friendships, acquire wisdom and are guided to become citizens who make a positive impact in our world’. While this could be the statement of any school, the latter part of the statement could provide some understanding of why there are different values among some staff. As the statement describes; ‘When a boy joins the Kearsney family as either a boarder or a day scholar, he inherits the time honoured traditions and principles that have made Kearsney the remarkable school it is today’. Such tradition and pride in a school is developed over years and based on the values of the schools founders in the early 20th century. While it could be said that such a mission at JPGS is not possible due to the transient nature of its students there are certainly elements of Kearsney’s mission that could improve JPGS. Differences and varied experience of staff should be a utilized by an APP so that all parties feel considered and working as part of a team toward the same mission goal.

One could draw parallels to the difference in the latter educational cultures and that of the public and private sector in England. Harrow School and Eton College are two of the most prestigious schools in England. Both Eton and Harrow emphasize their mission for excellence and leadership from their students. Both schools also stress their history, as Eton encourages each ‘Etonian’ to exhibit behaviour synonymous with graduates and Harrow states that it is ‘Conscious of its history, culture and charitable intentions of its Founder…’. These schools are based on history and success which is what the mission statement adheres too.

In the public section, Fred Longworth High School, Wigan looks for each student to ‘experience success and fulfill their potential within a caring and effective environment’. PEMBEC High School, Wigan seeks to ensure that ‘every young person succeeds’. While, being a Church of England School, the Deanery CofE High School, Wigan looks to its students to pursue excellence while respecting others with values that ‘characterised the life of Jesus’.

While the demographics of schools are obviously vastly different one could make several observations through these comparisons. Firstly, schools with tradition and high expectations look to what students can do for the school rather than always considering the reverse. Certainly, when one enters the workplace a company looks to what a worker can do for them before considering the reverse. Therefore, the question I would raise here is do educational mission statements encourage students to consider the ‘real world’ relationships that they will find in the work place? Alternatively, should schools act as a service industry with students as customers? Both missions are appropriate in different circumstances but a balance of the two is valid in all educational institutions. Adjudging how that balance will work is the job of an APP in the formation of a mission statement.

What is the place of organizational analysis in my career development and how can it help progression toward becoming an APP (McKinsey 7-S Framework)?

The work of Peters and Waterman (1982) highlights seven elements necessary for a harmonized organization. These seven elements are split into hard and soft elements. Hard elements are visually apparent; Strategy, structure and systems while soft elements are more theoretical; shared values, skills, style and staff.

The theorists suggest that all of the elements are interdependent and as such a break down in any area of the model can lead to a lack of effectiveness. It can be said that the elements of this model can exist in every school, faculty, staff room and even classroom.

This model provides a guide for organizational analysis in that each element can be investigated systematically. For instance, in the case of a senior management team analyzing a whole school issue it creates a focus which can identify problems and thus encourage collective solutions.

Peters and Waterman (1982) suggest that the model be used to bridge a gap between the current situation (Point A) and desired situation (Point B). By focusing on all seven elements an APP or collective management team can investigate the issue systematically and propose founded solutions. While the model possibly simplifies problem solving it does at least offer guidance for the identification and subsequent resolution of educational problems.

What is the place of organizational analysis in my career development and how can it help progression toward becoming an APP (Value Chain)?

Michael Porter (1985) pioneered the Value Chain model of organizational analysis. The model suggests grouping the activities of an organization into primary activities and support activities.

In educational terms the primary activity is that of teaching and learning within the school. There is though cause for debate in the contemporary educational climate that much of the work done by schools focuses on social education. For instance, inner city London schools may look to develop students from low socio-economic backgrounds with support units within the school. Support activities can include pastoral care, extra-curricular activities offered and the work of the school in the community.

Porter (1985) identifies this analysis as being able to identify which activities should be undertaken internally and which should be outsourced. Effectively what an APP must do is identify which activities are of upmost importance to career development along or the school’s development and which are superfluous to either or both. If one can identify an activity as being of the latter variety, one must then make a considered decision as to whether it is beneficial in other aspects of student development or whether it is nonsensical to continue with it.

