Personal Experience on Leadership of Professional Development - Assignment Example

EDUCATIONAL LEADERSHIP. by Course Professor Institution City and state Date Educational Leadership PART 1: Personal Experience on Leadership of Professional Development In earlier modules, we were informed that a leader must not necessarily occupy a formal management position. A teacher is naturally a leader, a position bestowed upon the teacher, through an individual by the profession. However, in pursuit of professional development, one might occupy a higher formal leadership role within an institution of learning. For instance, school administrators hold an official professional role within learning environments, because they reign over both students and teachers (Lingard & Christie, 2003). However, as a regular teacher, I have had to fill informal roles such as giving pieces of advice to colleagues and students, make certain meaningful decisions, and implement ideas gathered from a teacher workshop. A case in point can be traced back to a teacher seminar on the iTEC (Innovative Technologies for Engaging Classrooms), which had different participants and I had taken a leading role in guiding other members on the basics of iTEC. I had gathered all the information I had on iTEC from Assche et al. (2015), a book that present new and inclusive perspective to the uptake of ICT in learning institutions. I talked about the critical questions as well as proper pedagogical means of introducing ICT, and other technical artifacts that support the perspective, and finally on the appraisal in a large scale monitor and future developments. I was a recipient of newer information on iTEC that I obligingly communicated to my school when I went back. PART 2 Critical Review of Literature on Professional Development The pursuit of professional development is a gradual process that requires dedication of time and effort. Much like the corporate ladder in other professions, educators who achieve remarkable success in their careers invest tremendously in refining their skills. As Storey (2010) a sserts, the ability of the teacher to remain committed to achieving a set goal influence the overall progress of the institution as a whole. In this regard, the task of the educator incorporates a myriad of roles, and this requires persistence. Notably, professional development endeavors to facilitate classroom instructional strategies that enhance relevance and vigor throughout the curriculum. Therefore, the main focus in evaluating whether professional standards are followed in embracing new technologies such as the iTec technology is to ascertain that organizational best standards are adhere to at all times. Agreeably, professional development incorporates formal and informal experiences such attending workshops and getting knowledge through film documentaries. However, it is critical that as teachers look into perfecting these roles, they also maintain the organizational identities that define their core values and principles. As Parding et al. (2012) explain, the fundamental factors that set teachers apart in the teaching profession is their ability to stick to the set of professional beliefs and values, and to use such knowledge to pursue self-growth and development in their field of expertise (Hatcher, 2005). Moreover, the important, yet positive correlation between the achievements of students and teacher quality, are crucial within school factors that point to the performance, and between in-school training, and student results, are constantly confirmed by research (Fraser et al., 2007). The government has focused on a high quality teaching as the main precondition for a high quality education and training, which underscores the duty of a school to provide students with the competences they require to conform to the complex and globalized environments. In such environments, creativity, initiative, innovation, entrepreneurship and dedication to learning are as vital as knowledge (Burke, 2011). Specifically, the promotion of the development of teacher’s competence in teaching extensive competences and non-homogeneous classes, while collaborating with parents and colleagues are essential. The complexities of the teaching profession demands a long-term learning perspective to transform to the fast evolving and changing needs, and constraints. While the facts are reflective of the realities on the ground, it cannot be assumed that achieving professional development in education is an easy process. As James & Jones (2008) sensationally argue in their ‘espoused theory’ and ‘theory in use’, there is an evident divide between the policies as set out on paper and what actually happens on the ground. Ideally, professional development programs are relatively modern; they have been in existence, only perhaps within the last four decades. During the period, considerable changes in the teaching environment in schools have taken place. Proponents of methodological holism assert that social structure have played an extensive role in influencing human behavior, and this is not only evident in the professional development programs but also in the classroom (Starr, 2011). Pedagogical concepts have been developed, and these have to lead to various teaching approaches, including technology, which has taken center stage in modern and has provided unparalleled opportunities for access and advancement. Furthermore, academic staff has undertaken reflections and conversations on their teaching as well as cultural and ethnic diversity and