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  • Article

    Communities of Practice as a Professional Development Tool for Management and Leadership Skills in Libraries

    Authors
    Weltin, Heather; Graff Schultz, Nancy
    Part of
    Library leadership & management, 2019, Vol.33 (3), p.1-12
    Abstract
    • In 2012, the University of Wisconsin-Madison's General Libraries developed a community of practice to improve management and leadership skills in staff. This article examines the theories behind communities of practice, the process used by UW-Madison to establish the communities of practice and the results.
    Subjects
    Academic libraries; Accountability; Book clubs; Collaboration; Communities of practice; Corporate culture; Information literacy; Knowledge sharing; Leadership; Learning; Libraries; Library management; Library staff; Managerial skills; Professional development; Supervisors
  • Dissertation

    Communities of practice as a professional development tool

    Author
    Bopp, Akasha John
    Abstract
    • This study asks how professional development (PD) can be enhanced with the inclusion of communities of practice into the regular institutional life of social studies teachers at a large urban high school. Many teachers indicate that the professional development delivered within schools is not meeting their needs. Mountain View High School (name has been changed to maintain anonymity) is committed to creating a positive learning environment for both students and staff. Alberta Learning and the Alberta Teacher's Association identify PD as an area of growth within the province of Alberta. This project includes a review of the literature that examines communities of practice, professional development, and effective teaching practices. An action research approach using a questionnaire, focus groups and one-on-one interviews was the methodology employed. Study recommendations include the increased responsibility of teachers for PD, the changing of the way that PD is delivered in schools, and addition of Communities of Practice into a teacher's work reality.
    Subjects
    Teacher education
  • Newspaper article

    CHURCHILL LEADERSHIP GROUP, INC. secures contract for Usace Sacramento Supervisor Community Of Practice Support U008 - Education/Training- Training/Curriculum Development 611430 - Professional And Management Development Training

    Part of
    Pivotal Sources, 2024-05-22
  • Newsletterarticle

    CHURCHILL LEADERSHIP GROUP, INC. secures contract for Usace Sacramento Supervisor Community Of Practice Support U008 - Education/Training- Training/Curriculum Development 611430 - Professional And Management Development Training

    Part of
    Pivotal Sources, 2024
  • Article

    Institutional Policies, Practices and Initiatives Impacting Research Productivity: The Strengthening of Collaboration, Leadership and Professionalism in Research Management in the Southern African Development Community

    Authors
    Frantz, J. M; George, A; Hunter-Husselmann, M; Kapenda, H; Yassin, Z
    Part of
    The journal of research administration, 2022-09, Vol.53 (2), p.40
    Abstract
    • Research productivity and research excellence are elements essential to the creation of a conducive research environment, in which research publications, research dissemination, and research utilization, are key in fostering the sustainability of higher education institutions. In this study, the current institutional policies, practices, and initiatives that encourage research productivity were explored. A mixed-method methodology, embodying a sequential exploratory approach, was adopted for the study. Non-probability, convenient sampling was used to select Higher Education Institutions (HEIs). A survey questionnaire comprising closed and open-ended questions was used for data collection. The data collection tool was piloted and refined. An integrative analysis consisting of descriptive statistical analysis and thematic analysis was used to analyze the collected data. The findings of this study highlight the instrumental role of university staff and students for research productivity. Building an institutional research culture was seen to boost research productivity. Increasing research capacity and visibility, the implementation of appropriate management infrastructure and the adoption of research policies were found to be effective strategies to support research productivity within Higher Education settings. Support for research publication and publication performance management was similarly identified to improve research productivity. It is recommended that the policies, practices, and initiatives set by HEIs should focus on research productivity, creating an institutional research culture, supporting research publications, and research performance management, in order to drive research productivity and contribute towards sustainability. Keywords: Higher Education Institutions, research productivity, research excellence, research management, research policies and practices
    Subjects
    Analysis; Company business management; Data entry; Education parks; Education, Higher; Evaluation; Higher education; Management; Methods; Professional workers; School facilities; Sustainable development
  • Article

    Institutional Policies, Practices and Initiatives Impacting Research Productivity: The Strengthening of Collaboration, Leadership and Professionalism in Research Management in the Southern African Development Community (SADC) and European Union (EU) Higher Education Institutions (StoRM)

