639 Reading Key challenges for educational leaders

Key challenges for educational leaders

Duignan, P. (2006). Educational leadership. Key challenges and ethical tensions. Cambridge: Cambridge University Press.

This text considers some of the difficulties educational leaders face, such as dealing with underperforming staff, implementing change, work/life balance, and dealing with confrontational student behaviour. 

It notes that successful leaders develop and communicate a clear, purposeful vision and develop strong relationships with their staff to support the permeation of the values.  Dealing with issues and difficult tasks in a timely manner supports the building of trust and ensures the strategic sense of development can progress.  Ensuring there is time to reflect, relax and regroup is important to all levels of leadership and this must be considered and planned for. 

My thoughts –

-          In a teaching principal position many of the relationship/communication issues highlighted in this text seem to be more manageable.  Perhaps because of the small number of staff to develop relationships with, and also the closeness within which we work.  Dealing with difficult issues quickly is difficult, but if the students are kept as the priority in the situation it is easier to make necessary decisions.

638 - Reading 1 Understanding the Curriculum by Clive McGee

McGee, C. (2008). Understanding curriculum. In C.McGee & D. Fraser (eds.). The Professional Practice of Teaching. 3rd edition (pp. 65-78). South Melbourne, VIC: Cengage Learning.

Discussion questions

1. What is meant by curriculum and how might teacher be involved in curriculum development?

The course of study – learning and teaching plans (intended curriculum) – activities that happen in the classroom lead by the teacher (operational curriculum)

Teachers influence the curriculum at a ‘hands on’ level.  Creating and delivering an effective programme for their students.  Involvement in shared planning.  Students may also have input in this level

    2.   How much decision making autonomy do teachers have?

Teachers are able to build their ‘in class’ curriculum based on the National Curriculum, and school curriculum to create goals and aims – choice in content to focus on, learning and teaching activities, style of evaluation, and student interest/needs - - I believe the level of autonomy varies from school to school depending on the prescriptiveness of the school curriculum and the leadership model in place.

          3.   What are some recent developments in NZ curriculum and what are the implications for teachers and schools?

Development of seven essential learning areas in 1993 National Curriculum -  8 learning levels to cover learning from year 1 -13, curriculum statements for each learning area – 2007 curriculum document –

2007 version encourages local development based on needs – connection between learning areas within activities – better links with school stages (ECE – primary – post-school) – encourages teachers to be decision makers for their students & include the students in the decision making.

The current curriculum encourages teachers and schools to base what they teach and how they teach on their community and student needs/values.  This allows teachers to develop programmes that could engage learners more effectively.  

10 claims about successful school leadership

10 claims about successful school leadership

Day, C., Sammons, P., Hopkins, D., Harris, A., Leithwood, K., Gu, Q., & Brown, E. (2010). 10 Strong Claims about successful school leadership. Nottingham: National College for Leadership of Schools and Children’s Services

This article outlines the findings from a three year study in the UK.  It follows on from a previous study.  It concludes that there is no one set model for successful leadership within a school.  However successful leaders use the same set of skills and actions within a flexible structure to meet the needs of their institution.  Key elements of leadership within this study include; having a strong ethical and moral purpose; building layers on leadership within the school; flexibility based on the needs of the school; and having trust and trustworthiness with the staff, students and community.

"Successful leaders:

• – define their values and vision to raise expectations, set direction and build trust
• – reshape the conditions for teaching and learning
• – restructure parts of the organisation and redesign leadership roles and responsibilities
• – enrich the curriculum
• – enhance teacher quality
• – enhance the quality of teaching and learning
• – build collaboration internally
• – build strong relationships outside the school community "

Articles, articles and more articles!!!!

My parents used to tell me that watching too much TV would make my eyes go square, but I think the real worry is that reading too many articles on a computer screen will!  There are too many possibilities out there sometimes, and I am loving the ideas - but like scenario planning, pulling out the general effects and planning for / aiming for those seems to be the way to go!

There are so many things that inspire me to change/revise what I am doing as a teacher and as a principal I think the challenge will be to pick 1 path and start a journey.  