has sought latest and innovative skills and understandings of academic staff. Recently, an emerging awareness that students of the present age anticipate educational experiences that cannot be met, by teaching methods of the last age, has motivated educational bodies to spring to action to raise the levels of teaching and improve the student learning experience (Burke, 2011). The two North American counties across the Atlantic, and other Nordic nation such as Norway, have made good steps in making pedagogical training of teachers mandatory as a step towards quality assurance. Such developments have brought to light academic development in schools, which are confronted with problems of raising the levels, status, and quality of teaching, in spite of small resistance to change and some enduring skepticism directed towards professional developed programs (Earley & Porritt, 2014). Even though different academic staffs presently acknowledge the value of keeping with newer teaching concepts and ascending to new educational problems, others fancy indulging in academic rigidity of their discipline. It has been described as the domination of the academic disciplines that prevents the use of knowledge and approaches from different fields, especially the macro discipline of education. Such attitudes emerge from a small conception of education and the notion that professional development programs are devoid of a significant discipline foundation, and hence, serve activities as opposed to intellectual pursuit. Currently, this perspective is being disputed with certification for educational professional development curriculum, and provisional steps by various institutions geared towards making an instructor preparation mandatory for new staff, and acknowledgement of excellence in learning by institutions, and an emerging interest in research in professional development. The growing body of research includes a considerable variety of studies that are linked to ICT in schools. The most relevant, with regard to the present time, are the excavating research that report on categories, purpose, and updates on relevant technologies of the day, and other studies on the impact and effectiveness of such programs. Ekanayake and Wishart (2015) established that as professional development of instructors was offered separately from review and planning workshops, the workshops validated the teachers in acknowledging the educational prospects of new mobile devices in learning. Moreover, they might be particularly useful for learning and teaching science as well as in transforming the attitudes towards the usage of such devices in learning, teaching and exchange of skills and knowledge about the mobile phone application in learning and teaching of science. Vrasidas (2015) findings, which were supported by both quantitative and qualitative data, showed that professional development programs need to take place within the confines of a school. Teachers and school administrators articulated the desire for constant support at a school level on various issues that include technical and pedagogical support. A vital element of professional development relates to the cooperation and getting informal means of knowledge and learning. According to Vrasidas (2015: 378) up to seventy percent of teachers in his survey expressed the significance of informal and collaborative learning as approaches for professional development. There is large account of the structure, purpose, importance and state of ICT in schools throughout the developed world and its link to teacher professional development. Effecting the growth process requires time and commitment on both the policy maker and those tasked with the responsibility of adhering to the set rules and standards. Nelson (2003) discusses convergent change as an essential prerequisite to the growth process. He argues that learning institutions should develop structures and strategies that favor inclusion of all staff members in developmental projects in order to avoid maligning some employees. Moreover, it is important that there are identification procedures that can be used to asses the growth and capacity of each teacher’s work, which highlights the sense of demoralization and marginalization felt by others who cannot access such privileges (Lumby, 2013). The identification of the ten maxims of optimizing the influence and operation of professional development makes the efforts of an instructor visible. Equally, the key to a high quality of education rests with the capability of the staff in the segment and the manner in which they receive support to enhance their practice (Bourne, 2008). Teachers, particularly, those in post-primary are appointed based on their credentials in their discipline, and some do not have formal preparations in teaching. Nevertheless, the increasing popularity of academic development activities is evidence of the prospects available to teachers to improve their skills and participation levels confirm the same. Although provision is widespread, it worth noting that a variation in management and structural plans are the anticipate results, and in the specific, category and accessibility of programs. The state regarding academic development in the country has been progressively documented, and several writers had provided a broad overview of progress, particularly for the last two decade, when educational stakeholders came to terms with uninspired teaching, which put learning under the spotlight. According to Hargreaves (2000) the modern teacher’s