What is the place of organizational analysis in my career development and how can it help progression toward becoming an APP (GAP Analysis)?

Fundamental to this model is the APP being aware and confident of ‘Where they want to be’ in their professional and personal life. Moreover, the APP must be aware of ‘Where they are’ with reference to their career development. In a professional sense the APP must be aware of what area of education they wish to develop into.

For instance, I would eventually like to be a Headmaster in either an International School or British School. In a professional sense I will be a Head of History next year which moves into a management area of academia and personnel. ‘Where I am’ now is experienced in practicing the teaching of History from 11-18 years but inexperienced in terms of managing a department. ‘Where I want to be’ is experienced in my new role through practice and also consultation with experienced teachers and members of the senior management.

Certainly as an enthusiastic practitioner in a phase of growth one can look to leap over to larger of a ‘GAP’. I am focussed one the short term goal of becoming a competent Head of Department which one understood will give experience and foundation to future decisions made on a senior management team. This bridges a knowledge gap before the strategic gap as defined by Michael Zack (1995).

What is the place of organizational analysis in my career development and how can it help progression toward becoming an APP (SWOT Analysis)?

Organisational analysis in educational institutions should be adjusted with the objectives of the exercise and the experience of the professionals in mind. Depending on the objectives one can use a number of models with agreed strategies to reach specific goals.

A popular model is the SWOT analysis which identifies the Strengths, Weaknesses, Opportunities and Threats of an organisation. In terms of acting as an Advanced Professional Practitioner one can gain experience from the strengths of a school and look to improve the practice of weaknesses.

The content of a SWOT analysis can be arrived at through a number of ways, from senior management discussion to a student forum. The APP must act upon weaknesses and threats by utilising strengths and opportunities. Such activity should be structured with an action plan and regularly reflected upon to ensure the method is moving toward the desired ends.

James Manktelow and Amy Carlson (2009) suggest that strengths and weaknesses are internal while opportunities and threats are often external. Thus the APP should be aware any SWOT analysis must consider the wider environment of the organisation. In terms career development, the APP should considers ones own strengths and weaknesses but also the opportunity for new experiences or study along with potential threats to a career path. A balanced approach with constant reflection would abide by the fundamental principles of a SWOT analysis.

What are the potential conflicts involved in the career cycle suggested by Fessler and Christensen (1992) between the organization and the individual?

With reference to the question I will focus on the UK as I have the most experience of this educational system. During a PGCE or GTP student teachers will be paired with more experienced teachers during placements. This relationship can offer a personal support, visualization of an APP and it can lead to the acquisition of advanced skills through observation. Furthremore, the application of this infered good practiced can be self evaluated and evaluated by an APP throughout observation and analysis of preparation.

On occasion conflicts can arise as the experienced teacher may be very busy and resent the time demanded by the training teacher. Moreover, when the student develops they may become frustrated by static constraints put upon on them in terms of school responsibilities.

As the teacher enters the profession, again experienced teachers are expected to give guidance. Though this offers the aforementioned advantages it again can lead to resentment from more experienced teachers. This resentment is often founded on the demands of time the NQT can have of the more experienced educator. The alternate side to this is that new teachers are asked to deal with difficult classes or arduous tasks because the more experienced teachers would like to avoid them.

During Fessler and Christensen’s (1992) building stage the developing teacher can often look to broaden their experience. This may mean that they are not on timetable for a set period of time. This can result in professional jealously as colleagues must cover lessons while the developing teacher is encourage to strengthen their CPD. Moreover, once experience has been gained the teacher may return and try to impress upon colleagues what was observed in another institution. Teachers encouraged to enhance their CPD should be sensitive to those around them but also resilient to the negativity that it may invoke from colleagues.

The enthusiasm and growth stage can be the most fractious among a staff. With the various career stages described by Fessler and Christensen (1992) educators have different emotions toward dynamic colleagues looking to progress their personal practice and their educational institution. There may again be resentment from more experience teachers in the decline in career stage. The latter may be very resistant to changes from their long standing teaching practice and changes that they are unlikely to see the result of. That said, institutions must not allow negative responses to enthusiasm to be a guiding force with the system. Enthusiasm and growth of the individual must be coupled with that of the organization. Resources must be provided for the individual and their enthusiasm and growth should be channeled by more experienced members of staff or the senior management team.

