Pasek boczny artykułów

Przesłane gru 3, 2019
Zaakceptowane maj 15, 2020
Opublikowane gru 31, 2020
Download
PDF (English)
Statistic
Read Counter : 145 Download : 65

Główna treść artykułu

Abstrakt

A 2008 report by Avney Rosha, the Israeli National Institute of School Leadership, to the Ministry of Education (MOE), outlined and redefined the principal’s role as a pedagogical leader. Among the expected outcomes from school principals at the start of their career is the professional development of the school staff. This paper will introduce a model of in-service professional development applied in the Israeli Education system: The Pedagogical Flexibility in Teachers’ Professional Development. This model has been applied and administered in Israeli schools by school principals recently. In addition, this paper will illuminate the two state reforms operating in the Israeli education system, which constitute one of the contexts in which principals work. It will be argued that among the plethora tasks school principals are in charge of, this task is less prioritised. Furthermore, it will be argued that implementing the model in the contexts in which Israeli schools operate, the education reforms and school practices limit the principal’s potential to maximise the benefits of this model, despite its significance to promote school outcomes.

Słowa kluczowe

professional development, education reforms Israel, principals’ practices

Szczegóły artykułu

Creative Commons License

Utwór dostępny jest na licencji Creative Commons Uznanie autorstwa 4.0 Międzynarodowe.

Jak cytować
Oved, S. (2020). The principal’s role in promoting a revised model of teachers’ in-service professional development – the case of Israel. Dyskursy Młodych Andragogów, (21), 41–54. https://doi.org/10.34768/dma.vi21.526