The following are some of the articles that I have read and may include in my final assignment.  I did intend to include summaries of them on here, but I think I will just attach my completed annotated bibliography to a later post. 

I am looking forward to the end of this course with eager anticipation and dread.  I have enjoyed the challenges and excitement of new learning, the conversations and questions and will dearly miss the professional discussions I have participated in and eves-dropped on.  But I am really looking forward to a little less pressure!

Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge. Computers & Education, 52, 154-168.

Davis, N., Eickelmannt, B., & Zaka, P. (2013). Restucturing of educational systems in the digital age from a co-evolutionary perspective. Journal of Computer Assisted Learning, 29, 438-450. doi:10.1111/jcal.12032

Eickelmann, B. (2011). Supportive and hindering factors to a sustainable implemetation of ICT in schools. Journal for Edcuational Research online, 3(1), 75-103.

Ertmer, P., & Ottenbreit-Leftwich, A. (2013). Removing obstacles to the pedagogical changes required by Jonassen's vision of authentic technology-enabled learning. Computers & Education, 64, 175-182.

Kopcha, T. J. (2012). Teachers' perceptions of the barriers to technology integration and practices with technology under situatied professional development. Computers & Education, 59, 1109-1121.

Livingstone, S. (2012). Critical reflectionsin the benefits of ICT in education. Oxford Review of Education, 38(1), 9-24.

Ottenbreit-Leftwich, A. T., Brush, T. A., Strycker, J., Gronseth, S., Roman, T., Abaci, S., . . . Plucker, J. (2012). Preparation versus practice: How do teacher education Programs and prcticing teachers align in their use of technology to support teaching and learning? Computers & Education, 59, 3999-411.

Sherry, L., & Gibson, D. (2002). The path to teacher leadership in educational technology. Contemporary Issues in Technology and Teacher Education [Online serial], 2(2). Retrieved from http://www.citejournal.org/vols/iss2/general/article2.cfm

Timperley, H. (2011). Knowledge and the leadership of learning. Leadership and Policy in Schools, 10(2), 145-170. doi:10.1080/15700763.2011.557519

Vanderlinde, R., & van Braak, J. (2011). A new ICT curriculum for primary education in Flanders: Defining and predicting teacher's perceptions of innovation attributes. Educational Technology & Society, 14(2), 124-135.

University Students’ Perception of the Pedagogical use of Podcasts

University Students’ Perception of the Pedagogical use of Podcasts: A Case Study of an Online Information System Course.

Description:

This study considered the use of podcasting as a means to deliver supplementary information to course participants.  Their findings supported the information found in a literature review completed as part of their research.  Students found the podcasts beneficial when reviewing concepts, it supported distance learners, aided the review of material, and assisted those who were absent from a lesson.  The disadvantages found when using podcasts included; unidirectional communication, limitations of technology used, classroom session not designed to use podcasts, and it encouraged absenteeism.  It was also noted that some students found it difficult to remain focused on an audio only presentation, especially it if was longer than 20 minutes. (Khechine, Lakhal, & Pascot, 2013)

Impact:

While this study researched the use of podcasts with university students, many of the same issues apply in primary school.  The length and appropriateness needs to be considered to ensure that students are not becoming bored or distracted with listening to recordings.  This study also highlights the need to plan for more opportunities to communicate about the recordings and to plan for the use of the podcasts or a discussion time within the class to make the most of the learning opportunity.

Bibliography

Khechine, H., Lakhal, S., & Pascot, D. (2013). Universtiy students' perception of the pedagogical use of podcasts: A case study of an online information system course. Journal of Education and Training Studies, 1(2), 136 - 151.

Why do people use information technology? A critical review of the technology acceptance model.

Legris, P., Ingham, J., & Collerette, P. (2003). Why do people use information technology? A critical review of the technology acceptance model. Information & Management 40(40), 191-204.

