Making it Stick : Embedding a learning culture into professional school life?
OVERVIEW
South Asia
Transformation
Professional Learning Community
Traditional School
Leadership
SOUTH SOUTHASIA ASIA(SAARC)
Afghanistan
Nepal 1
Pakistan
Bhutan
2
India 87
Maldives
Bangladesh 3
Sri Lanka 2
SOUTH ASIA (Hoftsede Cultural Dimensions) Power Distance Index (PDI) • extent to which the less powerful members of organizations accept and expect that power is distributed unequally
Uncertainty Avoidance (UAI) • extent a culture programs its members to feel either uncomfortable or comfortable in unstructured situations
Masculinity (MAS) • Extent of assertive and competitive values
Individualism (IDV) • extent to which individuals integrate into a group (everyone is expected to look after him/herself and his/her immediate family)
Long Term Orientation (LTO) • Values associated with Long Term Orientation are thrift and perseverance
TRADITIONAL SCHOOLS
External examinations predominantly offered by British examination boards and local national boards structured on the British Knowledge based model
Leadership is top down authority Management is bureaucratic, rigid and hierarchical
School completion certification based on writing external examination ONLY
Learning is “acqusition of Knowledge with memorization and reproduction (Receptive Model)
Professional Learning Community (PLC)
Shared vision, mission and values Continued Improvement
Action Orientation and experimentation
Collective inquiry , “deep learning cycle� (Senge)
Collaborative Teams
Survey Responders (n=81)
70.0%
63.1%
60.0% 50.0% 40.0% 30.0% 20.0%
13.1%
8.3% 4.8%
10.0%
2.4%
1.2%
France
Cyprus
1.2%
1.2%
1.2%
1.2%
1.2%
1.2%
0.0% South Asia
United States
United Canada Kingdom
Germany Greece
Gyana
Ireland
Nationalities of Survey Responders in IB Schools South Asia
New Australia Zealand
Survey Responders (n=81)
5.0% 13.8%
Head of School/Superintendent
31.3%
Principal/Director/coordinator/Head of Department
Teacher Teacher Assistant or Aid or Intern 50.0%
Administrative support Staff
Positions of Survey Responders in IB Schools South Asia
Prevalent Cultural Characteristics 1
school leadership encourages staff to collaborate in their work
1.61
1.71
School staff works well together leadership is concerned about welfare of teachers
1.94
There is mutual trust amongst staff, management and leadership
2.16
Leadership tends to urge teachers to work harder
2.64
4.09
Leadership is aloof and impersonal 1
2
3
4
Five Point Likert Scale ( 1 = strongly agree . . . . .5 = strongly disagree)
5
Prevalent Cultural Characteristics 2
1.73
Teachers are highly engaged in their work
2.09
School staff is highly motivated
2.33
The teachers are well paid Staff on their own initiative assume leadership opportunities
2.44
2.96
Staff turnover is low The school is handicapped by inadequately trained staff
4.01
1
2
3
4
5
Types of Leadership - 1
74%
73%
80% 64%
70% 60% 50%
63%
55%
54%
50% 44%
42%
40%
32%
30%
20% 10%
0%
Roles associated with leadership
36%
Types of Leadership - 2
The structure of the school, designated roles & job description formally distributes leadership
2.10
School's culture, ethos and traditions distributes leadership practices across the hierarchy
2.23
Formal leadership devolve leadership roles to staff as part of a long term strategic plan
2.33
The top of the hierarchy devolves greater responsibility from person to person in increments over a period of time supported by the professional development of leadership skills
2.33
The top of the hierarchy delegates workload on adhoc or needs basis
2.86
School has a hierarchical bureaucratic system in which power and authority is exercised from the top
3.29
Education at the school is dominated by cramming and external examination
4.23
1
2
3
4
5
Types of Leadership - 3
4 South Asians
1 European
2 of 4 South Asians with International exposure
Interviews of 5 school leaders Distributed Leadership
4 IB Authorized School & 1 IB Candidate School
Challenges to Change in South Asia
(C1) … Dealing with challenges in IB Diploma and Certificate candidates seeking admission into local colleges and universities
31%
(C2) … Lack of local or national acceptance of the IB academic programs as a suitable alternative to other prevalent education systems
