Yang Min, The Hong Kong Polytechnic University

Ho Suk Ping, Angela, The Hong Kong Polytechnic University

Ko Ngan Nei, Tina, The Hong Kong Polytechnic University

What are the professional development needs of a new educational developer in higher education and how could such professional development be facilitated? Although ample examples of research into educational development of teachers can be found in the literature, the support of new educational developers’ professional development is rarely touched upon. This study critically analyses the utilization of mentoring and peer-coaching for facilitating the professional development of a new educational developer. Self-study as the methodology guides the collection of qualitative data about mentoring and peer-coaching process and mechanisms and their effects relative to the new educational developer’s tasks over half a year. Such tasks comprise: supporting an academic in developing real-life historical business administration case study materials; developing aligned subject outcomes and assessment criteria for an academic teaching art education. Audio and textual data gathered comprise: audio/written records of discussions/conversations and e-mail correspondences among the authors and with academics involved; drafts of materials/documents; the authors’ journal entries. Methods of data analysis encompass heuristic discourse and documentary analysis. Preliminary findings show the following factors to be critical for the new educational developer’s professional development: (a) responsiveness of the mentor and peer-coach towards her development needs; (b) mentoring and peer-coaching mechanisms, including analysing and exploring with her academics’ educational development needs and means of meeting such needs; challenging her of assumptions concerning educational development; observing interactions of the mentor and peer-coach with academics; and collaborating with her in fulfilling tasks; (c) trust in her to construct her own professional working theory by learning from experience; (d) her own inquisitiveness, reflexivity and increased sense of belonging to the community of educational development. Further analysis will provide a fuller picture of the new educational developer’s process of professional development and her evolving professional working theory.

Hudson Peter, Queensland Uiversity of Technology

Yeh Andy, Queensland Uiversity of Technology

China is at a crucial point for reforming its education system. This reformation is necessary in order to meet the needs of its own economic development and to position itself for the globalisation of education. Thirteen experienced Chinese physics teachers (n=13) undertook an intensive four-week professional development program at the Queensland University of Technology in Australia. Three surveys aimed to gather qualitative responses on various aspects of the program (i.e., mid-evaluation, end-evaluation, and post-program surveys). Mid-evaluation data informed tutors and organisers towards addressing further needs of the participants, which included more assessment details, classroom interaction, videos and activities on physics education, and information about the Australian education system. End-evaluation data highlighted the essential nature of school visits for observing physics teaching practices, the development of pedagogical knowledge (e.g., assessment and classroom management strategies), accurate and informative translations, and the inclusion of physics-based excursions. The post-program survey was conducted through emails three months after these Jiangsu teachers returned to China and aimed to probe any change of the participants’ teaching practices as a result of this professional development program. These Jiangsu physics teachers concluded that this professional development program provided them with considerable insight into Australian physics education practices and allowed them to experience another education system and culture towards considerations for China’s educational reform.

Klieger Aviva, Beit Berl Academic College

Oster-Levinz Anat, Beit Berl Academic College

PDS ( Professional Development School) represents a collaborative framework between schools and teacher training institutions whose significance is that it links theory to practice. Additionally, it promotes renewal processes in both schools and teacher training institutions by sharing different types of knowledge. The PDS model was adopted by Beit Berl College in 2000. During the years few schools joined the project and in 2005 a new high school joined the project. That school is now a successful paradigm for PDS collaboration. The partnership was constructed based on the conclusions drawn from research on PDS in different schools.

We identified the characteristics of a school leading to successful PDS collaboration, while relating to Teitel’s model that merges the principal standards of collaboration with the stages necessary for developing PDS. When we examined the school’s success and the achievement of its targets, which occurred over a much shorter period than that of other participating schools, we attempted to identify the school’s characteristics and consequently to learn what preconditions must exist for a school to be accepted as a partner in the PDS project.

The following qualities were discerned: a school administration that acknowledges the project’s merit and gives it organizational and pedagogical priority; a willingness on the part of all the school authorities to operate the PDS project and to construct a relationship of cooperation and trust between the participants; a positive school climate, and good teamwork within that climate; and skilled, professional, and self-confident mentor teachers.