Seniority and freeze and professional frustration must be diffused by the SMT. It should be recognized and dealt with by identifying the issue and fundamental cause and then the ofference of either new roles which can initiate a new career cycle or a school directive as to how the situation can be resolved. A new career cycle could be a new project or could be a position where experience is recognized and called upon. This would provide the security and status which Fessler and Christensen (1992) suggest in their model. Most of all it is perhaps vital to listen to the voice of experience teachers feeling frustrations and give time to their emotions. They will have a lot of experience to offer and are integral to a successful school which can maintain high standards.

Finally, teachers moving toward retirement and the latter section can often overlap. Particularly with teachers moving toward retirement, organizations should consider the strains they put upon these individuals. An excessive use of these teachers may lead to a feeling of betrayal from organizations to which they have given so much. It may also lead to younger teachers questioning whether they want to commit a long time to the organization if that is the final treatment. That is not to say that these teachers are redundant, in fact their experience should be gathered and utilized as much as possible.

How does my current CPD relate to the work done in understanding the role of the Advanced Professional Practitioner?

The role of the Advanced Professional Practitioner within the school must be to lead by example. From my research of the role I have decided there are three key elements to its successful application. Firstly, one must research and employ good practice as found from work with colleagues and/or global research. Secondly, the APP must share this good practice with colleagues in formal insets, informal conversation and faculty meetings. Finally, the APP should reflect on a regular basis on their effectiveness of their practice. Such an audit of performance shows a willingness to continually learn and maintain enthusiasm and growth for the role.

The APP should be aware of career cycles with regard to themselves and others. With a greater understanding of career cycles one can understand the emotions of colleagues of the APP themselves. For instance, should there be a department with a fractious relationship this could well be due to an imbalance in the career cycles of the various department members. A strong understanding of Huberman (1995), Reiman and Thies-Sprinthall (1998) and the aforementioned Fessler and Christensen (1992) can lead to a more pragmatic approach by the APP in resolving any problems.

In short the role of the Advanced Professional Practitioner is to; research effective practice, identify the most appropriate method for the application of this practice in their current educational setting, employ in their methods, share with colleagues, reflect and revise and repeat systematically.

How does my current CPD relate to the work done in understanding the education profession?

Educational institutions should provide systematic professional development for individual teachers through out their career. While it is important for newly qualified teachers to develop their skills, it is similarly important to recognise the needs of more experienced teachers. More often than not it will be these teachers who are the foundation of the school, in that they are less likely to change schools frequently because of the career stabalisation described by Fessler and Christensen (1992). Hence, satisfying the needs of more experienced educators is more likely to allow for whole school development through more continuity in personnel.

Moreover, educators and educational institutions must be reflective of their practice. Reflection should examine current practice internally and universal practice which could advance the system in that institution. From my study of educational systems in Finland, USA and NZ for instance, there is much to be gained from international awareness and co-operation. The NZ-UK Education Link mentioned in my analysis of CPD in various countries is one such example of co-operation and funding to develop a global perspective on education.

Where and how are educators rewarded on the basis of their professional advancement and how does your formal career path compare?

In reviewing this topic the focus will be on systems in the UK, the USA, New Zealand, Finland and the international school circuit. While the means vary from country to country, these Western countries value continual professional development as of core importance in the development of educational systems.

The UK education system rewards professional development with increase in salary. Prospective educators must complete a post graduate teaching course and then follow that up with an assessed year as an NQT or Newly Qualified Teacher. The classroom teacher can go through various thresholds with the acquirement of experience and continual career professional development (CPD). The importance of continual development is acknowledge the world over which is why educators are now encouraged to keep CPD files to record their development.

As well as general insets and courses, teachers are encouraged to undertake specialized courses of study. For example, this year I am moving on to my UEFA ‘B’ Course in football coaching in an effort to make myself more employable and give my skills more diversity with this prestigious football coaching qualification.