28%
(C3) … Meeting the pressures of the increase in the fees charged by IB
25%
(C4) … Feelings of vulnerability in teachers from host country who are required to transfer their knowledge and skill of traditional teaching to that of an IB learning
25%
(C5) … Dealing with proliferation of national rules, regulations, norms in the implementation of IB
24%
(C6) … Dealing with implementation/administration challenges due to poor infrastructure of school
21%
0%
10%
20%
30%
40%
3 Point TIS Strategy
OUTREACH
ADVOCACY
• MUN@TIS • CIE, EDEXCEL • Rowing Regatta
• GOP • IBAP
PROFESSIONAL DEVELOPMENT • College of Teachers (UK) • PD Committee
Professional Development TIS Policy
COT CPD Partner School
PD course Design by TIS
Monitoring and Evaluation
PD Committee
7 point PD design policy
TIS PD GUIDING PRINCIPLES
be the responsibility of the individual
learner to own and manage*
be continuous (professionals should always be looking for ways to improve performance)*
be driven by the learning
needs and development of the individual and institution
be evaluative rather than descriptive of what has taken place*
be an essential component of professional and personal life*
*Chartered Institute of Personnel and Development
PD COMMITTEE
at least ONE 5 academic staff volunteers
From Preschool (3 – 6 yr)
at least ONE
at least ONE
at least ONE
from Primary (6 - 11yr)
from Middle (11-16 yr)
from High (16- 19yr)
PD COMMITTEE
Designing the PD annual plan
Presenting to and getting approval of the plan from the Head of school or Board
Goals and the Implementation Plan
Establish quarterly meetings for review of
timeline/calendar for PD
Make amendments to the plan
Progress
Annual appraisal of PD
Professional Development – 7 Point
At least one member of the teaching staff for each subject group or subject, whichever is applicable, and all coordinators for the authorized programs should have either attended an online or face-to-face IB authorized workshop At least one member of the teaching staff for those subject groups or subjects whose guide has changed will attend either an IB authorized online or face-to-face workshop All new teachers and coordinators to the school and the IB must attend online introductory IB authorized workshop for their respective sections All teachers in the middle section teaching the IGCSE program must obtain certification from the respective Board All staff trainings for future developmental or interested programs to be offered by school All other professional development is considered on continued professional development based on personal career paths, qualifications and professional focus and institutional benefit
In situations of split or equal decisions in the PD committee for staff selection, teacher seniority in terms of period of service at the school will be the deciding factor
PD EVALUATION COMMITTEE
The PD committee will pre-determine the size
Academic Staff who are NOT serving as a member of the professional development committee in the academic year under consideration.
PD STANDARDS
Standard A
• The school promotes professional development
Standard B
• The school’s leadership and administrative structures ensure the implementation of PD
Standard C
• The school’s resources and support structures ensure the implementation of PD
Standard D
• Staff actively engages in professional development
PD Dimensions
Pre-Teacher
Middle Manager
Teacher
Executive Manager
CAREER PATH
Short
Credit
Certificate
Diploma
QUALIFICATIONS
Bachelors
Masters
Doctoral
TIS PD COURSES 2012
Curriculum – A Pathway for Teaching, Learning and Assessment
Personal effectiveness as a Teacher
First Time Manager
Professional Development – COT
recognizes and accredits TIS CPD programme Awards TIS Staff with a UK qualification for courses designed and conducted by TIS. Allows TIS to resell courses to schools in Region under the CPD Partner programme allows for targeted performance management and bespoke professional development in TIS
www.collegeofteachers.ac.uk
Allows teachers, administrative staff, teaching assistants to continue CPD through The College of Teachers.
Thank you Q&A www.tis.edu.pk
Reflection