In order to achieve success during the first year of operation, greater emphasis must be placed on the realization of school’s special interests. School’s special needs and the enhancement of students’ achievements must take priority from the first year of the collaboration, and most of human resources must be oriented toward the achievement of this objective.

Ruth Williams, The University of Auckland

Unprecedented numbers of primary teachers in New Zealand are involved in professional development with, in essence, practice and the implementation of curricula as the major focal point. Traditionally, in New Zealand, as in other countries, models of professional development have involved one-off workshop type activities with a top-down approach to disseminating knowledge which teachers are then expected to translate into action. In contrast, collaborative models of professional development have emphasised the importance of developing learning communities within which teachers are supported to co-construct knowledge about teaching and learning within the context of their practice. Currently, there is a strong argument that if teachers’ professional development is to be meaningful and effective not only must it be collaborative but it must also be school-based, with the entire school staff, or numbers of staff, involved in that collaboration. Professional development initiatives that have developed temporary learning communities away from the immediate school context have become much less favourable in recent years.

The research project reported here is a small qualitative study within a larger doctoral study. The responses of eight experienced teachers who graduated from a professional teacher education degree upgrade, have indicated that the programme in which they were involved, served to create for them, communities of practice, not only with their colleagues involved in the study, but also, with colleagues in their schools and wider communities.

Prasartsub Apiradee, Chulalongkorn University

Bowarnkitiwong Suchada, Chulalongkorn University

The objectives of this present research were to develop and validate the proposed multilevel structural equation model of team effectiveness, as well as to describe preliminary factors affecting both the individual and team levels in immigration bureau in Thailand. The samples, in which surveys were mailed to 359 persons in 52 teams, were stratified randomly reflected from population. Empirical evidences from immigration bureau in Thailand are collected and employed to validate the developed model. The results were expected to be beneficial to both the policymakers and management in organization.

Cheung Lai Man, Cognitio College

This paper focuses on how two experienced secondary school teachers who had changed schools understood their careers. Both teachers, Leo and Ken, perceived the change of school to be the most important change to have affected their careers. Their careers shared some common features, according to the following 3 constructs suggested by previous researchers:

(1) Job events: Both changed from private to aided school(s), one of the reasons being job insecurity in the private school sector. This change brought about a number of other changes including a change in the form levels to be taught and also a change in student quality. (2) Job Knowledge, Skills and Behaviour: Both perceived an improvement in their skills in teaching both junior and senior forms / examination classes. (3) Attitudes, Expectations and Concerns: Their changes in satisfaction and extrinsic motivation were associated with the change of schools, though the specific changes differed in kind.

The findings show how a teacher’s commitment and satisfaction can be affected by the perceived quality of the students. This study suggests that there is an urgent need to equip teachers with the skills to better handle the students who are perceived to be academically less able, poorly disciplined, or lacking any motivation to learn. Besides, it is important that school principals understand the contextualized nature of teachers’ experience and that they try to avoid unrealistic expectations of experienced teachers regarding the qualitative aspect of the work in terms of both the nature and kind that these teachers can handle, in addition to the quantitative aspect, i.e. the amount, of their work. The study reveals the need to train and support experienced teachers to take up new tasks and/or work in new environments.

Vaz Adelaide, St. Xavier's Institute of Education

Shetty Geeta, St. Xavier's Institute of Education

Carvalho Francis, St. Xavier's High School and Junior College

The pursuit of excellence is the aim of any organization that is looking to reach qualitative heights. . The factor deciding the extent of this endeavour is the type of leadership in an institution or organization.

We believe that an Integrated Paradigm of Leadership can go a long way to add value to all the exploits of an organization. The Integrated Paradigm provides a pathway for insightful leadership. It can go a long way to add value to all the exploits of an organization. The Integrated Paradigm focuses on the following five aspects: Context, Experience, Reflection, Action and Evaluation.

Context refers to the environment (past and present) of an organization, as well as the ethos and the principles that it holds close to its core of existence.

Experience refers to all the events (major and minor) that influence any entity. The Experiences – cognitive, affective or psychomotor should be in keeping with the Content of the organization and of the society at large. Human experience may be either direct or vicarious.

Reflection is a thoughtful reconsideration of experiences. It is a process by which meaning surfaces in human experience. Reflection on experiences provides the direction for suitable and effective action.

