Role of Leadership for Staff Development - Literature review Example

Role of Leadership for Staff Development Literature review Numerous scholars have paid attention to the role of leadership in staff development. To start with, Blackmore Wilson, and Stainton (2008) focus on the leadership behaviours that promote staff development in schools. According to Blackmore et al. (2008), school principals should encourage teachers’ discussions about good teaching practices and should involve them in the development and evaluation of yearly staff objectives. In addition, the principals should exhibit knowledge of learning theory, research and instructional methods. They should make expectations of students, self and teachers high but attainable. Further, the school principals should also make frequent visits to classrooms and constantly evaluate the performance of teachers. In addition, Blackmore et al. (2008), emphasise that school principals should develop programmes for recognising the performance of teachers and rewarding them for excellence. They argue that this kind of intervention can help to improve the performance of teachers and subsequently, improve the performance of students. Davis and Taylor (2010) argue that the trustworthiness and competence of leadership models to be observed and learned by staff have an influence on the extent and effectiveness of staff development in an organisation. Davis and Taylor further note that the extent and effectiveness of the staff development depends on the amount of resources that an organisation’s management dedicates to this process. They also suggest that management should develop and maintain formal and informal structures and cultures of learning supported by practical consequences and shared values that encourage growth for all staff and openness to learning within an organisation. Hall (2007) argues that leadership should always embrace a balanced scorecard or management approach that aligns daily activities to the mission and vision of an organisation. To achieve this, leaders should define organisational goals and objectives and communicate them to staff at all levels. To enhance staff development, leaders should develop or engage them in training programmes to enable them acquire valuable knowledge and skills in their work. This kind of staff development makes a significant contribution to the success of an organisation. However, Nesbit (2006) argues that training may not lead to staff development especially when there is lack of effective follow-up to ensure that the staff apply learning and inspiration derived from training to their day-to-day operations. Nesbit (2006) noted that leaders in most organisations do not have effective policies and procedures to ensure staff development. In most organisations, leaders do not make constant evaluations of staff performance. Additionally, staff performance expectations are not clearly set or regularly reviewed except for immediate tasks. Further Nesbit (2006) observed that consequences for staff successes and failures are not consistently implemented. As such, Nesbit (2006) argues that willingness to enhance staff development among organisational leaders is more important than simply developing staff training programmes. Keck and Alper (2006) focus on the benefits of staff development in organisations. They note that the most appropriate strategy through which leadership can facilitate achievement of organisational goals and objectives is through staff development. Organisational problems and challenges tend to diminish with staff development, in proportion to the number of staff involved and the level of involvement. According to Keck and Alper (2006), the effectiveness of the policies and strategies developed by leadership determines the effectiveness and extent of staff development. Power (2007) notes that staff development has a greater influence on organisational success and survival than any other leadership role. According to the same author, staff development has three significant effects, namely qualitative improvement in the performance of an organisation (including development of new revenue streams, launching of new projects, significant improvement in efficiency and effectiveness and reduction in operational and administrative costs), reduction of organisational vulnerability from staff loss (including through burnout, retirement and job change for career advancement) and improvement in staff morale. Power (2007) notes that the high chance of success emanates from the fact that the goal of staff development is not in conflict with other tactical and strategic goals and objectives of any organisation. According to Borova (2012), an effective staff development process starts with identification and evaluation of staff training and development needs. This is followed by a plan on how to meet these needs within a specific time and budget. Next, an arrangement for actual training and development is carried out, matching the specific needs of individuals and groups within an organisation. Finally, an evaluation of the performance of individuals and groups is conducted and the impact that they have in an organisation. To achieve success in this process, Borova (2012) suggests that an individual needs to have various leadership and management skills such as strategic planning (to be able to understand the needs of the whole organisation), facilitation (to facilitate learning), coaching, emotional intelligence, communication, financial, evaluation, technical and administrative and organising skills. However, Bubb and Earley (2009) argue that leadership and management of staff should be distributed at all levels of an organisation and should not be left to top leaders only. Bubb and Earley (2009) suggest that in a special school, the head teacher should see him/herself as leading staff development; deputies should lead in the senior and junior sections; the bursar should lead staff development for administration and kitchen staff; while teachers should lead the development of their team. According to Bubb and Earley (2009), such a model will encourage staff to embrace development initiatives and to willingly participate in the development process. This view is also supported by Pakos (2010). In a survey conducted in schools, Pakos (2010) found that involvement