Developing a Conceptual Framework for Considering the Complexities of Professional Learning and Development in the Secondary School Context

Abstract

This paper discusses the development of a conceptual framework for scoping, provisioning and reporting the complexities of in-service Professional Learning and Development (PLD) in the New Zealand secondary school sector with a focus on middle leaders. Government-funded PLD in the New Zealand context is a research and evidence-based service provided to schools in response to high-level government policy. These PLD contracts aim to address inequalities for young people by enhancing the quality and effectiveness of leadership and teaching practices which result in increased student achievement, especially for priority students and those from minority backgrounds. The rationale for developing a conceptual framework for understanding government-funded, externally provided professional learning and development will be discussed. Recommendations for policy makers and researchers on the complex ways research evidence and policy come together in the delivery of in-service PLD for leaders and teachers in schools will be highlighted and opportunities for improvement examined.

Middle Leading Practices of Facilitation, Mentoring, and Coaching for Teacher Development: A Focus on Intent and Relationality

“…According to Raelin (2013), "facilitation has one purpose: to help the participating members achieve their purpose by assisting them to have a constructive exchange, as free as possible from internal dynamics that may get in the way of productive discourses" (p. 823). This point aligns with Highfield and Robertson (2016) who indicate that effective facilitators "have and promote agency" (p. 11) among participants. As pointed out by Raelin (2013), dialogue among colleagues is the primary modality of facilitating that requires leaders, as facilitators, to take a more neutral stance on the content of the discussion, allowing members to examine their own values, assumptions, and choices without suggesting or advocating what they should be.…”

“…Yet, many descriptions of these "learning-in-context" practices tend to be generically portrayed, implied, or even taken for granted (Cordingly & Buckler, 2012). Although empirical research findings seek to heighten the potential efficacy of facilitating (e.g., Fryer, 2011;Highfield & Robertson, 2016;Raelin, 2013), mentoring (e.g., Stanulis, Little, & Wibbens, 2012), and coaching (Desimone & Pak, 2017;Neuman & Cunningham, 2009;Zwart, Wubbels, Bergen, & Bolhuis, 2007) as professional development tools, the lack of clarity about what is understood (in terms of distinctiveness and similarities and differences) by each as a site-based practice remains under researched. As Beattie, Kim, Hagen, Egan, Ellinger, and Hamlin (2014), point out, few empirical studies investigate how actual practices of facilitating, mentoring, and coaching influence teaching change.…”

“…As pointed out by Raelin (2013), dialogue among colleagues is the primary modality of facilitating that requires leaders, as facilitators, to take a more neutral stance on the content of the discussion, allowing members to examine their own values, assumptions, and choices without suggesting or advocating what they should be. Yet, Highfield and Robertson (2016) report of results from their New Zealand study of one-to-one individual facilitator interactions with individual middle leaders, indicated more didactic notions where to utilize their in-depth content and pedagogical knowledge to change practice, a facilitator must also act as a coach. Although, the findings provide useful insights about facilitating in more general descriptive terms, by drawing facilitating and coaching together here, understandings about the actual in practice intent and action of facilitating are conflated.…”

Exploratory Factor Analysis: Evaluating the Validity and Reliability of the Middle Leader Competency Model

“…Cohen dan Schechter (2019) defines a middle leader as an individual who lay between top leaders and teachers. In addition to performing duties as a teacher in the classroom (Gurr, 2019;Nehez et al, 2021), they are also teacher leaders who are responsible for curriculum management and school administration (Highfield & Robertson, 2016;Bassett & Shaw, 2018;Vijian & Jamalul, 2020). In fact, they are often seen as assistants who share administrative workloads (Forde & Kerrigan, 2022).…”