Action refers to internal human growth based upon experience that has been reflected upon as well as its manifestation externally. When Action is subjected to intensive and objective Evaluation, that newer insights are obtained, that lead to better and more fruitful Experiences. Evaluation of the above aspects is very essential to keep a continuous check on the direction of an institution.

The influence of the Paradigm is seen in all the areas of our Institution namely, the Leadership Style, Administration, Curricular and Co. Curricular activities and Community reach-out activities.

The Integrated Paradigm emphasizes on a continual interplay of all the five aspects. Our Institution has adopted this Paradigm in all its curricular, co-curricular and administrative programs. It has served to add value to the personnel and programs of the institute. The Paradigm has brought about better customer orientation, team building, entrepreneurial spirit and collaboration, has instilled a research culture that leads to innovation. It has thus served to make the institution a learning organization.

The paper is an attempt to throw light on the Integrated Paradigm and its working in the Institute. It also serves to illustrate how the Integrated Leadership Paradigm brings about Value Addition in all the aspects of the organization, making it an innovative learning organization.

Gao Xuesong, The University of Hong Kong

Su Zhigang, Ningbo Polytechnic

Hu Xiao, Ningbo Polytechnic

The paper is a case study of a Chinese educational leader, who was in charge of an institution when it was in the process of being upgraded from a secondary vocational school to a self-funded tertiary vocational institution. Using a life history approach, the paper furnishes an informative picture capturing the dual transformation process of the informant’s leadership and the institution under his leadership. It describes how the informant adopted a diversity of leadership images in winning various stakeholders for his institution in the leading process. It reflects enormous challenges that tertiary vocational education leaders have to face in the commercialization process of tertiary education on the Chinese mainland.

Tan Irene, Taylor 's College, Malaysia

Different theories on leadership have been introduced in studies on organizational behavior. These theories provide extensive information regarding pertinent issues of leadership such as leadership styles, effective leadership, and leadership practices. In addition, there are studies that revealed that leadership can be approached from multiple perspectives. Bolman and Deal’s (1990) framework describes leadership based on structural, human resource, political, and symbolic frames. The structural frame focuses on organizing and structuring the individuals in an organization in order to attain its objectives. The human resource frame is described as a people-centered approach to leadership where the needs of the individuals in an organization to function and develop themselves are addressed. The political frame describes the approach to handling power and potential conflict within a group or organization in order to ensure growth. The symbolic frame addresses the necessity to promote a culture that looks into enhancing the purpose and meaning of work through events such as celebrations of milestones and other forms of success. Effective leadership utilizes all four frames. However, there is limited research on multiple leadership approaches among Asian organizations. Hence, the purpose of this study is to investigate the leadership preferences of administrators in private higher education. The Leadership Orientation Surveys for self and others will be administered to administrators who are in leadership positions by nature of their job descriptions and to their subordinates. Preliminary results obtained from the self survey show that the administrators perceive themselves as focusing on people in their departments because the mean for the human resource frame was the highest at 3.83 as compared to the structural, political, and symbolic frames with the means of 3.76, 3.21, and 3.19 respectively.

Moyo George, University of Fort Hare

This paper explores educational leadership development and social change strategies pioneered by one programme, the Educational Leadership Management and Development (ELMD) programme of the University of Fort Hare. The programme sought to model a way of doing social and educational transformation through educational leadership development. Conceptually, the model was meant to draw together a number of education stakeholders operating at various levels of the schooling system to undergo the same programme of leadership development. The participants included district education officials, schools principals, members of school management teams, educators and members of School Governing Bodies, who enrolled as teams. They worked on learning tasks that were both academic and practical in nature, with an emphasis on experiential learning that leads to the creation of district and community networks of partners, development teams or forums and communities of practice, as well as the production and implementation of district and school development plans. Emerging evidence suggests a number of possibilities. (1), the ELMD programme delivery design shows what can be done to draw participants from various levels of the schooling system, district, school and community and teach them educational leadership together in a mode that mobilizes them for change. (2), how social distance separating different levels of the education hierarchy and status consciousness may disappear gradually as people are brought together to work on tasks of mutual concern. (3), the current higher education accreditation policies and practices do not accommodate innovative learning approaches of the kind that the ELMD is developing. In this regard, the ELMD experienced difficulties in coming up with an assessment policy and practices which meet the academic as well as the practical developmental concerns of the programme.