In the Finnish education system it has been recognized that while CPD is important, teachers can feel frustrated if learned things are not adopted by colleagues and institutions. Huberman (1995) developed his ‘Teacher career cycle model’. The model acknowledges and integrates the influence of personal and organizational environment conditions. As such CPD in Finland seeks to develop the organization as well as the individual. A disproportionate development of either entity can result in an ineffective working environment.

In the USA, Professional Development Schools (PDS) is an initiative by the National Council for the Accreditation of Teaching Education (NCATE). The NCATE state that early career development needs to by systematic rather than piecemeal. It is hoped that a defined systematic approach will help to maintain self motivation in the American education system. As Reiman and Thies-Sprinthall (1998, p.2) expressed ‘Teachers who are learning are becoming more adept in a broad range of instructional strategies…Teachers who are growing are becoming more tolerant of ambiguity; more human in their interactions with students, parents and professional colleagues; more principled when facing ethical dilemmas and more capable to solve complex human helping problems’. Thus the USA is also looking for continual professional development through individual growth akin to Maslow’s theory of the drive for Self-Actualization.

Furthermore, the New Zealand Education Board readily encourages professional development. For instance, they offer ‘Study Awards’ for secondary teachers. The award provides for study part time or full time in agreed educational priority areas. There is funding for such development. The purpose of the development is to improve existing qualifications, while helping educators develop understanding of new curriculum areas while obtaining practical knowledge and skill related experience in specific subject areas.

In a show of international links the NZ-UK Link foundation sponsor this initiative. Successful applicants enjoy two weeks in the UK to visit local authority schools and build up an understanding how the UK deals with their specialized subject or area.

Currently I work in an International School in Saudi Arabia. The school does offer external professional development support on a case by case basis. Recently the new Deputy Head of Academic Study is seeking to put in a program of in-service training in an effort to develop teaching practice. While this is encouraging for my current school, on the wider international circuit there is little call for CPD due to the relatively high turnover of staff.

How does my current career and professional development relate to the Fessler and Christensen model?

The model in question begins with pre-service which I undertook through a Graduate Teacher Program at Fred Longworth High School, Wigan. I was supported by the program co-ordinators with whom I met once a week for a seminar. My mentor was a veteran teacher of History at the school. Along with the other members of the humanities department, he offered me a wealth of knowledge and advice about the teaching of history, education in general and coping strategies which must be used to work efficiently in the profession.

During the year I had a 6 week placement at PEMBEC school, Wigan. This offered a different experience of teaching in a different socio-economic area. Moreover, I had a day long trip to a primary school in Wigan to see KS1 and KS2 during a regular day. The course supports 'various experiences' that Fessler and Christensen’s say should be offered to trainee educators.

With a GTP 'entering the profession' and training quickly merged into one. The GTP program is similar to an ‘on-the-job’ training. I was quickly teaching in the classroom to a variety of age groups. As Fessler and Christensen’s model suggests I was provided with guidance, close supervision and support from more experienced teachers. Moreover, I was not expected to take on extracurricular roles immediately, although I did so out of choice.

Following my initial year at Jeddah Prep and Grammar School, I proposed a new system of accommodation for Gifted and Talented students. This was accepted and I was supported by the Head and colleagues thus allow me to 'Build Skills'. Funds were provided for me to buy literature for research of the role and equipment to run my first project which was a school newspaper. I also coached the U-16 boys football team (show below) which aided my development as a football coach as they went on to win the Saudi Championship. Moreover, I am now working with the current Head of History with regard to standards and procedure that I must become familiar with when I take the role in September 2010. The support team mentioned by Fessler and Christensen will be the Deputy Head of Academics along with the Key Stage Managers and of course the Headmaster.









The 'Enthusiasm and Growth' stipulate by Fessler and Christensen have developed because of an acknowledgement of my abilities by the Head and a strong enthusiasm on my part. These advancements have led to extensions of roles and responsibilities. Referring to the model once again, time has been set aside to discuss my new role with the current Head of History.

With reference to the Fessler and Christensen I believe I was approaching the ‘Seniority freeze and professional frustration’in this particular institution after 3 years here. However the new role of Head of History will repeat a phase of enthusiasm and growth and that will be the beginning of a new cycle.