    Authors
    Frantz, J. M; George, A; Hunter-Husselmann, M; Kapenda, H; Yassin, Z
    Part of
    The journal of research administration, 2022-09, Vol.53 (2), p.40-59
    Abstract
    • Research productivity and research excellence are elements essential to the creation of a conducive research environment, in which research publications, research dissemination, and research utilization, are key in fostering the sustainability of higher education institutions. In this study, the current institutional policies, practices, and initiatives that encourage research productivity were explored. A mixed-method methodology, embodying a sequential exploratory approach, was adopted for the study. Non-probability, convenient sampling was used to select Higher Education Institutions (HEIs). A survey questionnaire comprising closed and open-ended questions was used for data collection. The data collection tool was piloted and refined. An integrative analysis consisting of descriptive statistical analysis and thematic analysis was used to analyze the collected data. The findings of this study highlight the instrumental role of university staff and students for research productivity. Building an institutional research culture was seen to boost research productivity. Increasing research capacity and visibility, the implementation of appropriate management infrastructure and the adoption of research policies were found to be effective strategies to support research productivity within Higher Education settings. Support for research publication and publication performance management was similarly identified to improve research productivity. It is recommended that the policies, practices, and initiatives set by HEIs should focus on research productivity, creating an institutional research culture, supporting research publications, and research performance management, in order to drive research productivity and contribute towards sustainability.
    Subjects
    Access to Information; Analysis; Author productivity; Barriers; Best practice; Capacity Building; Collaboration; Data collection; Data entry; Education parks; Education, Higher; Educational Research; Faculty Publishing; Foreign Countries; Graduate Students; Higher Education; Leadership; Meta Analysis; Performance management; Productivity; Professional ethics; Professional workers; Professionals; Questionnaires; Research Administration; School facilities; Student Participation; Sustainable development; Teacher Researchers; Universities
  • Article

    Communities of practice as a tool for continuing professional development of technology teachers’ professional knowledge

    Author
    van As, Francois
    Part of
    International journal of technology and design education, 2018-06, Vol.28 (2), p.417-430
    Abstract
    • With the introduction of a new school curriculum in South Africa in 1998, Technology as a school subject was introduced for the first time. Implementation by the National Department of Education took place over a very short time frame allowing very little time for adequate training of technology teachers by the provincial departments of education. Teachers were expected to implement technology in schools without being adequately trained. They needed to develop their professional knowledge which comprises school knowledge, subject knowledge and pedagogical knowledge. This could mainly be done through continuing professional teacher development (CPTD). To address the lack of CPTD opportunities and to develop these teachers’ professional knowledge, the Unit for Technology Education at a university in South Africa established a Community of Practice (CoP) as a strategy to develop teachers’ professional knowledge in Civil Technology. However, after a number of CoP workshops, and although these CoPs have been designed to serve as a tool for CPTD, we do not know to what extent it succeeds in developing teachers’ professional knowledge. The purpose of this article is to determine to what extent the CoP succeeded in developing teachers’ professional knowledge. A qualitative study was conducted. Data were collected through the observation of the teachers during the CoPs, open-ended questionnaires and field notes taken during workshop discussions. The main findings were that the teachers gained discipline knowledge and acquired instructional methodology (pedagogy) from which learners may benefit. The presentation and organisation of the CoP influenced the learning of the teachers.
    Subjects
    Colleges & universities; Communities of Practice; Continuing professional development; Curricula; Education; Educational Technology; Foreign Countries; Government agencies; Knowledge; Knowledge acquisition; Learning and Instruction; Observation; Pedagogical Content Knowledge; Professional Continuing Education; Professional Development; Qualitative analysis; Qualitative Research; Questionnaires; Science Education; Teacher Education; Teachers; Teaching Methods; Technological Literacy; Technology; Technology Education; Technology Integration; Workshops
  • Article

    Photovoice as a Tool for Critical Reflection in Communities of Practice for Teachers' Professional Identity Development

    Author
    TO, Hing Kwan
    Part of
    Beijing International review of education, 2020-04, Vol.2 (1), p.77-88
    Abstract
    • Abstract Professional identity is very important in teaching practice. There is a consensus in the literature that critical reflection can help novice teachers to develop a professional identity. Written form reflective tools such as diaries, reflective papers, and logbooks are conventional instruments for critical reflection among novice teachers. However, written reflective tools have several shortcomings: a) they overly rely on verbal communication; b) there are no standardized guidelines for critical reflection using written-form reflective tools, and c) using written-form reflective tools is an intrapersonal activity. Photovoice has emerged as a new tool for critical reflection in the last few decades. Using photovoice, novice teachers critically reflect through photographs rather than writing. Empirical research has standardized the critical reflective procedure of photovoice. Communities of practice are a signature feature of photovoice. Establishing a community of practice is an effective way for novice teachers to develop a professional identity via interpersonal interaction within a group, sharing their photographs and reflections. Empirical research shows that photovoice enables novice teachers to develop a professional identity. This paper describes the disadvantages of written-form reflective tools and outlines an innovative method of encouraging novice teachers to perform critical reflection.
  • Article

    Development and validation of a tool to measure collaborative practice between community pharmacists and physicians from the perspective of community pharmacists: the professional collaborative practice tool