Bibliografia

  1. Aldahmash A.H., Alshamrani S.M., Alshaya F.S. & Alsarrani N.A. (2019), Research Trends in In-Service Science Teacher Professional Development from 2012 to 2016, “International Journal of Instruction”, Vol. 12(2), pp. 163-178.
  2. Avney Rosha (2008), Perception of the principal’s role in the state of Israel – Report, http://www.avneyrosha.org.il/eng/Documents/Perception_of_principal.pdf [25.08.2019].
  3. Avidav-Ungar O., Rosner M. & Rosenberg I. (2013), Professional Development of Teachers in the Light of ‘New horizon’ and “Courage to Change” Reforms – From Policy to Implementation, in: On the Continuum: Training, Induction and Teachers’ Professional Development – Policy, theory and practice, Shimoni S. & Avidav-Ungar O. (eds.), Mofet Institution and the MOE, Tel Aviv, pp. 165-196 [in Hebrew].
  4. Bredeson P.V. (2000), The school principal’s role in teacher professional development, “Journal of In-Service Education”, Vol. 26(2), pp. 385-401.
  5. Bush T. (2003), Theories of educational leadership and management, Sage, London.
  6. Bush T. (2016), School Leadership and Management in England: The Paradox of Simultaneous Centralisation and Decentralisation, “Research in Educational Administration & Leadership”, Vol. 1(1), pp. 1-23.
  7. Castagnoli P. & Cook N. (2004), Growing your own leaders: The impact of professional development on school improvement, National College for School Leadership Nottingham.
  8. Cole P. (2004), Professional development: A great way to avoid change, Vol. 140, IART, Melbourne, pp. 1-24.
  9. Conner M.L. (1997), How adults learn, “Ageless Learner”, Vol. 2007, pp. 1-15.
  10. Creemers B., Kyriakides L. & Antoniou P. (2012), Teacher professional development for improving quality of teaching, Springer, Dordrecht, Heidelberg, New York, London.
  11. Darling-Hammond L. & McLaughlin M.W. (1995), Policies that support professional development in an era of reform, “Phi Delta Kappan”, Vol. 76(8), pp. 597-604.
  12. Darling-Hammond L. & Richardson N. (2009), Research review/teacher learning: What matters?, “Educational Leadership”, Vol. 66(5), pp. 46-53.
  13. Darling-Hammond L., Hyler M.E. & Gardner M. (2017), Effective Teacher Professional Development, Palo Alto, Learning Policy Institute.
  14. Donaldson G. (2011), Teaching Scotland’s Future: Report of a review of teacher education in Scotland, Scottish Government, Scotland.
  15. Education policy outlook 2015: Making reforms happen (2015), OECD Publishing, https://www.theewf.org/uploads/Education-Policy-Outlook%202015_Making-Reforms%20Happen.pdf [11.10. 2019].
  16. Fullan M. (2009), Large-scale reform comes of age, “Journal of Educational Change”, Vol. 10(2-3), pp. 101-113.
  17. Geva O., Peterka J., Pont B., Field S., Figueroa D.T., Golden G., Jankova B., Horvathova M., Linden R. & Fraccola S. (2016), Education Policy Outlook: Israel, OECD Publishing.
  18. Gibton D., Sabar N. & Goldring B. (2000), How principals of autonomous schools in Israel view implementation of decentralization and restructuring policy: Risks, rights, and wrongs, “Educational Evaluation and Policy Analysis”, Vol. 22(2), pp. 193-210.
  19. Guskey T.R. (2002), Professional development and teacher change, “Teachers and Teaching”, Vol. 8(3), pp. 381-391.
  20. Hallinger P. (2018), Bringing context out of the shadows of leadership, “Educational Management Administration & Leadership”, Vol. 46(1), pp. 5-24.
  21. Kim T. & Lee Y. (2019), Principal instructional leadership for teacher participation in professional development: evidence from Japan, Singapore, and South Korea, Education Research Institute, Seoul National University, https://doi.org/10.1007/s12564-019-09616-x.
  22. Leithwood K., Harris A. & Hopkins D. (2008), Seven strong claims about successful school leadership, “School leadership and management”, Vol. 28(1), pp. 27-42.
  23. Leithwoo, K., Harris A. & Hopkins D. (2019), Seven strong claims about successful school leadership revisited, “School Leadership & Management”, Vol. 40(1), pp. 5-22.
  24. Margolin I., Regev H., Dushnik L. & Rafaeli V. (2018), A Summative research report on professional development, Mofet institute, Tel-Aviv, Israel, http://www.library.macam.ac.il/study/pdf_files/d12845.pdf [7.10.2019].
  25. MOE official website, https://shkifut.education.gov.il/national [14.10.2019].
  26. https://edu.gov.il/owlHeb/CHativa/YozmutHinochyotVRefurmot/ofekChadash/Pages/IkarayReformot.aspx [14.10.2019].
  27. https://poh.education.gov.il/MerhavMinhali/OfekHadash/Pages/reformat_ofek_hadash.aspx [14.10.2019].
  28. https://poh.education.gov.il/MerhavMinhali/OfekChadashOzLetmura/Pages/reforma_oz_litmura.aspx [14.10.2019].
  29. Murphy J., Elliott S.N., Goldring E. & Porter A.C. (2007), Leadership for learning: A research‑based model and taxonomy of behaviors, “School Leadership and Management”, Vol. 27(2), pp. 179-201.
  30. National Policy Board for Educational Administration (2015), Professional standards for educational leaders 2015, Author, Reston.
  31. Oplatka I. (2016), Israel: Research on School Principals in Israel, Varied Topics and Limited Scope, in: A Decade of Research on School Principals, “Cases from 24 Countries, Ärlestig H., Day C. & Johansson O. (eds.) Springer, Cham, pp. 403-420.
  32. Papastamatis A., Panitsidou E., Giavrimis P. & Papanis E. (2009), Facilitating teachers’& educators’ effective professional development, “Review of European Studies”, Vol. 1(2), pp. 83-90.
  33. Schwille J., Dembélé M. & Schubert J. (2007), Global Perspectives on Teacher Learning: Improving Policy and Practice, International Institute for Educational Planning (IIEP) UNESCO.
  34. Tracey B. & Florian K. (eds.) (2016), Educational Research and Innovation Governing Education in a Complex World, OECD Publishing.
  35. Villegas-Reimers E. (2003), Teacher professional development: an international review of the literature, International Institute for Educational Planning, Paris.
  36. Yemini M., Addi-Raccah A. & Katarivas K. (2015), I have a dream: School principals as entrepreneurs, “Educational Management Administration & Leadership”, Vol. 43(4), pp. 526-540.