The next cycle would be to arrive back in the UK and reach a position on the Senior Management Team so that I may be able to utilize the experience I have gained, the qualifications I aim to attain and bring into effect some of the good practice I have seen through a varied experience of education.

Where and how are educators rewarded on the basis of their professional advancement and how does your formal career path compare? (Extended)

In reviewing this topic the text will be on UK, the USA, New Zealand, Finland and the international school circuit. While the means vary from country to country, the method these Western countries use values continual professional development as of core importance in the development of educational practitioners, organisations and systems.

The UK education system rewards professional development with increases in salary and status. The classroom teacher can go through various thresholds with the aquisition of experience and continual career professional development (CPD). Prospective educators must complete a post graduate teaching course and then follow that up with an assessed year as an NQT or Newly Qualified Teacher. The importance of continual development is acknowledge the world over which is why educators are now encouraged to keep CPD files to record their development. As well as general insets and courses, teachers are encouraged to undertake specialized courses of study. For example, this year I am moving on to my UEFA ‘B’ Course in football coaching in an effort to make myself more employable and give my skills more diversity with this prestigious football coaching qualification. This is compounding by the CPD I am enjoying on this MA course.

In the Finnish education system it has been recognized that while CPD is important, teachers can feel frustrated if learned things are not adopted by colleagues. Huberman (1995) developed his ‘Teacher career cycle model’. The model acknowledges and integrates the influence of personal and organizational environment conditions. As such CPD in Finland seeks to develop the organization as well as the individual. A disproportionate development of either entity can result in an ineffective working environment.

In the USA, Professional Development Schools (PDS) is an initiative by the National Council for the Accreditation of Teaching Education (NCATE). The NCATE state that early career development needs to by systematic rather than piecemeal. It is hoped that a defined systematic approach will help to maintain self motivation in the American education system. As Reiman and Thies-Sprinthall (1998, p.2) expressed ‘Teachers who are learning are becoming more adept in a broad range of instructional strategies…Teachers who are growing are becoming more tolerant of ambiguity; more human in their interactions with students, parents and professional colleagues; more principled when facing ethical dilemmas and more capable to solve complex human helping problems’. Thus the USA is also looking for continual professional development for established teachers with principles akin to Maslow’s theory of the drive for Self-Actualization.

Furthermore, the New Zealand education boards readily encourage professional development. For instance, they offer ‘Study Awards’ for secondary teachers. The award provides for study part time or full time in agreed educational priority areas. There is funding for such development. The purpose of the development is to improve existing qualifications, understand new curriculum areas while also obtaining practical knowledge and skill related experience in specific subject areas.

In a show of international links the NZ-UK Link foundation sponsor this initiative. Successful applicants enjoy two weeks in the UK to visit local authority schools and build up an understanding how the UK deals with their specialized subject or area.

Currently I work in an International School in Saudi Arabia. The school does offer professional development support on a case by case basis. Previously this has been through external sources such as distance learning or funding for short sabatical breaks. However, recently the new Deputy Head of Academic Study is seeking to put in a program of in-service training. During insets before the start of the summer term, I enjoyed insets in ICT, Behaviour Management and Formative Assessment. While this is encouraging for my current school, on the wider international circuit there is little call for CPD due to the relatively high turnover of staff. During my time at Fred Longworth School I took part in a weekend residential NQT course where we had talks on Behaviour Management, PSHE, Education through Drama and Creating Positive Classroom Environments.

As a result of my professional performance, inset training and external CPD I will be taking on the role of Head of History next year. My previous roles have included Gifted and Talented Co-ordinator and Head of House. The roles have successfully combined academic and pastoral elements with the school.

My current career path has been enriched by insets and CPD. Professionally I am looking to work in a school which encourages individual development while also embracing institutional development. This can only be achieved through universal reflection throughout the school at all levels.

Bibliography

Reiman, A.J. and Thies-Sprinthall, L. (1998) Mentoring and Supervision for Teacher Development. New York: Addison-Wesley Longman.