    Authors
    Sanchez-Molina, Ana I; Benrimoj, Shalom I; Ferri-Garcia, Ramon; Martinez-Martinez, Fernando; Gastelurrutia, Miguel Angel; Garcia-Cardenas, Victoria
    Part of
    BMC health services research, 2022-05, Vol.22 (1), p.649-649, Article 649
    Abstract
    • Collaborative practice between community pharmacists and physicians is becoming increasingly common. Although tools and models to explore collaborative practice between both health care professionals have been developed, very few have been validated for their use in clinical practice. The objective of this study was to develop and validate a tool for measuring collaborative practice between community pharmacists and physicians from the perspective of community pharmacists. The DeVellis method was used to develop and validate the Professional Collaborative Practice Tool. A pool of 40 items with Likert frequency scales was generated based on previous literature and expert opinion. This study was undertaken in Spain. A sample of community pharmacists providing medication reviews with follow-up and a random sample of pharmacists providing usual care were invited to participate. Exploratory and confirmatory factor analysis was used to assess the tool's reliability and content validity. Three hundred thirty-six pharmacists were invited with an overall response rate of 84.8%. The initial 40 items selected were reduced to 14 items. Exploratory Factor Analysis provided a 3-factor solution explaining 62% of the variance. Confirmatory Factor Analysis confirmed the three factors "Activation for collaborative professional practice," the "Integration in collaborative professional practice," and the "Professional acceptance in collaborative professional practice." The tool demonstrated an adequate fit (X /df = 1.657, GFI = 0.889 and RMSEA = 0.069) and good internal consistency (Cronbach's alpha = 0.924). The Professional Collaborative Practice Tool has shown good internal reliability and criterion validity. The tool could be used to measure the perceived level of collaborative practice between community pharmacists and physicians and monitor changes over time. Its applicability and transferability to other settings should be evaluated.
    Subjects
    Attitude of Health Personnel; Attitudes; Collaboration; Collaborative practice; Community pharmacists; Cooperative Behavior; Drug stores; Health care policy; Health services; Humans; Interprofessional collaboration; Management; Medical care; Medical personnel; Patients; Pharmacists; Physicians; Practice; Professional Practice; Professionals; Questionnaires; Reproducibility of Results; Spain; Surveys and Questionnaires
  • Newspaper article

    WORKFORCE TRANSFORMATION: COMMUNITIES OF PRACTICE AS TOOLS FOR ORGANIZATIONAL CHANGE AND SELF-DIRECTED PROFESSIONAL DEVELOPMENT

    Part of
    States News Service, 2014-09-19
    Subjects
    Professional development
  • Book chapter

    Online Communities of Practice: A Professional Development Tool for Language Educators

    Author
    Hampel, Regine
    Part of
    Developing Online Language Teaching, 2015, p.113-133
    Abstract
    • ‘A place for shared materials’, ‘accessing common and current resources’, ‘possibilities for dialogue with other educators’ and ‘a place of trust and honesty’ were the key elements that language teachers and trainers who were surveyed during two professional development workshops in the context of using ICT for teaching1 identified when asked about the three main elements that were essential in a community of practice. One participant at the workshop organized in the context of a European Centre for Modern Languages project wrote: Your question has made me think about what I really appreciate and why I find some communities more useful to my needs as a teacher than others. I believe that three main elements that are essential in a community of practice are: It represents a group of people coming from various backgrounds, with various levels of expertise in teaching, both mentors and mentees — the variety is important because it makes it possible to see every problem from different angles and get different perspectives, every discussion is more fruitful.There is the atmosphere of collaboration and sharing — the willingness to help and ask for help.The teachers are active, they care about the community and believe in the power of the community to improve the work of individual teachers — projects are started, surveys done, papers read and discussed, members comment on one another’s blogs, it is easy to get feedback, etc. (my own italics) The focus of this chapter is to define and explore three different communities of practice for language teachers, and to examine how these notions of ‘variety’, ‘collaboration and sharing’ and ‘power of the community’, as well as other important characteristics of these communities impact on the success of a community of practice.
    Subjects
    Blended Learning; ELT: teaching theory & methods; Language Teacher; LANGUAGE TEACHING & LEARNING (OTHER THAN ELT); Online Community; Professional Development; Target Language; Teacher training
  • Article

    Twitter: A Professional Development and Community of Practice Tool for Teachers

    Author
    Rosell-Aguilar, Fernando
    Part of
    Journal of Interactive Media in Education, 2018-05, Vol.2018 (1), p.6
    Abstract
    • This article shows how a group of language teachers use Twitter as a tool for continuous professional development through the #MFLtwitterati hashtag. Based on data collected through a survey (n = 116) and interviews (n = 11), it describes how this collective of teachers use the hashtag and evaluates the impact of their Twitter network on their teaching practices. The results show that most users try the suggestions and ideas that they find on this network, which have a positive impact on their teaching. Finally, the article assesses whether the hashtag users can be described as a community of practice.Keywords: Social networking, Continuous Professional Development, Twitter, Communities of Practice, teachers
    Subjects
    Analysis; Beliefs; Communities of Practice; Continuous Professional Development; Educational Practices; Educational Technology; Electronic Mail; Electronic Publishing; Equipment and supplies; Faculty Development; Foreign Countries; Interviews; Language Teachers; Online social networks; Professional Continuing Education; Professional development; Social Media; Social networking; Social Networks; Teacher Attitudes; Teacher Improvement; Teacher Surveys; Teachers; Teaching; Technology application; Twitter
  • Article

    Leadership for professional practice development in early childhood education: From 'performance management' to 'system development'