Description:

The technology acceptance model measures user satisfaction to explain why people adopt the use of information technology.  Satisfaction is the sum of a person’s feelings and attitudes towards the factors affecting the innovation.  These factors have been grouped into three categories; uncontrollable, partially controllable, and fully controllable.  This model provides a foundation for measuring the impact of these external variables on internal beliefs, attitudes, and intentions.  Limitations of this method include the reliance on self-reported use.  This is an inaccurate measurement and can only be considered a relative indicator and a more accurate measurement of use should be used.  It also considers the use of information systems independently from organisational dynamics which other research has shown to have a great impact on the adoption of innovations.  While this model is a useful tool when implementing change, it needs to be incorporated into a broader change model that includes the social dynamics and encourages the adoption of the innovation. (Legris, Ingham, & Collerette, 2003)

Impact:

This model would be effective when used in conjunction with a broader model.  While TAM focuses on the satisfaction of the user; their feelings and attitudes towards the information system, it does not consider the bigger picture of social and organisational dynamics.  This model has grouped the factors that affect satisfaction according to their degree of control.  This aspect of the model is effective as it can highlight for the change manager where improvements can be made in the system to encourage adoption.

Attributes of Innovations and their rate of Adoption

Rogers, E. M. (1995). Attributes of innovations and their rate of adoption. In Diffusion of innovations (4th ed., pp. 204 - 251). New York: The Free Press.

Description:

This chapter considers how the innovation itself, affects the rate of adoption.  Rogers states that the perceived attributes; its relative advantage, compatibility, complexity, opportunities for trial, and observable improvements, all affect how quickly an innovation will be adopted by a community.   Other aspects that affect the rate of adoption include the type of innovation or decision.  One that is individual based will be adopted more quickly than one that has to be adopted by an organisation.  The type of communication used to disseminate information about the innovation is important too.  The more complex the change is the more likely interpersonal contact will be needed to encourage adoption. As opposed to simple changes which can be affected through mass media.  The type of social system up-taking the innovation as well as how the leaders of change promote it also affect the rate of adoption. (Rogers, 1995)

Impact:

As a leader of change these attributes of innovation and variables are important to be aware of in order to effectively promote adoption of innovations.  By considering the attributes of the innovation being promoted the leader of change can address or highlight these issues with the adopters.  Consideration of variables such as the social system being encouraged to adopt a new innovation, and the complexity of the change will impact of the chosen methods of promotion.  This will also allow the promoter to align the change with the values and experiences of the target adopters and increase the rate of adoption.

CBAM change model

Evans, L., & Chauvin, S. (1993). Faculty developers as change facilitators: The concerns-based adoption model. To Improve the Academy, paper 278. Retrieved from http://digitalcommons.url.edu/podimprovecad/278

Description:

Research has recognised that change is a process and leaders in education are facilitators of change.  The Concerns-Based Adoption Model outlines the stages of concern as the change process evolves.  The seven stages progress from concerns about what the innovations is; how the change will affect them personally; how they can use the innovation; building efficiency; effectiveness of the innovation; integrating or collaborating with others; and finally, improving on the innovation. These concerns progress from a self-based concern, to a task oriented concern and finally a concern based on the impact of the change that has occurred.

It is important for leaders of change to be aware of which stage faculty are at in order to address the concerns and provide the needed support to help them move forward in the process.  This is support is needed throughout the process and is likely to be required at all stages of change.  This model provides a useful conceptualisation of support stages required to implement planned long term change effectively.

Impact:

As a leader in a school, this model is important to be aware of.  Staff are often expected to implement changes to their practice based on Ministry of Education directives, Best Practice innovations, trends in education and community needs.  These changes are often expected to be implemented with little support from outside sources.  By being aware of the stages of change and being prepared to support staff through the whole process, school leaders will be more successful in embedding effective innovations. 