Guskey, T.R. and Huberman, A.M, (1995) Professional Development in Education: New Paradigms and Practice, New York: Teachers College Press

How do current educational issues impact upon the role of an Advanced Professional Practitioner?

‘A complete and generous education [is that which] fits a man to perform justly, skilfully and magnanimously all the offices public and private, of peace and war’ defines Milton. Such a quote is a drop in the ocean of debates that rage between what means, and for that matter ends, educational systems should deliver. It is the role of an APP to investigate this debate and all its facets in order to develop the most effective programs and initiatives for their educational sector.

The APP should be looking to design and/or develop learning programs which develop student achievement in terms of academic and personal growth. An example of this would be Howard Gardner’s concept of multiple intelligence being utilised as a guide for a new learning program at Camborn School, History Department (Welham, J, 1999).

Furthermore, the APP must be aware of current theories of knowledge which are emanating from the neurological science. A study by Blakemore and Frith urges that there must be ‘a common vocabulary between the brain scientists and educationers’ (Blakemore, S-J. and Frith, U. 2000).

With regard to teaching and learning APPs awareness of such strategies is paramount in the success of any educational sector. Research such as the Constructivist Learning as explored by Abbott and Ryan (1999) can allow for a collaboration of educational practice and brain research. Practical examples of successful initiatives, such as drama being used to raise boys achievement (Rubery, P. 2005) should complement scientific research. In both areas there needs to be accessibility to knowledge for the APP. Accessibility to knowledge, use of research in developing school performance will allow for professional development.

In what ways does continual career progression (CPD) aid educational progression?

Teachers are now encouraged to keep CPD files in order to maintain constant development of effective practice throughout their career. The National Foundation for Education Research (NFER) recently published a document entitled ‘Research into early career teachers’ professional development’ (2009). The report illustrates that NQT’s in many cases look to begin CPD immediately. Around 84% of NQT’s take on one or more extra responsibilities as soon as they begin their first full year of teaching.

The new responsibilities included subject head or co-ordinator, mentoring or managerial role, teaching a new age range or becoming a form tutor. The goal of such extra responsibility is to enhance the schools practice but also gain valuable experience for the teacher. In a competitive job market it is imperative that teachers show a variety of skills and the ability to adapt.

CPD does not end with the early years of teaching. Teachers can seek to become an Advanced Skills Teacher, Heads of House, Faculty leaders, various pastoral roles, borough co-ordinators and even roles working in the SEN or Gifted and Talented sector. All of these promotions seek to enhance school and individual practice through experience and liaison.

In terms of educational progression, what are the implications and issues with regard to teaching and learning?

As suggested by Socrates and consistently supported by good teachers, learning is not the result of teaching. In an article by John Abbott (1998) he states that ‘…traditional schools are based on a linear mechanistic model of the world. Mechanistic understanding is now deemed to be of questionable value’. In the sphere of teaching and learning researchers and school practitioners must become increasingly aware of the varied learning styles and learning environments that individual students have.

With such techniques such as neuroimaging (fMRI and PET) scientists have begun to measure the activity of the brain while perform certain tasks. This has increased our understanding of the brain and mind significant. In studies such as that of Blakemore and Frith (2000) one can see that while there is must in the way of brain development from 0-7 years there is relatively little knowledge of how the brain functions in the adolescent years.

There is however much practice within schools which seeks to understand and direct adolescent behaviour in the best interests of the student. For example schools use Drama as a way to create an avenue of expression for teenagers who otherwise feel stifled in school. Rubery (2005) rightly points out that the extra curricular drama and excitement of teenage lives is a stark contrast to the structured and mechanistic approach in current English education. The expression allowed in Drama created a more appropriate environment and thus improved teaching and learning among the students.

What are the influential contemporary opinions of knowledge and how can these opinions help to further educational progression?

Confucius is now supported by neuroscientists in his summation of learning, ‘Tell me and I forget; show me and I remember, let me do and I understand’. Confucius may well point to understanding as knowledge yet now there is an epistemological debate which challenges conceptions of what is knowledge.