challenge involves communication with parents. With echoes for transparency from parents, and the government, the quality of teaching documents attracted more attention, and this resulted in considerable growth in several papers on ICT learning across the country and beyond. The ensuing rise in research on learning in schools prompted tentative assertions of enhanced teaching from this increased program. To assist students learn complex analytical skills required for the present century, it is imperative that teachers also learn ways that create a high-order thinking and performance. The means to developing a refined teaching needed for such a mission implies teachers receiving effective professional learning. Invariably, effective learning can be a slow, albeit uncertain process for teachers, much as it is for students, with some aspects that are easily changed compared to others, and according to the interaction with an individual teacher’s deeply held attitudes and beliefs. Shulman and Shulman (2004) provides a broad and comprehensive conceptualization of a teacher development and learning within a communal context. A teacher’s professional development from a personal perception entails a process of active construction and acculturation into social activities that are connected to changes in involvement in socially arranged programs, and to person’s usage of knowledge as an element of participation in social practices (Kennedy, 2005). Individual studies have often distinguished professional learning from professional development. Semantically the word education connotes differently from the name development while the latter implies the process of gaining skills and knowledge through study, experience and information provided by others, the former indicate a person who moves a new stage in a changing circumstance or situation. Hence, professional development to a teacher involves moving from a lower stage to a relatively higher one. The primary emphasis of professional development for a teacher suggests the next, content focus, active learning, coherence, duration, and collective participation (Bourne, 2008). A foundational framework molded along these lines take into account teacher change and instructional modification, and functions with context as the vital mediator and moderator, albeit with critical influences: unique student characteristics, individual teacher characteristics, classroom, adjacent professional community, and political administration, and policy structures at different levels. Conclusively, professional development programs provide teachers with a platform to nurture their teaching skills and achieve their professional goals. The experience of engaging in discourse through advising colleagues, making meaningful decisions, and implementing ideas gathered from teacher workshops exposed me to the various perspectives of professional development. Most remarkable was distributive leadership approach which was elaborated through different frameworks. Particularly, MacBeath et al.’s (2004) understanding of formal distributed leadership, which is based on intentional devolution and delegation of duties, best resonates with the common practice that takes place in most of the professional development practices of nurturing and advising learners and other professionals. However, when it comes to critical questions on the proper pedagogical means of introducing ICT, and other technical artifacts that support professional development perspectives, the Leithwood et al.’s (2006) planful alignment technique offers the most practical solution. According to their proposed professional development framework, distribution of responsibilities in an institution should be done on the basis of merit, and this implies that those best suited for particular tasks should be assigned to them. Ultimately, this ensures that the operational effectiveness is maintained throughout the pedagogical process. PART 3 Critical Evaluation on How Personal Leadership Practice Will Change as a Result of the Present Module. Inarguably, my perspectives on leadership practice have been extensively influenced by the content learned throughout this module. Despite the apparent broadness of leadership literature, some principles stand out as of great relevance to my professional development and current roles in the iTec transition. Moreover, there are others that will surely become more evident as I further engage in my current responsibilities. Ideally, the fundamental aspects that significantly resonate with my professional goals include the ideas shared on how to manage divergent professional perspectives, practice distributive leadership, and develop academic practice that is reflective of the set educational standards (Bolden, 2011). To begin with, the present module clearly demonstrates that achieving professional development is a gradual process that demands critical evaluation of the challenge at hand, extensive planning, setting the right course of action, and integrating the relevant measures to arrive as a long-term solution (Burnes 2004). Important concepts on how uphold professionalism in discussions and mobilizing other members to commit themselves to your course were very critical to my understanding of the change process. In most cases as I strive to negotiate with other staff members to support a particular idea of embracing iTec, I am faced with the inherent hurdle of criticism and negativity, or some time inexplicable uncooperativeness among my colleagues. Initially, I would attribute