Lee Mah Ngee, Nanyang Technological University

Tay-Koay Siew Luan, Nanyang Technology University

The paper presents a Singapore study on the Youth Expedition Project experience and its positive outcomes on participants who were involved in their overseas community service-learning in six Asian countries. Resilience attributes that determine positive outcomes in terms of civic attitudes and personal competence skills are explored. The samples were the November/December 2004 cohorts of the Youth Expedition Projects (YEP), funded by the Singapore International Foundation, to various parts of the districts in Cambodia, China, India, Indonesia, Philippines, and Thailand. In this study, 347 youths were compared in terms of scores on resilient personal attributes such as coping abilities, self-esteem, self efficacy, mastery goal orientation, ego-resiliency and ego-undercontrol, and positive outcomes as in civic attitudes and personal competence skills by gender, age, educational levels and leadership roles. Significant differences were found among the youth types in terms of coping abilities, self-esteem, self efficacy and mastery goal orientation, and ego-resiliency. In positive outcomes, significant differences were found in scores of civic attitudes and personal competence skills among youth types by gender, age, educational levels and leadership roles.

Yu Huen, The Hong Kong Institute of Education

Recent literature has revealed that middle leaders play an important role in school reforms. School middle leaders are the backbone of the school organization. Without their assistance, it is difficult for principals to face the challenges of the reforms and run their schools efficiently and effectively. The implementation of school-based management in Hong Kong, however, has increased the workload of middle leaders. They need to lead groups of teachers to achieve tasks assigned by principals or decided by school-based councils. There is an increasing need of their leadership in schools. A great demand for providing leadership training for middle leaders has emerged. Since 2002, a group of scholars and principals have initiated and tried out different leadership training projects for primary school middle leaders in Hong Kong. Over 500 middle leaders from about 200 primary schools have been trained. The projects can be categorized into mainly three modes of training, namely, short-term mode, long-term mode and mixed mode. Each mode has its strengths and limitations. The short-term mode (five days)delivered theories and skills in management and leadership through talks and workshops. The long-term mode (12 months) had four stages: preparation, collaborative action learning, try-out and debriefing stages. The mixed mode carried key elements of the short-term mode and the long-term mode. This article reports the initiation and implementation of these projects. The structural and conceptual frameworks of the modes will be highlighted. A comparison of the three modes in terms of aims, contents, learning modes, lengths of time, resources will be provided. Results of the evaluation of the projects will be analyzed. The effectiveness of the three modes of middle leader training will be discussed and suggestions will be made.

Fakir Mohammad Razia, The Aga Khan University

This paper discusses a complex issue: Why teacher education input and interventions have a limited or no impact in the classrooms? It discusses some practical examples and issues and its implications on teachers’ learning and motivation to develop teaching. Analysis of the findings suggest that as teachers re-entered the reality of the school situation after taking a teacher education course, they did not continue to sustain the process of their learning or improvement and easily succumbed to the dominating culture of their schools. In other words, in-service education projects falter at the implementation stage. The paper raises some important issues relevant to mathematics teacher education to illustrate conditions/challenges for successful implementation in Pakistan and more broadly. It is expected that this discussion will stimulate teacher educators in Pakistan and at large to reflect on their own ways of working with teachers, and to challenge the assumptions that inform and shape their theoretical perspectives and practices.

Walkington Jackie, University of Canberra

The preparation of future school teachers requires an enormous commitment and contribution from the school sector. In addition to the study undertaken in tertiary institutions, preservice teachers gain experience and knowledge from the immersion in authentic school contexts through experimentation and reflection. Unfortunately, in many instances, this relationship is seen as unidirectional as the teachers impart their expertise, carrying out a service for university teacher preparation courses. Teacher education however is not just about preservice learning, but a career long necessity for all educators. Are many opportunities for learning being missed or ignored in current joint university and school practices? Are there mutually beneficial outcomes not being maximised?