Knowledge in most secondary schools is measured in grades at GCSE level. Hence schools that have been achieving low GCSE scores in academic subjects have now adapted by running BTEC courses which are more vocational. One may question if this ‘changing of the goal posts’ truly reflects a development in educational progression with regard to knowledge.

This debate is not new to the 21st century. Practitioners such as John Dewey suggested several meanings for the word Knowledge as early as 1939. More recently Parker Parmer (1989) illustrated his objectivist beliefs with a model which portrayed learning as being dictated from the top down. In this model there was little room for the students (amateurs) to question the ‘knowledge’ of the teacher (experts). Therefore knowledge remained static and according to Palmer this model has ‘profoundly deformed the way we educate’.

Now student teachers are encouraged to include group discussion and more interaction in lessons. New equipment such as SMART boards is strenuously promoted by the government in the belief that it encourages teachers to teach away from the Parker model.

Which current learning programs are influencing educational progression in the UK?

Practitioners such as John Abbott have outlined the frailties of the English Education System. In an article entitled ‘It’s really very simple…the solution to England’s education problem’(2009) he details that informal learning experiences must be valued in the home and the community. Thus the term learning program should now stretch beyond the school gates.

Longstanding schemes such as the Duke of Edinburgh Awards are high profile and seek to broaden the learning experience of children. Moreover, schools should become more involved in extra curricular sporting activities. For example, if a school was to operate a sports team in the local Sunday league then there would be opportunities to teach team work, problem solving along with an endless list of life skills.

Abbott (2009) offers a solution to such problems of larger primary school classes, a lack of ‘Doing it for oneself’, overly dependent students and students who prepare for exams and not life. He points to smaller primary school classes and more learn through doing. Furthermore he recognises that schools are not all powerful, it is the communities they are in which must also adapt to help the children within.

How can educational establishments contribute to the progression of education in England?

Within the secondary sphere of education, where I practice my teaching, there have been several initiatives to make educational establishments more emotionally intelligent.

Practitioners such as Mayor and Salovey (1997) have defined Emotional Intelligence (EI) as the ability to; perceive accurately, appraise and express emotion, as well as being able to being able to handle feelings, understand emotion and regulate emotion to promote emotional and intellectual growth.

Moreover the works such as that of Peter Rubery have been designed to explore Leadership for the Emotionally Intelligent School (2001). Rubery encourages school leaders to investigate the foundations for adolescent behaviour rather than constantly battle with the effects in the classroom.

One current example is the Every Child Matters initiative which looks to allow students and teaching staff develop every student in the classroom. A common scenario, the weaker ability students are given a lot of specialised attention while high achieving students receive accolades. However there has been a middle ground of ‘nameless’ children. It is these nameless children who can under achieve academically and look to negative behaviour a way to attract attention.

Educational establishments are now using the research of educational practitioners and brain research to develop initiatives that contribute to educational progression.

Definition of Advanced Professional Practice

Advanced Professional Practice in education involves effective teaching/learning, behaviour management in and out of the classroom, acknowledging and accommodating special educational needs, leadership and management of staff and pupils, personal development, promoting equal opportunities in the work place and use of effective ICT. Moreover the advanced professional practitioners should be able to direct colleagues, through personal advice or inset days, so that they too can operate more effectively in their educational sector. All of the aforementioned skills are details in the Training and Development Agency (TDA) for schools(http://www.tda.gov.uk/upload/resources/pdf/s/standards_advancedskills.pdf) under the title of Advanced Skills Teachers.

In the UK advanced professional practitioners are usually Heads of Department, Senior Management or classroom teachers with an Advanced Skills Teacher accreditation. In the international schools setting this is different due to the demeographics of the teachers. Although Advanced Professional Practitioners should be members of the senior management team in any school.

Introduction

My name is Phil Denton and I am taking a distance learning MA in Education.This is a blog presenting research that I have done on Advance Professional Practice in the 11-18 year old sector in education. Although currently working at an International School in Jeddah, Saudi Arabia my blog will cover research through out the UK education system and it will include examples of research from the rest of the world. I hope this research in the course of my masters will allow me to become a more effective advanced professional practitioner through the course of my career.