this to cynism, and would often brush off such behavior as retrogressive. However, upon getting enlightened on how professional development occurs, it has become increasingly clear that it is a more subtle process that requires commitment and an understanding of how successful organizational transformation takes place. Luecke’s (2003) seven steps provide essential insights into this process, and he notes that is critical for any professional development agent is to ensure that they invest in building a shared vision with other members. He further observes that the most appropriate leadership style should be identified for such situations, and deliberate measures put to ascertain that reasonable delegation of leadership roles is made. An equally important area is that of engaging the right systems and using the policies in place to push for the much needed developments in the organization. These sentiments are shared by Bernard and Stoll (2010) who hold that success in leading professional development requires an in-depth understanding of the policies and using them to facilitate the much needed developments. In this regard, much of my experiences in the iTec innovation have revolved around enlightening staff on the most effective pedagogical approaches to integrating ICT into the future institutional development. Moreover, Luecke (2003) advises that the professional development process should be initiated at the periphery and then gradually allowed to spread vertically through the organization. Agreeably, in exercising leadership, one must critically differentiate internal experience from external situations, and recognize what are the developers of the former and what contributes to the latter. As Lingard & Christie (2003) explain, individuals should develop a habit of engaging in activities that they are best suited to perform. Moreover, they emphasize that of developing positive work habits is an integral part of becoming a professional. In reference to my personal leadership experience, when I feel offended, or frustrated, perhaps even confused and annoyed, by what another person had or failed to do, or what the other person has failed to say or said, I habitually become withdrawn and decline to further my cooperation. A leader has to learn and practice newer leadership behavior to conquer habits that inhibit current and future effectiveness. Essentially, developing mindful actions that are not emotive but are rather based on reason is imperative if one is in a leadership role. In this regard, a teacher is a leader owing to the nature of their profession. As Lumby (2013) argues, having the right skillset to teach does not automatically set the teacher apart as a leader. Rather, it is the commitment to deal with every challenge in and out of the classroom that truly defines the leadership role bestowed upon teachers. Certainly, this realization has had a profound impact on my approach to pedagogical work, and the idea that one can actually balance the teaching tasks with other demanding activities has provided an eye opener on the need to develop workable strategies to strike this delicate balance. First, each has grown to act more efficiently and effectively in certain ways. Hence, each’s experiences, particularly, previous ones have added to strengthen some of these predilections and dominate others. The net effect is a pattern of neural links that permits people to function fast, and for a large part, effectively enough. Agreeably, by the time a teacher acquires a leadership position within an institution, they usually have gone through much professional exposure. Consequently, this means that that they invariably have embraced certain behavior without having the need to use much effort. In such instances, dealing with leadership issues is usually a more natural process. Hargreaves (2000) explores this concept, albeit speculatively, by asserting that the professionalism has evolved over time, and that at the present age of collegial professionalism, teachers are now leaning towards leadership based on their experiences. However, in other cases, and as is my situation, leadership requires efforts, practice, and support. Indeed, Caldwell (2013) agrees that it is inherently difficult for a leader to supposed to effectively work alone without the help and support of others. Moreover, in much of the literature on educational leadership, it is repetitively asserted that the task of leadership requires engaging in common goals and having an endeavor to achieve them together. Despite the tremendous improvements that I project to be needed in order to transform me into the type of educational leader I aspire to be, there are still areas I believe will require more effort. Agreeably, as I advance in my experience, there are bound to be rising set of responsibilities as a teacher, and I can perceive that it will be critical to develop and maintain certain behavioral pattern, failure to which my effectiveness and efficiency in my personal leadership can be compromised to a considerable extent. As Thompson & Pascal (2012) observe, effective teacher approaches require an in-depth understanding of the people that the teacher leads and keeping them actively engaged in such practices until completion of the tasks. A leader must constantly develop new capabilities and responses to today’s and future challenges. I believe that is important for an educational leader to continuously develop new capabilities and responses. A leader learns new skills and capabilities such as the capacity to