This paper argues that the experience, expertise and knowledge of educators in the schools and universities have a lot to offer one another, but are not capitalised upon because of the existence of work place cultural barriers and perceptions that militate against a collaborative and accepting relationship. Following an analysis of relevant literature and observation of practice in Australia and the United States, the paper strongly recommends a rethink of the alliances between universities and schools to exploit the enormous potential for professional learning for university academics, school teachers, institutional leaders and system decision makers alike. While teacher professional learning occurs in many forms world wide, the need to reflect upon traditional practices, and take advantage of opportunities is universally relevant.

Lee Chi Kin John, The Chinese University of Hong Kong

Ho Lawrence Ka-ki, The Chinese University of Hong Kong

Lo Cecilia Chuk-ching, The Chinese University of Hong Kong

Tang Thomas Kon-ming, The Chinese University of Hong Kong

This study aims to study teacher collaboration for curriculum change in Hong Kong secondary schools. Among the school reform initiative, the issues of collaboration among front-line teachers always attract great attention by both educational specialists and government officials, but unfortunately the topic is grossly under-explored. The limited availability of local research endeavors draws a sharp contrast with overseas in which a relatively rich repertoire of analyses on teachers’ collaboration are ready for practitioners and school developers (Johnston, 1997; Pounder, 1998; Hargreaves, 2005) Obviously, there is a call for more studies to fill up the gap in the local knowledge base in school-based curriculum development.

The data in this study are derived from 10 project schools joining the Partnership for Improvement of Learning and Teaching (PILT) project undertaken by the Centre for University and School Partnership, Faculty of Education, under the auspices of the Education and Manpower Bureau. Findings from schools demonstrating strong teacher collaboration reveal that the school curriculum leaders are able to specify the aims and objectives of collegiality before promoting collegial exchanges among teachers. The curriculum leaders are usually appropriately empowered by their principals and proactively took attempts to secure teachers’ engagement in collegial activities. Their ways include 1) Team consolidation: to identify core team members; 2) Framework organization: to design manageable scope for curriculum change; 3) Appeal to authority: to quest for professional support from University experts; and 4) Implementation management: employment of a “soft” and “gradual” approach to relieve colleagues from excessive pressure. Experience indicated that these strategies may prevent confrontations among colleagues and also facilitate professional dialogues on curriculum and pedagogical development.

The positive experience indicated that true and spontaneous collegiality could be emerged if appropriate attempts are taken to cultivate an amicable culture for collaboration. Hargreaves (1994) explored the micro-politics of teachers’ collaboration in secondary schools and suggested that contrived collegiality was common. His subsequent work (2005) thus emphasized the art of distributing leadership in nurturing genuine collaborative culture, which may facilitate deep and broad learning for all students. This study echoes the pattern of collegiality in the context of Hong Kong and finds that there little divergence on teachers’ pedagogical perceptions but rather a prevailing mood of practicality ethic (Doyle & Ponder, 1977) could be detected amongst teachers in Hong Kong.

Wan Wai Yan, Sally, Shatin Tsung Tsin School

Wong Lai Mei, Shatin Tsung Tsin School

This study was designed to investigate the impact of a curriculum leadership project as financially supported by Quality Education Fund on teacher professional development and pupil learning in one primary school in Hong Kong. Qualitative approach was applied in collecting the views from the participating teachers and students. Data collection methods include individual interviews with three participating teachers and two focus group interviews with two groups of students. The choice of such data collection methods is to evaluate the extent that teacher engagement in curriculum decision making processes within a school based structure of curriculum development has led to teacher learning, and to extend our understanding of the underlying principles in implementing curriculum changes in schools from students’ perspectives. Qualitative evidence has revealed positively that participating teachers have developed themselves professionally through the process of planning, implementing and reflecting (PIR model) upon curriculum practice and innovation. However, the complexity of the structures and processes that were established for involving teachers in curriculum decision making processes needs further empirical and theoretical work in the future.