The path to teacher leadership in educational technology

Reference:

Sherry, L., & Gibson, D. (2002). The path to teacher leadership in educational technology. Contemporary Issues in Technology and Teacher Education[Online serial], 2(2). Available:http://www.citejournal.org/vol2/iss2/general/article2.cfm

Description:

This article considers how teachers’ ability to use technology and the support they receive impacts the ability to embed the effective use of technology in an educational institution.  While individuals may succeed in developing strong practice, the dissemination of that skill through to other classrooms is a complex task.  It needs not only the resources infrastructure, but also the support of administration, opportunities for professional development and opportunities to share experiences. Sustainability of innovations is also a concern.  If lead teachers with passion and skills are not celebrated and rewarded, they often move to a different school where they can further develop their skills.  The use of a Personal Learning Portal is suggested as a means to record the learning journey of teachers.

Impact :

Implementing effective e-learning as part of teacher professional development can enhance the learning opportunities of staff.  This can allow teachers to co-produce knowledge and lead their own development.

Developing an infrastructure for online learning

Reference:

Davis, A., Little, P., & Stewart, B. (2008). Developing an infrastructure for online learning. In T. Anderson (Ed.), The Theory and Practice of Online Learning, second edition. Edmonton: AU Press.

Description

This chapter outlines some of this issues institutions need to consider when moving towards offering course content online.  The social context of education is evolving with the accessibility the internet provides and institutions need to be prepared to adapt as it changes.  It states that organisations also need to be aware of the realities of online learning systems.  While the ideal is possible, the reality is confined by restraints such as time and money and the systems developed may not reflect the ideal sought.  Any learning system needs to be considered from two distinct points; the needs of the learner and the intended outcomes.  Meeting these needs is essential for any system to be worth investing in.  Success of any system needs to have a sound infrastructure as there are many interconnected components to be considered.  Ensuring that the system will be robust and meet the needs of the course is fundamental.  As organisations move to a more open learning style, they also need to consider ownership of the discipline, as once content is available online, it is much harder to control access and maintain ownership.

Evaluation

This chapter highlights the need for organisations to consider many aspects of online learning prior to embarking on developing online courses.  The need to ensure that the infrastructure is sound is essential as well as the need to ensure that the reality of what can be provided is enough to meet the needs of the learner and the course goals.  The institution also needs to be aware that the social context of education is evolving quickly and that content available online is likely to be shared and used in a wider context that will question their ability to own the discipline they are delivering.  These are important aspects to consider in my own practice.  Not only will the learning management system meet my needs, but the use of my own content and the use of others to support the learning of my students.

Blending Makes the Difference - annotated bibliography entry

Reference: 
Senturk, A. & Uzun, A. (2010) Blending Makes the Difference: Comparison of Blended and Traditional Instruction on Students’ Performance and Attitudes in Computer Literacy. Contemporary Educational Technology, 1(3), 196-207 retrieved from http://www.cedtech.net/articles/13/131.pdf

Description:

This study compared the learning outcomes for two university computer science classes. One class was taught in a traditional face to face lecture style, supported by slideshow presentations and lab time. This class was the control group.  The other class was taught in an instructed model where the class had a website developed for the course which included online lecture notes, simulations and online tutorials.  This site also enhanced students’ collaborative learning experiences through email, group questions and online student-teacher interaction.  Class time for this group facilitated discussions and lab practice.  The study noted no significant difference in student capability or attitude at the beginning of the course.  There was a significant difference in both student capability and attitude towards the subject between the two classes at the conclusion of the study.  Those in the blended class achieved higher scores in final assessments as well as demonstrating a more positive attitude towards the subject than the control group.

Evaluation:

This study notes that the improved outcomes in both achievement and attitude are due to the multimedia and collaborative aspects of the blended learning environment.  The blended learning offers improved pedagogy, increased student access to instruction and knowledge, and encouraged social interaction between learners.   Because of this students are able to learn at their own pace and discuss questions arising both online and face to face.  Having access to online video tutorials allowed students to review instructions as needed as they worked through learning tasks.  By being able to continue learning and practicing new skills outside of the classroom lab time, students were able to work at their own pace and make better use of face to face time with the lecturer than in the traditional learning environment.  This study shows that having access to multimedia tutorials and collaborative online learning environments improves the academic achievement and attitude in university students.  For my own practice I would have to transfer this to be achievable at primary school level.