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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


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Making it Stick : Embedding a learning culture into professional school life? South Asia Transformation Leadership Professional Learning Com...

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