Supporting the professional development of emerging leaders: a professional development framework design
The purpose of this design is to provide a professional development framework that meets the needs of emerging leaders. The framework is divided into three terms: the Pre-Contact Term, the Contact Term and the Post-Contact Term. These terms are intended to lead emerging leaders through The Phases of Inquiry as defined by Murdoch (1988). Each term is designed using the concept of Backwards Design and the work of Wiggins and McTighe (2005). Many of the learning opportunities are differentiated to meet the individual needs of the learner, incorporating Kegan’s (1982) Constructive-Developmental Theory. The appendices include blank and sample templates for each term; as well as, support documents for the Pre-Contact, Contact and Post- Contact Terms. These support documents include case studies, Critical Friends Groups protocols and materials to create an online survey to evaluate participants’ current way of knowing in Kegan’s (1982) Constructive-Development Theory. The blank templates indicate which learning opportunities are to be differentiated. The variable nature of this design enables educational institutions to use the core principles of the framework to encourage the development of emerging leaders. This will enable these leaders to work to develop learning communities which prepare students for the modern, ever-changing nature of schools and our world.
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Why some teachers are not likely to engage in Professional Learning Communities (PLCs) designed for teachers’ professional development to help them adapt to educational innovation Tao, Zhen (Electronic version published by Vancouver Island University, 2019)The purpose of the present study was to consider the reasons of teacher’s non-engagement of Professional Learning Communities (PLCs) and how to implement effective professional learning in schools. Teacher’s experience of ...
Blending our practice: Using online and face-to-face methods to sustain community among faculty in an extended length professional development program [post-print] Paskevicius, Michael; Bortolin, Kathleen (Taylor & Francis Group, 2016)This paper outlines the design and implementation of a nine-month faculty development program delivered using a combination of face-to-face and online methods. Participants from a range of disciplines met at regular ...
Distributed leadership and the leader: designing a professional development course for private school principals of Calcutta, India Kaur, Kuljit (Electronic version published by Vancouver Island University, 2016)This research project was prepared to explore the role of a leader in distributed leadership setting with an intention to prepare a Professional Development Course for principals of private schools of Calcutta. The course ...