of staff made them feel a sense of both responsibility and entitlement to their own development and learning. Staff at all levels were motivated to identify and seize opportunities and felt valued. They showed initiative to continue and some of them went an extra mile. Generally, and Bubb and Earley (2009) and Pakos (2010) found the distribution of leadership and management of staff development to be more effective in enhancing organisational success. Rationale New regulatory frameworks require leaders to adhere to various reporting standards and carry out organisational management in ways that are sustainable and contextually relevant. Leaders in institutions engaging in early childhood education are required to embrace the most effective management strategies that would enhance maximum output. Quality area 7 of the National Quality Regulations requires school leaders to implement staff development strategies and encourage useful relationships that will facilitate supportive learning environments for children. The leaders are expected to engage in ethical management by developing effective polices and evaluating them regularly in collaboration with staff members, educators, coordinators and families (Ministerial Council for Education, Early Childhood Development and Youth Affairs, 2011). One way of measuring and enhancing the performance of staff is through the use of staff development plans, as indicated in the literature review. Staff Development Action Plan This section presents staff development plans for two elementary school teachers, a reflection on group’s goal setting and an action plan Staff Development Plan 1 Name _____________Tom Franklin_______________________________ Date: May 30, 2013 Objective #1: _____To learn about individual and group behaviour and motivation Activities Time Needed Resources Needed Reading knowledge resources and engaging in training lessons on individual and group behaviour and sources of motivation in order to gain understanding on how the learning environment encourages active engagement in learning, positive social integration and self motivation 6 months Books, journals and other materials related to topics such as sociology of classroom, foundations of education, democratic classroom values, classroom management strategies and intrinsic motivation Evaluation: Checking the extent to which the knowledge gained encourages active engagement in learning, positive social integration and self-motivation during and after the learning period. Objective #2: __To learn about formal and informal assessment of students_ Activities Time Needed Resources Needed Engagement in training lessons on formal and informal assessment strategies that enhance continuous physical, social and intellectual development of a learner 4 months Books, journals and other materials related to topics such as strategies action research, reflective practice, professional literature, professional development, professional associations and conferences and collegiality research on teaching Evaluation: Checking the extent to which the knowledge gained is applied in informal and formal assessment of students during and after the learning period Objective #3: To learn the impact of school and community involvement on student learning Activities Time Needed Resources Needed To undertake training lessons on how teachers should foster relationships with parents, school colleagues and the wider community and to gain understanding about how their involvement can support students’ learning 3 months Books, journals and other materials related to topics such as school system structures, student privacy, child protection and laws, community resources, advocacy for students school improvement and professional collaboration Evaluation: Checking the extent to which the knowledge gained is applied in fostering relationships with parents, school colleagues and the wider community during and after the learning period Staff Development Plan 2 Name ______________Jane Doe____________________________ Date May 30, 2013 Objective #1 ______To learn about teaching content pedagogy Activities Time Needed Resources Needed To engage myself in reading about the tools of enquiry, central concepts and structures of the disciplines that I teach 2 months Knowledge resources on unit planning, lesson planning cooperative learning, teaching methods/strategies of inquiry, subject matter content, teaching from multiple perspectives, knowledge/constructivist pedagogy, making real-life connections, integrated and interdisciplinary curriculum and teaching resources and curriculum Evaluation: Checking the extent to which learning experience is applied the tools of enquiry, central concepts and structures of disciplines taught is meaningful to students during and after the learning period Objective #2 ______To learn more about communication strategies in school setting_ Activities Time Needed Resources Needed Reading library material resources and engaging in training lessons on media, verbal and non-verbal communication strategies 6 months Knowledge resources containing information related to topics such as language development, non-verbal communication techniques, role of language in learning, verbal communication techniques, responsive listening, culturally responsive communication, media and technology communication techniques Evaluation: Checking the extent to which learning experience gained is applied in fostering supportive interaction, collaboration and active inquiry in the classroom during and after the learning period Objective #3 _____To learn how to be a reflective practitioner Activities Time Needed Resources Needed To undertake training lessons on how to evaluate own actions and actions of other people in the learning community such as teachers, students and parents. 