    Author
    Joce Nuttall
    Part of
    The Australian educational leader, 2016-06, Vol.38 (2), p.14-17
    Abstract
    • Neo-liberal public policy and 'new public management' have dominated education workplaces in recent decades, leaving behind a trail littered with professional development plans, individual appraisals, and key performance indicators. In the early childhood profession, where staff turnover is high, resources for individual coaching and mentoring are extremely limited and cultural worldviews privilege the community over the individual, these individually-oriented approaches may be misguided. In this article I consider how leadership in early childhood services needs to move beyond individual performance development to focus on capacity-building at a centre systems level. I use Vygotsky's (1978) concept of the 'zone of proximal development' to invite leaders in early childhood education (and elsewhere) to think about collective zones of proximal development when they think about the professional development of their teams.
    Subjects
    Capacity building; Career development; Child caregivers; Cooperation; Early childhood education; Educational leadership; Evaluation; Leaders; Leadership; Leadership qualities; Leadership training; New Public Management (NPM); Preschool teachers; Preschools; Professional continuing education; Professional development; Professional ethics; Systems building; Systems development; Teacher-student relationships; Teachers; Team training; Vygotskyan theory
  • Article

    Kindergarten teachers’ perceptions of whole-child development: The roles of leadership practices and professional learning communities

    Authors
    Keung, Chrysa Pui Chi; Yin, Hongbiao; Tam, Winnie Wing Yi; Chai, Ching Sing; Ng, Clement Ka Kit
    Part of
    Educational management, administration & leadership, 2020-09, Vol.48 (5), p.875-892
    Abstract
    • This study examined the relationships between leadership practices, professional learning communities, teachers’ efficacy beliefs and perceptions of whole-child development in the context of kindergarten education. A sample of 2120 teachers from 153 Hong Kong kindergartens participated in a questionnaire survey. The results showed that principals’ leadership practices had significant effects on all five professional learning community components. Leadership practices were also positively related to teachers’ perceptions of whole-child development directly and indirectly through the mediation of three professional learning community components, namely a shared sense of purpose, collaborative activities and a collective focus on children’s learning. Moreover, three professional learning community components (i.e. a collective focus on children’s learning, deprivatized practice and reflective dialogue) were positively associated with teachers’ perceptions of whole-child development via their efficacy beliefs. The findings support the mediating role of professional learning communities in developing kindergarten teachers’ collaboration for improving their efficacy beliefs and perceptions of the whole-child development of children. Kindergarten principals play a key role in cultivating a supportive culture and facilitating teacher learning.
    Subjects
    Administrator Role; Beliefs; Child Development; Children & youth; Collaboration; Communities of Practice; Community Relations; Early Childhood Teachers; Faculty Development; Foreign Countries; Informal education; Kindergarten; Kindergarten teachers; Leadership Styles; Learning Activities; Preschool Teachers; Principals; Professional Training; Self Efficacy; Teacher Attitudes; Teacher Effectiveness
  • Dissertation

    A Case Study: Leadership Style And Practice Leveraging Knowledge Management In Multigenerational Professional Learning Communities

    Author
    Giles-Weeks, Veda
    Abstract
    • Age related demographic changes, within public school organizations are resulting in leadership challenges in leveraging organizational knowledge across four unique generational cohorts. Competitive success within schools has linkages to organizational cohesiveness and knowledge management (KM). Generational cohorts maintain values affecting workplace collaborations, leadership, and work expectations. Whereas, functions of school leaders working within professional learning communities (PLCs) are the establishment of structures incorporating learning for all as an organizational process, while simultaneously instituting systems to overcome changes through the preservation and transfer of knowledge. The specific problem addressed was most public school principals have not considered or planned for capturing and transferring organizational knowledge within multigenerational workplaces, while instituting PLCs, posing leadership challenges, in transferring organizational knowledge. In this qualitative single-case study, three schools were selected within one Northeast, Ohio school district, which had an established PLC structure and recently experienced a changing demographic. Within each school selected, the principal and four teachers representing the four generational cohorts participated in interviews. PLC meetings were observed through direct observation, collecting first-hand information to triangulate with source information gathered through the demographic questionnaire, member checking, reflective journaling, and interviews. All information was analyzed through typological analysis. The critical themes that emerged to address the research questions were (a) established district and school structures leveraging KM and knowledge transfer; (b) building and district level professional development (c) administrative trustworthiness, style, and associated practices; (d) recognizing generational dynamics; and (e) district mandates altering leadership practices. The results affirmed PLC organizational structures promote KM and knowledge transfer; however do not guarantee generational cohort transfer. Organizational leadership style and associated practices are pivotal in leveraging KM and communications among generational cohorts. Recommendations for practice were (a) district demographic surveys, (b) on-going professional development concerning generational dynamics, (e) pathways for advancement, and (d) building upon structures, enhancing KM. The recommendations for future research included (a) expanding the research to include additional districts, feasibly allowing for generalizations, and (b) including quantitative methods to test the hypothesis and quantify the causation in relationships between KM and leadership style and practices that are possible between predetermined variables.
  • Dissertation