do a new task effectively, and without having to comprehend a lot about it, and that is without necessarily changing the set of preferences, known as personality. However, conforming through these new skills and abilities are not as easy as discussing them in a paper. In spite of the prevalence of knowledge and training for an educational professional in the present-age, a leader must still integrate such knowledge into his or her behavior (Guskey, 2002). Leadership behaviors are not learned from scratch, but override the preexisting ones, and integrate them into one’s habit. One of the most important things that I have also learned on personal leadership through this module is on the existent dynamics in leadership practice. As Culler (1997) posits, theories serve primarily to inform educational leaders on the possibilities and the likely outcomes that they would achieve if they followed each of these possibilities. Typically, educators face obstacles such as having insufficient knowledge of certain skills or failing to conduct effective implementation. Moreover, others, and I am certainly included in this category, underestimate the difficulties of implementing new leadership technique, translation of knowledge into behavior that contradicts one’s habit, and lack of collaboration and reinforcement. Invariably, a leader’s desire to bring on board beneficial professional development practices might upset the equilibrium that has been attained with the others, and they might not be willing to embrace their behaviors to support the efforts of a leader (Crowley, 2014). Knowledge of these obstacles makes it seem difficult to teach the staff new ideas. Besides, they help in the recognition of pillars that are important to leaders who want to alter certain elements of their leadership styles. Focusing a good amount of effort in new skills that are of significant importance to personal leadership; rather that spreading my time and effort across various dimensions I feel, shall help in improving delivering the intended outcomes. In addition, persistent reading of the leadership practice, while making notes and reviewing them shall assist towards the intended goal. The phrasing of my personal leadership goal optimistically and breaking it down to small and handy parts shall play its part in learning the practice. As Rogers (2003) points out, leaders need to constantly engage in deliberate development through exposing themselves to the right information and not being hesitant to consult whenever need be. Notably, information overload is a killer to personal development, and this is because packed agenda depletes one’ ego, which could be translated to the depletion of an individual’s self-control reserve, which could, in turn, affect personal leadership practice. Hence, to avoid this problem, it is vital that one should take breaks at intervals, and such helps in providing a breather between tasks. Finally, it is important to allocate time and energy to guarantee that one might receive the necessary support from other stakeholders. In fact, Malakolunthu, McBeath, and Swaffield (2014) case study established evidence that leadership for learning was inclined to be a wide methodical concept that depended on a combined effort of various stakeholders. In order to nurture habitual reactions and to develop a more innovative response, leaders must look into the present and be mindful (Fullan, 2013). The development of abilities to regroup in the present is an important factor for the realization of new knowledge and development of new capabilities. There is an emerging amount of evidence that show the advantages of mindfulness, and the manner in which it is harnessed. The growing acclamation for mindfulness was discussed by different authors suggested in the module including Pounder (2006), who establishes the fourth wave of teacher leadership that comprise transformational classroom leadership as a defining quality of a teacher leader, and that which must be embraced in school. To exist in the present, speaking regarding leadership, the practice that offers the best results on time and effort spent is perhaps just a few minutes of conscious breathing. Conclusively, my personal leadership perspectives have been fundamentally transformed by the lessons learned through the course of this module. The concepts on professional development approaches have led me to a path of self-discovery, and I now better understand how each of the different leadership approaches influence group performance. The explications on transformative, transactional, and distributive leadership among others have also enabled me developed a critical understanding of the role that our inherent leadership approach plays in our success as educators and in the various capacities that we serve in institutions (Robinson et al., 2013). Moreover, the importance of exercising prudence when articulating new ideologies such as the iTec innovation has been effectively discussed through various literature by scholars, and the discussions have had a positive impact on my leadership strategies. For instance, rather than enforce and coerce team members to buy your ideas, most of the literature on professional development urge leaders to sell their vision to followers and they will eventually succeed. Ultimately, this module will remain a pivotal reference point in my present and future approaches to professional development in my capacity as an educational leader. References Assche, F. 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