Endrawes Gihane, Australian Catholic University

New trends in professional practice require leaders to change their perspective on leadership and move away from the ‘task’ oriented model to the new paradigm of transformational leadership. The literature on leadership is extensive, with differing theories and opinions on what constitutes ‘good’ leadership. Managers without leadership skills represent directive behaviours, make decisions alone and may lack the team support that results from decisions made with consultations. They are more concerned about task accomplishment than with concern for the people who perform those tasks; they consider themselves to be in positions of authority and expect their followers to respect them and obey their directions. This kind of management is authoritative in nature, self-centred, limiting creative potentials in other staff, pulling the organisation backward and this is very dangerous, dehumanising, unethical, in opposition to current emphasis on effective innovative practices, and is putting leadership in crisis. On the other hand, transformational leadership is about change, innovation, empowerment of others, and power with others not to others. It requires leaders to develop a new vision and mission to ensure the success of the organisation. The leader is people-oriented, focusing on human relations, teamwork, and the building of an effective work group. The leader is viewed as a helper who belongs to and empowers the group, the followers are made to feel that they have important contributions to make, communication is open and usually goes both ways, with a spirit of collaboration and joint effort. This paper aims at discussing the relationship between job satisfaction/dissatisfaction and the presence/lack of effective leadership in an organisation. The paper focuses on the leader as a change agent, who inspires others and acts as a positive force that moves the group forward and towards achieving their shared goals. A distinction between management and leadership will be presented. Issues related to leadership such as organisational change, culture, job satisfaction/dissatisfaction, the concept of nurturing and professional well-being will be discussed. The paper will highlight the essential skills required for effective and transformational leadership to take place and the challenges facing leaders. Implications for managers, leaders, and future leaders will also be presented with emphasis on leadership skills which use one’s interpersonal skills rather than power and control to influence others to perform to the best of their abilities. Conclusion: The person in a managerial position can possess high managerial skills, but not necessarily possesses effective leadership skills. Leadership skills are not something people are born with rather, they can be learned. The real challenge for effective leadership is the ability of the leader to build leadership capacity in others around them, thus, ensuring sustainability of their staff and the organisation’s future.

Reyes Amelou Benitez, The Philippine Women's University

Ebo Ana, The Philippine Women's University

Cruz Victoria Paz, Helena Z Benitez Gloval Forum on Women, Power and Sustainable Development

Today’s global challenges place ever more pressure on women to take their rightful place in society. In this context, higher educational institutions have a vital role to play in women’s education. As well as equipping women for the workplace through professional competencies and skills, HEIs are called upon to form ethical professionals and transformative women leaders. This paper presents a conceptual framework for Transformative Leadership and women-centered methodologies, including Herstories, that could facilitate the empowerment of women. Truly empowered women prepare themselves to wield feminine power, and work together with men in bringing about an equitable society where caring, healing and nurturing are essential elements towards sustainable development.

To illustrate the obstacles facing women, findings of a study on gender discrimination in the educational setting shall be discussed. In educational institutions, gender violence is expressed in various forms of gender biases leading to discrimination and marginalization of female teachers and students. Examples are: Gender tracking in choice of professions confines young women to courses in traditionally female fields. Women teachers endure lower pay and obstacles to training and promotions. Female teachers and students are vulnerable to sexual harassment.

Higher educational institutions are challenged to ensure that gender biases do not self-perpetuate. The first step in utilizing education for developing gender equality is to eliminate gender biases in the curricula, textbooks and instructional materials. . Herstories as an evolving women-centered methodology can assist to minimize discrimination; it is time to introduce this methodology into the education curriculum.

Harrington Ingrid, University of New England

Maxwell Tom, University of New England

Jenkins Kathy, University of New England

Smith Howard, University of New England

The purposes of the support project were to enhance the innovation in and/or the quality of higher education by establishing an on-line support service model for beginning teachers aimed at improving teacher retention in their first five years of service. The Project used The University of England (UNE) web-based technologies, to deliver support for beginning teachers in 2005 by providing fora for sharing professionally-based and academically-based information and for social interaction.

The professional significance of the project was twofold:

(1) The beginning teacher generally needs to be assisted to adjust to specific classroom situations as part of the life-long learning continuum. Broadly this has not been done well in teaching despite reports over the last 25 years calling for various forms of support to be provided (Brock 2000). Pre-service cannot prepare beginning teachers for the specifics of classrooms, groups of students or individual students.

(2) Teacher supply in Australia is currently a problem as many are leaving teaching and there is the perennial problem of hard-to-staff schools. There is also the problem of teacher attrition despite the intentions of teachers leaving pre-service courses (Manuel 2003).