    A Case Study: Leadership Style and Practice Leveraging Knowledge Management in Multigenerational Professional Learning Communities

    Author
    Giles-Weeks, Veda
    Abstract
    • Age related demographic changes, within public school organizations are resulting in leadership challenges in leveraging organizational knowledge across four unique generational cohorts. Competitive success within schools has linkages to organizational cohesiveness and knowledge management (KM). Generational cohorts maintain values affecting workplace collaborations, leadership, and work expectations. Whereas, functions of school leaders working within professional learning communities (PLCs) are the establishment of structures incorporating learning for all as an organizational process, while simultaneously instituting systems to overcome changes through the preservation and transfer of knowledge. The specific problem addressed was most public school principals have not considered or planned for capturing and transferring organizational knowledge within multigenerational workplaces, while instituting PLCs, posing leadership challenges, in transferring organizational knowledge. In this qualitative single-case study, three schools were selected within one Northeast, Ohio school district, which had an established PLC structure and recently experienced a changing demographic. Within each school selected, the principal and four teachers representing the four generational cohorts participated in interviews. PLC meetings were observed through direct observation, collecting first-hand information to triangulate with source information gathered through the demographic questionnaire, member checking, reflective journaling, and interviews. All information was analyzed through typological analysis. The critical themes that emerged to address the research questions were (a) established district and school structures leveraging KM and knowledge transfer; (b) building and district level professional development (c) administrative trustworthiness, style, and associated practices; (d) recognizing generational dynamics; and (e) district mandates altering leadership practices. The results affirmed PLC organizational structures promote KM and knowledge transfer; however do not guarantee generational cohort transfer. Organizational leadership style and associated practices are pivotal in leveraging KM and communications among generational cohorts. Recommendations for practice were (a) district demographic surveys, (b) on-going professional development concerning generational dynamics, (e) pathways for advancement, and (d) building upon structures, enhancing KM. The recommendations for future research included (a) expanding the research to include additional districts, feasibly allowing for generalizations, and (b) including quantitative methods to test the hypothesis and quantify the causation in relationships between KM and leadership style and practices that are possible between predetermined variables. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
    Subjects
    Administrator Attitudes; Administrator Characteristics; Age Differences; Attribution Theory; Case Studies; Classification; Communities of Practice; Educational administration; Educational Environment; Educational leadership; Faculty Development; Generalization; Generational Differences; Instructional Leadership; Interviews; Journal Writing; Knowledge; Knowledge Management; Leadership; Leadership Styles; Learning; Learning Processes; Management; Observation; Ohio; Organizational behavior; Principals; Professional Training; Public Schools; Qualitative Research; Questionnaires; School administration; School Districts; Statistical Analysis; Surveys; Teacher Attitudes; Teaching Methods; Transfer of Training; Trust (Psychology); Work Environment; Workplaces
  • Article

    An online community of practice for teacher professional development on technology integration as cognitive tools in mathematics teaching

    Authors
    Çolpan Güngördü, Dicle; Yıldırım, Zahide
    Part of
    Education and information technologies, 2025-01
  • Article

    Development and pilot testing of an observational tool to assess interprofessional education in virtual communities of practice (VCoP)

    Authors
    Masroori, Zahra; Coelho, Carly F.; Zhao, Q. Jane; Vyravanathan, Sobiga; Du, Angela Y.; Carlin, Leslie E.; Taenzer, Paul; Flannery, John; Furlan, Andrea D.
    Part of
    Journal of interprofessional education & practice, 2022-12, Vol.29, p.100539, Article 100539
    Abstract
    • In recent years, virtual communities of practice (VCoP) have been used to bridge the knowledge and expertise gap between resourceful health centres and underserved communities. VCoP have the potential to promote learning in the Interprofessional Education (IPE) domain. There is a need to evaluate the quality and effectiveness of VCoP concerning the IPE domain. To develop and test an observational tool for assessing IPE in VCoP. An interprofessional research team created a twenty-item tool based on a literature review, and developed over multiple iterations. The Virtual Interprofessional Education (V-IPE) tool underwent testing by two trained independent observers who represented the target audience of research assistants and users of the tool. They each assessed 21 recorded sessions of three VCoPs offered in Ontario, Canada, focused on chronic pain, liver diseases, and rheumatology. Overall agreement and reliability between observers are reported for each item. The agreement and inter-rater reliability were acceptable. Agreement varied from 23.8% to 100%, and inter-rater reliability varied from −0.33 to 0.64. This tool can be applied as a quality improvement measure to monitor and improve the quality of IPE delivered in VCoPs. This novel tool can be used as a starting point for developing a more sophisticated and reliable tool to assess IPE delivered in VcoPs.
    Subjects
    Communities of practice; Facilitation; Interprofessional education; Observational assessment tool; Virtual community of practice
  • Article

    Leadership for professional practice development in early childhood education: From 'performance management' to 'system development'

