Teacher professional leadership in support of teacher professional development

Taylor, Mike; Yates, Anne; Meyer, Luanna H.; Kinsella, Penny

doi:10.1016/j.tate.2010.07.005

Cited by 84 publications

(55 citation statements)

References 24 publications

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“…For example, placing this key contextual information at the front of a manual that explains the assessment tool. These methods have previously been found to be highly effective for teacher-led FMS interventions, in which teachers received both faceto-face training and resources to utilise afterwards (22).…”

Section: Discussionmentioning

confidence: 99%

Fundamental Movement Skills and their Assessment in Primary Schools from the Perspective of Teachers

Eddy

Hill

Mon‐Williams

et al. 2020

Preprint

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Background Evidence suggests that significant numbers of school children fail to acquire age-appropriate fundamental movement skills (FMS), despite the importance of FMS in facilitating participation in physical activities. This has led to calls for an increase in routine screening of children’s FMS in school settings. However, there is limited research exploring teachers’ knowledge of FMS, and the capacity of schools to conduct such assessments. This project therefore aimed to explore primary school teachers’ knowledge of FMS, and investigated what factors might influence the acceptability of FMS assessments in primary schools. Methods Primary school staff working in roles that directly impact the learning of children were invited to take a brief (10–15 minutes) online questionnaire developed using the COM-B Behaviour Change Model. Results Primary school staff (n = 851) from 32 countries (UK: n = 746, 88%) completed the questionnaire. A majority reported that knowledge of their pupils’ FMS ability would be beneficial (65.3%), and 71.8% said they would assess FMS if appropriate support was provided. Identified barriers to school-based FMS assessments included: Capability – few (15%) possessed knowledge of FMS; Opportunity – teachers reported that 30–60 minutes would be acceptable for assessing the FMS of a whole class, a substantially shorter period than current assessments require; Motivation – 57.2% stated FMS assessments would increase workload stress and 48% of teachers would be influenced by their peers. Solutions to these issues are discussed using the COM-B theoretical framework. Conclusions Current FMS assessment tools are not acceptable, or feasible for use in schools. There is a need for existing measures to be modified, or new tools to be developed, underpinned by the considerations outlined in this paper, if FMS screening in schools is to become a reality.

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Section: Discussionmentioning

confidence: 99%

Fundamental Movement Skills and their Assessment in Primary Schools from the Perspective of Teachers

Eddy

Hill

Mon‐Williams

et al. 2020

Preprint

View full text Add to dashboard Cite

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“…The principals create a productive and cognitive climate informally to create an atmosphere that supports student learning success. The expanded leadership role can further develop teacher professionalism, loyalty, develop experience while simultaneously supporting teacher knowledge during the period of learning innovation and school management [30].…”

Section: Resultsmentioning

confidence: 99%

Spirit Visionary Leadership in Developing Green School and Character

Kholis¹,

Mufidah²,

Indriharta³

et al. 2019

Proceedings of the Proceedings of 1st Workshop on Environmental Science, Society, and Technology, WESTECH 2018, December 8th, 2

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Character education strengthening program, and environment-based education or local excellence based education/ green school are new directions for national education targets in Indonesia. In its implementation, it requires the fulfillment of 4 (four) components that are determined, namely school policy, curriculum, participatory based activities, and infrastructure supporting environmental education. The results of the research on the recipient schools show that the principal has a crucial role in achieving this target. The principal's model of approach by finding the values that are fought for and making it energy to form positive habits in all school stakeholders both in the school environment and in the community.

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“…Teachers' awareness to develop competencies both within the school environment, as well as outside the school environment through various kinds of professional teacher organizations is the most fundamental thing in implementing IQMS. Principals play a role in providing positive support for improving the performance and quality of teachers and staff through a variety of cooperative policies and reducing "top-down" patterns and also give opportunity to the teacher to develop teacher professional leadership [11,12]. Students' parents are also important to be involved in implementing IQMS accompanied by strengthening the government's commitment to facilitate cooperation among markets and industry with vocational schools so that graduated students have competencies that are in line with market and industry demand.…”

Section: Discussionmentioning

confidence: 99%

Integrated Quality Management Practices in the Technical and Vocational Education in Indonesia: A Lesson from the SMKN 7 Samarinda, East Kalimantan Province

Yusuf¹,

Masruhim²,

Sjamsir

2019

Proceedings of the Educational Sciences International Conference (ESIC 2018)

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In the face of an increasingly strong and competitive globalization era, implementation of Integrated Quality Management System (IQMS) in the vocational schools is very important for the long-term success of school organizations and is a source of excellence in order to create performance and productivity towards achieving continuous quality management. This study aimed to describe: (1) the implementation of IQMS in the State Vocational High School in Samarinda based on school quality management; (2) the level of achievement of IQMS at State Vocational School in Samarinda according to school quality management; and (3) the obstacles of IQMS implementation in the state vocational high school in Samarinda. This study used a qualitative descriptive design and selected one of the state vocational high school in Samarinda that implemented the IQMS, i.e. SMKN 7 Samarinda. The structured interview and library reseach used to explore information about the implementation, level of achievement, and the obstacles that the school faced during IQMS implementation. The results showed that: (1) the IQMS implication in the SMKN 7 Samarinda had been implemented according to the IQMS indicators; (2) the level of achievement of IQMS implementation in the SMKN 7 Samarinda reach the good criteria with increasing number of students and increasing educators' competency, teaching and learning facilities and infrastructures, and established a conducive work and learning environment; and (3) the obstacles to the IQMS implementation in the SMKN 7 Samarinda, i.e. some teachers still lack to use technology in the learning process and often used traditional way to teach, and lack of commitment in quality assurance from the internal school. Despite some limitation, it can be concluded that the IQMS implementation in the state vocational high school in Indonesia, especially in Samarinda based on the evidence in the SMKN 7 Samarinda can increase the school performance and quality assurance.

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Teacher professional leadership in support of teacher professional development

Cited by 84 publications

References 24 publications

Fundamental Movement Skills and their Assessment in Primary Schools from the Perspective of Teachers

Fundamental Movement Skills and their Assessment in Primary Schools from the Perspective of Teachers

Spirit Visionary Leadership in Developing Green School and Character

Integrated Quality Management Practices in the Technical and Vocational Education in Indonesia: A Lesson from the SMKN 7 Samarinda, East Kalimantan Province

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