(PDF) Continuing Professional Development

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CoversheetI confirm that I have read and understood the Institute’s Code on Citing Sources and Avoidance ofPlagiarism. I confirm that this work is all my own work and conforms to this Code. This work has notbeen submitted on another occasion.Student’s NumberCourse of StudyMA LeadershipModule titleDoing and Using Educational Leadership & Management ResearchModule codeDate worksubmitted18/02/2019Title of Work (i.e. of the research proposal)Teachers’ continuing professional development (CPD), its contribution tocollaborative work between them and the creation of a learning community (LC) inan English day nursery.Word length (NB: Maximum for this work is 5000 words + or – 10%)Thinking about the feedback on your draft submission of this work , please indicatewhat the key points were and what action you took to respond to this feedback:Firstly, the significance of my research proposal it was not strong enough sothrough a reflection to my experience as a teacher I identified and made mysignificance of the research clearer.Secondly, lots of grammatical mistakes and expressions made the text hard tofollow by a reader so I did and thoroughly reading several times before the finalsubmission of this work .Thirdly, as mentioned on the feedback by the marker structure of my work wasmot coherent andso I used lots of titles and subtitles to help me keep my workfocused and tidy.Also the literature review on the first on the draft was general and so focused onTotal: 6.781/1.352 wordsthereferences&Appenndix atthe end5.054 words,work in the field
the field of the study. On the mean time catalyst role on literature review was forma presentation of a tutor in the lessons in the university that guide me and drive meto new resources.The methodological part on the draft was described as vague so I did a thoroughlystudy on this field in order to understand the meanings of the terms and decidewhich of them are in coherence with the literature review and the researchesquestion.Finally the conceptual framework from the literature and the Appendix of theresearch’s process that had not submitted on the draft and as mentioned by themarker i will considered by me and I add them on my work.Teachers’ continuing professional development (CPD), its contribution to collaborative workbetween them and the creation of a learning community (LC) in an English day nursery.IntroductionThis research proposal shows the way that I plan to investigate, if and how theparticular (CPD) approach of a specific day nursery in London, as a mechanism forteachers’ knowledge and skills, contributes to the creation of a learning community(LC) where the teachers as learners work and participate collaboratively in learningpractices with the aim of improving their schools. Firstly, I will explain thesignificance and purpose of the study and why it is important for the school leaders.Then, I will proceed to present information about the CPD program in the educationfield in order to fully clarify the term, describing the core features that comprise aneffective CPD and I will analyse the existence of the joint practice development(JPD) and the key components that conduct a learning community (LC). Finally, Iwill conclude the research proposal with the description of the research design and
with the presentation of the questions that will help me to select data relating to theinquiry’s questions in the form of an appendix.The significanceIn England and Wales it is the right of every teacher to be trained through CPDprograms in order to acquire knowledge and skills(Edgar-Nevill, 2009). Theminimum standards which set the teachers’ knowledge and skills, have beenprovided by the Secretary of State for Education (2013) in combination with theinspections of Ofsted in English state and private schools or nurseries. Despite therecent push on CDP programs a little is known about how it is perceived in thenursery sector, and if create change and improvement in teaching practices(Elferand Dearnley, 2007)even less on the role of school leaders in this process(Aubrey,Godfrey and Harris, 2013).Moreover, my experience as a nursery teacher who has participated in differentprofessional development programs, formal or informal, I have noticed thefollowing:The use of the received knowledge by the professional development (PD) programsis rarely used by the teachers and leaders of schools in order to create a collaborativeworking environment which can contribute to meaningful knowledge. But regularuse of the received knowledge of PD programs by the educators in nurseries hasbeen observed mainly in inspection periods as tools which help the staff to achievethe requirements of the standards. This phenomenon raises the need for an inquiry ofthe CPD field in relevance to its contribution in the birth of collaborative practiceenvironments and LCs that provide meaningful learning.The purpose of the studyThe purpose of this study is to develop an understanding of how teachers and leadersof schools value their learning experiences, and especially if they find theseexperiences appropriate for the existence of an environment which enhances theircollaborative learning and a culture of LCs. Acknowledging that the participation ofteachers and leaders in CPD programs may not change their attitudes, beliefs,values, and behaviours (Bub and Early,2010) this inquiry aims to investigate thecontribution of CPD to the creation of collaborative environments and LCs. Finally,the focus of the research will be: 1) to develop an understanding of the keycomponents of effective CPD programs and the teachers’ perspectives relating totheir CPD experiences; 2) an exploration of how the CPD experiences received bythe teachers can contribute to the birth of collaborative practice environments andLCs.ContextThe research focuses on a private day nursery in West London, United Kingdom.The nursery has fourteen educators, ten of them use English as an additionallanguage, two are qualified teachers trained by EU universities, and the rest of thestaff hold level three or four qualification. In September 2017 the day nurseryrestructured its culture and leadership approach. The focus was on teachers’
development. The nursery’s leadership team started to build a learning-centredenvironment. More specifically, the nursery’s senior leadership team was alreadyproviding ‘In service education and training’ (INSET)to the staff while in themeantime it had started to support the educator’s performance during teaching timethrough observations and feedback. The approach that the leaders embraced and thefrequent meetings with the nursery’s staff created a collective environment with acommon goal for everyone: the meaningful teachers’ learning for the improvementof the children’s outcomes. This research is concerned with the CPD which is inprocess at the specific nursery the last two years. The aim of this study is toinvestigate if and how the CPD as a mechanism for teachers’ skills and knowledgehas contribute into existence of LCs and collaborative practice work which enablesteachers’ meaningful learning the last two years through the exploration of thenursery’s teachers’ and leaders’ perspectives.Literature ReviewDefinition of CPDThere are multiple studies and approaches to CPD including INSET, professionaldevelopment, professional learning, staff development, learning communities, jointpractice development (and others), a fact that makes it hard to clearly define theterm. Furthermore, CPD is a multidimensional object which includes trainings,knowledge and supportEdgar-Nevill, 2009), which makes comprehending it evenmore complex. Because of the nature of the concept, different explanations havebeen adopted historically.Firstly, Neville (2009) in an article about the legislation of CPD and its developmentinto a joint practise development (JPD), characterised CPD as a lifelong, on- goingprocess which includes: INSET, education, learning, and supportive activities forschool professions, with the aim of improving them occupationally and individuallyin order to enhance the students’ outcomes(Edgar-Nevill, 2009). Secondly,accordingly to Early and Porrit (2009) professional development has been defined asa building process of what has been learnt from the learning experiences in order toimprove peoples’ knowledge. Therefore, teachers’ professional development is acontinuing process which encompasses formal and informal learning experiences,allowing the staff to think about their practice individually or in groups, improvingtheir knowledge (Bubb and Early 2010).Since CPD is included by formal and informal learning experiences (Klein, 2007;Edgar-Nevill, 2009; Bubb and Early 2010)and because both are going to beexplored in this investigation, the learning approaches that each of them follow aregoing to be presented below:a)Formal learning experiences provided through: short/long courses , degrees,INSET, workshops, conferences, networks, learning communities, observations andfeedbacks(Klein, 2007; Surgue, 2004; Day and Sachs, 2000).
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