    Author
    Joce Nuttall
    Part of
    The Australian educational leader, 2016-06, Vol.38 (2), p.14-17
    Abstract
    • Neo-liberal public policy and 'new public management' have dominated education workplaces in recent decades, leaving behind a trail littered with professional development plans, individual appraisals, and key performance indicators. In the early childhood profession, where staff turnover is high, resources for individual coaching and mentoring are extremely limited and cultural worldviews privilege the community over the individual, these individually-oriented approaches may be misguided. In this article I consider how leadership in early childhood services needs to move beyond individual performance development to focus on capacity-building at a centre systems level. I use Vygotsky's (1978) concept of the 'zone of proximal development' to invite leaders in early childhood education (and elsewhere) to think about collective zones of proximal development when they think about the professional development of their teams.
    Subjects
    Career development; Early childhood education; Evaluation; Leadership; Professional ethics; Teacher-student relationships; Teachers
  • Article

    Leadership for professional practice development in early childhood education: From 'performance management' to 'system development'

    Author
    Joce Nuttall
    Part of
    The Australian educational leader, 2016-06, Vol.38 (2), p.14-17
    Abstract
    • Neo-liberal public policy and 'new public management' have dominated education workplaces in recent decades, leaving behind a trail littered with professional development plans, individual appraisals, and key performance indicators. In the early childhood profession, where staff turnover is high, resources for individual coaching and mentoring are extremely limited and cultural worldviews privilege the community over the individual, these individually-oriented approaches may be misguided. In this article I consider how leadership in early childhood services needs to move beyond individual performance development to focus on capacity-building at a centre systems level. I use Vygotsky's (1978) concept of the 'zone of proximal development' to invite leaders in early childhood education (and elsewhere) to think about collective zones of proximal development when they think about the professional development of their teams.
    Subjects
    Career development; Early childhood education; Evaluation; Leadership; Professional ethics; Teacher-student relationships; Teachers
  • Article

    Leadership for professional practice development in early childhood education : From 'performance management' to 'system development'

    Author
    Joce Nuttall
    Part of
    The Australian educational leader, 2016-06, Vol.38 (2), p.14-17
    Abstract
    • Neo-liberal public policy and 'new public management' have dominated education workplaces in recent decades, leaving behind a trail littered with professional development plans, individual appraisals, and key performance indicators. In the early childhood profession, where staff turnover is high, resources for individual coaching and mentoring are extremely limited and cultural worldviews privilege the community over the individual, these individually-oriented approaches may be misguided. In this article I consider how leadership in early childhood services needs to move beyond individual performance development to focus on capacity-building at a centre systems level. I use Vygotsky's concept of the 'zone of proximal development' to invite leaders in early childhood education (and elsewhere) to think about collective zones of proximal development when they think about the professional development of their teams. [Author abstract, ed]
    Subjects
    Capacity building; Child caregivers; Cooperation; Early childhood education; Educational leadership; Leaders; Leadership; Leadership qualities; Leadership training; New Public Management (NPM); Preschool teachers; Preschools; Professional continuing education; Professional development; Systems building; Systems development; Team training; Vygotskyan theory
  • Article

    Communities of Practice: A Possible Professional-development Model for Physical Activity Leadership

    Authors
    Johnson, Tyler G.; Moorcroft, Scott J.; Tucker, Kimberly M. B.; Calvert, Hannah; Turner, Lindsey
    Part of
    Journal of physical education, recreation & dance, 2017-11, Vol.88 (9), p.3-5
    Abstract
    • The purpose of this editorial is to introduce the community of practice (CoP) model as a form of professional development for physical educators and to offer suggestions for creating and sustaining a CoP for teachers.
    Subjects
    Exercise; Physical education; Teachers
  • Dissertation

    Teacher perceptions of leadership practices and the development of professional learning communities: An exploration

    Author
    Pitman, Joanne
    Abstract
    • This study is an exploration of leadership practices that develop and sustain a professional learning community (PLC). More specifically, it explores teacher perceptions of these leadership practices in the context of a school district in Alberta, Canada. The study employed qualitative research in the form of interviews of sixteen teachers from one school district. Findings include description of teacher perceptions of leadership practices as they relate to shared and supportive leadership, shared values and vision, collective learning, supportive conditions, and shared personal practice. It is necessary to recognize the interrelated nature of structural supports along with cultural underpinnings to fully develop and sustain PLCs. Moreover, the findings highlight the influence of structures in supporting dimensions of collective learning and shared personal practice. The need for careful consideration of the power of school culture over the effective use of any structure is evident. Leaders' continuous modelling and involvement are imperative to develop teacher capacity to embrace shared and supportive leadership, shared values and vision, collective learning, supportive conditions, and shared personal practice. Furthermore, the building of trust and celebration of teacher and student learning moulds a schools' culture to one that reflects success in the various PLC dimensions. The study concludes by suggesting possible areas for further research in addition to demarcating suggestions for continued reflection within the field of leadership as it relates to developing and sustaining PLCs.
    Subjects
    Educational administration; School administration
  • Review

    The literacy leadership handbook; best practices for developing professional literacy communities

    Part of
    Reference & Research Book News, 2013, Vol.28 (5)
  • Dissertation

    The Relationship between Transformational Leadership Practices and Developing a Professional Learning Community