4 months Books and journals and other materials related to topics such as action research, professional literature, reflective practice strategies, collegiality research on teaching and professional development licensure Evaluation: Checking the extent to which the learning experience gained is applied in continuation of the effects of individual choices and actions of others after four months Group Goal Setting 1 Goals Blueprint Teacher's name ________ Tom Franklin ___________________________ Date May 30, 2013 Strengths as a teacher 1. Demonstrates knowledge of students 2. Selects instructional goals 3. Manages classroom procedures 4. Establishes a culture of learning 5. Creates an environment of respect and rapport 6. Uses questioning and discussion techniques 7. Maintains accurate records Identified growth areas 1. Behaviour and teamwork management 2. Formal and informal assessment of students 3. Impact of school and community involvement on student learning Goal: To improve the growth areas identified Objectives 1. To learn how to be a reflective practitioner 2. To learn more about communication strategies in school settings 3. To learn about teaching content pedagogy Goals Blueprint 2 Teacher's name ________ Jane Doe ___________________________ Date May 30, 2013 Strengths as a teacher 1. Demonstrates knowledge of students 2. Selects instructional goals 3. Manages classroom procedures 4. Establishes a culture of learning 5. Demonstrates knowledge in behaviour and teamwork management 6. Uses assessments for instruction Identified growth areas 4. Behaviour and teamwork management 5. Formal and informal assessment of students 6. Impact of school and community involvement on student learning Goal: To improve the growth areas identified Objectives 1. To learn how to be a reflective practitioner 2. To learn more about communication strategies in school settings 3. To learn about teaching content pedagogy Action Plan Goal: To develop and implement ways to enhance and maintain a high level of staff performance Objectives Action Steps Person Responsible Time Resources Needed (people, materials, Evaluation Checkpoints Identification and analysis of staff development needs Organising systems for identifying of staff development needs Identification of individual needs Make a summary of needs identified John Brown (deputy principal) From June 1, 2013 to June 30th, 2013 One person, computer and $500 Level of training among individuals Individual performance School performance Resources invested in staff development Level of involvement of leadership in staff development Planning and implementation of staff development Making the most suitable plan to meet the needs Create staff development plans Allocate the required resources to teachers’ training Invite teachers for training based on their needs Support, monitor and assess teachers’ response to training Maria Kerry (deputy principal) From June 10, 2013 to December 30th, 2013 One person, computer and $3000 Tracking, measuring and evaluating staff learning and performance Design and monitor systems for tracking, measuring and evaluating staff learning and performance Evaluation and improvement of school’s training and development Steve Jakes (Staff Development group leader) From July 1, 2013 to December 30th, 2013 One person, computer and $300 Level of staff participation in training Level of improvement in individual performance Level of improvement in school performance Evaluation The above comprehensive staff development and action plan was developed by an elementary school principal in collaboration with the teaching staff. The plan also demonstrates a high level of experience among the persons involved in identification of teachers’ competencies and needs, developing and implementing a plan for staff development and evaluation of the impact of the staff development process. If implemented, this plan will lead to a culture of excellence evidenced by improved student learning in this school. This plan has so far helped in the development maintenance of a culture of collaboration within this school. Among other solutions, the plan facilitated team working and has enabled staff to gain behaviour and team management skills. References Blackmore, P., Wilson, A., & Stainton, C. (2008). Leadership in staff development: A role analysis. Research in Post-Compulsory Education, 10 (2), 149 – 164. Borova, T. A. (2012). The higher school teaching staff professional development system creation on the adaptive management principles. Pedagogics, Psychology, Medical-Biological Problems of Physical Training and Sports. 3, 16 – 20. Braveman, D. (2006). Staff development (Leadership in Legal Education Symposium III). The University of Toledo Law Review, 34 (1). Bubb, S., & Earley, P. (2009). Leading staff development for school improvement. School Leadership & Management. 29 (1), 23 – 37 Davis, R. C., & Taylor, R. W. (2010). The Caruth Police Institute: a comprehensive approach to staff and leadership development, The Police Chief, 77 (4). Hall, K. B. (2007). Leadership – Aligning staff development with the balanced scorecard. Journal of Radiology Nursing, 24 (2), June 2005. Keck, C., & Alper, M. (2006). Staff development: A management task in IVF centres. Journal of Medical Marketing, 6 (1), pp. 49 – 56. Ministerial Council for Education, Early Childhood Development and Youth Affairs (2011). Education and care services national regulations under the education and care services national law (2011). Retrieved 30 May 2013, from http://www.legislation.nsw.gov.au/sessionalview/sessional/sr/2011-653.pdf Nesbit, T. (2006). Learning for change: Staff training, leadership development, and union transformation. Labour Studies Journal, 28 (1),109 – 132. Pakos, W. (2010). An evidence-based approach to creating a staff development program for school-based therapists. Early Intervention & School Special Interest Section Quarterly / American Occupational Therapy, 17 (4). Power, J. (2007). Staff development, Journal of Access Services, 3 (3), 65 – 70. Appendix 1 Preparing for the Planning Conference ---------------------------------------------------------------------------------------------------------------------------------- Dear staff member: As you prepare for our planning conference, think about the following: What aspect of your job gives you the greatest personal satisfaction? What aspect of your job is most frustrating? What keeps you from being as effective as you would like to be in your position? If you had the power to change anything about your job, what would you change? Why would this be an improvement over existing conditions? What do you see yourself doing five years from now? What new skills or knowledge would you like to learn this next year? How can I or other staff help you achieve your personal and professional goals? Read More