    Author
    Wiestling, Troy L
    Abstract
    • This quantitative study investigated self-perception of elementary school principals' leadership practices and the impact of these practices on developing and fostering a professional learning community within their schools. Fifty-nine elementary school principals, from school districts located in south central Pennsylvania, participated in this study. Five schools were selected to obtain additional responses from professional staff members working within the schools. Independent variables of principal's gender, highest level of education, and years of administrative experience were requested. Additional information regarding the size/population of the school staff and the size/population of the student body were collected to add to the analysis. The exemplary leadership practices were assessed by using The Leadership Practices Inventory (LPI) by Kouzes & Posner (2003) and consisted of five leadership practices: Challenging the Process, Inspiring a Shared Vision, Enabling Others to Act, Modeling the Way, and Encouraging the Heart. Principals and professional staff members, from the five selected schools, provided perceptions of their schools as learning communities by completing the School Professional Staff as Learning Community (SPSLC) questionnaire, developed by Shirley Hord (1996). The learning community dimensions assessed by the SLSPC are: Principal's Facilitative Leadership, Shared Visions for Improvement, Collective Creativity and Learning, Classroom Observations and Feedback, and School Conditions and Capacities. Descriptive statistics, One-way Analysis of Variance, and Correlation coefficients were tests used to respond to the research questions. The results of my study indicated that the principals perceived they were engaging in transformational leadership practices and that their schools were developing as professional learning communities. The data analysis also showed that a relationship does exist between the transformational leadership practices, of the principals, and the schools developing as professional learning communities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
    Subjects
    Administrator Attitudes; Correlation; Educational administration; Educational Change; Educational Development; Educational Facilities Improvement; Educational leadership; Elementary Education; Elementary schools; Feedback (Response); Instructional Leadership; Leadership; Leadership Effectiveness; Learning; Learning Processes; Literature Reviews; Parent Participation; Pennsylvania; Perceptions; Principals; Professional development; Professional Personnel; School administration; School Effectiveness; School principals; Statistical Analysis; Teaching Methods; Transformational Leadership; Urban Schools
  • Dissertation

    A Case Study of Online Community of Practice for Teacher Professional Development on Technology Integration as Cognitive Tools in Mathematics Teaching

    Author
    Çolpan, Dicle
    Abstract
    • While teachers’ participation in a teacher network is highlighted in effective professional development and online learning removes some limitations, online communities of practice (online CoP) have emerged as a promising way for teacher professional development. Considering the discrepancy between research suggesting integrating technology to improve students' understanding and metacognitive skills and teachers’ practices with teacher-centered approaches and a learning-from-medium perspective, online CoPs can provide the necessary support for teachers. Within a continuous and collaborative learning environment, teachers can gain the competencies required to incorporate technology as a learning partner and benefit from cognitive tools for students’ understanding mathematics. The purpose of this exploratory single case study was to explain the impact of an online CoP designed for mathematics teachers’ professional development about the integration of technology as cognitive tools. 24 mathematics teachers participated in this study. Interviews, lesson plans, and online discussion recordings were used to collect qualitative data. The findings demonstrated teachers’ experiences in integrating cognitive tools as well as the indicators of constructivist learning environments in their lesson plans. Furthermore, the study revealed teachers' experiences in an online CoP while learning how to integrate a cognitive tool into their practices, as well as their knowledge construction throughout the online discussions. Based on the findings, the study proposed a set of suggestions for designing teacher professional development programs and designing and implementing lesson plans integrating cognitive tools.
    Subjects
    Communities of practice; Educational administration; Educational technology; Mathematics education; School environment; Virtual communities
  • Article

    The 2023 CORE Reference Utility Survey: Perceptions on a best practice tool for globally applicable clinical study reporting and provision of continuing professional development resources for the regulatory medical writing community

    Authors
    Lee, Zuo Yen; McIntosh, Alison; Fagan, Vivien; Hamilton, Sam
    Part of
    Medical writing (Leeds), 2024-09, Vol.33 (3), p.38-45
    Abstract
    • CORE Reference offers globally applicable resources for clinical study reporting, including a user manual and a mapping tool, and continuous professional development (CPD) resources. This report presents the results of the 2023 Utility Survey conducted by the CORE Reference Project Team to measure the awareness and perceived usefulness of these resources by the regulatory medical writing community. The survey found an increased use of the CORE Reference open-access manual, compared to results of the 2017 survey. Most respondents found the resources extremely, or somewhat, useful for preparing disclosure-ready clinical study reports. Over half of the respondents were aware of the CORE Reference CPD resources. Most respondents found the bi-monthly news summary extremely, or somewhat, useful. One-third of the respondents required knowledge of the reporting and public disclosure landscape in Asia and found the updates of Asia extremely, or somewhat, useful. The survey results indicate a positive reception of the CORE Reference Project amongst regulatory medical writers.
  • Article

    The practice of self-leadership in personal and professional development of contract nursing staff in the environment of a higher education institution : leadership and management

    Authors
    Jooste, Karien; Le Roux, Loretta Z.
    Part of
    African journal for physical health education, recreation, and dance, 2014-12, Vol.20 (sup-1), p.275-285
    Abstract
    • Self-leadership is a comprehensive self-influence perspective that concerns leading oneself toward the performance of naturally motivating tasks and managing oneself to do work that must be done but that is not naturally motivating. Contract employment is increasingly becoming a trend among higher education institutions to address nursing faculty shortages. Therefore, self-leadership may be challenging for contract employers to remain positive about their temporary employment status. Studies highlight that contract staff continue to feel under-valued and that job insecurity and fewer benefits may decrease their level of motivation and self-leadership in an organisation. Self-leadership, however, may assist contract staff to regulate their own actions, personally and professionally, because the motivation to lead may promote higher productivity and a more fulfilling career. A review of literature on self-leadership was conducted within the conceptual framework This paper provides a review of literature on self-leadership that was integrated into a conceptual framework of using power, authority and influence in the context of contract staff at an undergraduate nursing school. This concept paper therefore outlines a new framework on how self-leadership of contract workers can enhance their personal and professional development.
    Subjects
    Contract employment; Leadership; Organisation; Personal and professional development; Self-leadership
  • Article

    Development of a swallowing risk screening tool and best practice recommendations for the management of oropharyngeal dysphagia following acute cervical spinal cord injury: an international multi-professional Delphi consensus

    Authors
    McRae, Jackie; Smith, Christina; Beeke, Suzanne; Emmanuel, Anton; Members of the Delphi expert panel group
    Part of
    Disability and rehabilitation, 2022-12, Vol.44 (26), p.8311-8324
    Abstract
    • International multi-professional expert consensus was sought to develop best practice recommendations for clinical management of patients following cervical spinal cord injury with oropharyngeal dysphagia and associated complications. Additionally, risk factors for dysphagia were identified to support the development of a screening tool. A two-round Delphi study was undertaken with a 27-member panel of expert professionals in cervical spinal cord injury and complex dysphagia. They rated 85 statements across seven topic areas in round one, using a five-point Likert scale with a consensus set at 70%. Statements not achieving consensus were revised for the second round. Comparative group and individual feedback were provided at the end of each round. Consensus was achieved for 50 (59%) statements in round one and a further 12 (48%) statements in round two. Recommendations for best practice were agreed for management of swallowing, respiratory function, communication, nutrition and oral care. Twelve risk factors for dysphagia were identified for components of a screening tool. Best practice recommendations support wider clinical management to prevent complications and direct specialist care. Screening for risk factors allows early dysphagia identification with the potential to improve clinical outcomes. Further evaluation of the impact of these recommendations is needed. Implications for Rehabilitation Dysphagia is an added complication following cervical spinal cord injury (cSCI) affecting morbidity, mortality and quality of life. Early identification of dysphagia risk allows focused interventions that reduce associated nutritional and respiratory impairments. Best practice recommendations based on expert consensus provide a baseline of appropriate interventions, in the absence of empirical evidence. A multi-professional approach to rehabilitation encourages a consistent and coordinated approach to care across acute and rehabilitation settings.
    Subjects
    Cervical Cord - injuries; communication disorders; Consensus; Deglutition; Deglutition disorders; Deglutition Disorders - diagnosis; Deglutition Disorders - etiology; Deglutition Disorders - therapy; Delphi Technique; Humans; Quality of Life; rehabilitation; spinal cord injuries; Spinal Cord Injuries - complications; Spinal Cord Injuries - rehabilitation; tracheostomy; ventilator weaning
  • Article

    Development of a swallowing risk screening tool and best practice recommendations for the management of oropharyngeal dysphagia following acute cervical spinal cord injury: an international multi-professional Delphi consensus

    Authors
    McRae, J; Smith, C; Beeke, S; Emmanuel, A
    Abstract
    • Purpose: International multi-professional expert consensus was sought to develop best practice recommendations for clinical management of patients following cervical spinal cord injury with oropharyngeal dysphagia and associated complications. Additionally, risk factors for dysphagia were identified to support the development of a screening tool. // Materials and Methods: A two-round Delphi study was undertaken with a 27-member panel of expert professionals in cervical spinal cord injury and complex dysphagia. They rated 85 statements across seven topic areas in round one, using a five-point Likert scale with a consensus set at 70%. Statements not achieving consensus were revised for the second round. Comparative group and individual feedback were provided at the end of each round. // Results: Consensus was achieved for 50 (59%) statements in round one and a further 12 (48%) statements in round two. Recommendations for best practice were agreed for management of swallowing, respiratory function, communication, nutrition and oral care. Twelve risk factors for dysphagia were identified for components of a screening tool. // Conclusions: Best practice recommendations support wider clinical management to prevent complications and direct specialist care. Screening for risk factors allows early dysphagia identification with the potential to improve clinical outcomes. Further evaluation of the impact of these recommendations is needed.
    Subjects
    communication disorders; Deglutition disorders; rehabilitation; spinal cord injuries; tracheostomy; ventilator weaning

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