The purpose of this study is to investigate the perceptions of principals and assistant principals regarding the training and preparation afforded assistant principals in selected schools in the metropolitan Atlanta area. The research questions were as follows: RQ I : Is there a significant relationship between graduate training programs for assistant principals and preparedness for the principalship? RQ2: Is there a significant relationship between the prior employment training that assistant principals receive and preparedness for the principalship? RQ3: Is there a significant relationship between participation in the role of the principalship and preparedness for the principalship? RQ4: Is there a significant relationship between the leadership attributes that the assistant principals possess and preparedness for the role of the principalship? RQ5: Is there a significant relationship between the aspirations of the assistant principal and the preparedness of the principalship? RQ6: Do independent variables such as years teaching, age, race, highest degree earned, present position, gender, educational institution attended, type of certification: years as assistant principal, size, location, or type of school have a significant bearing on the perceptions of principals and assistant principals regarding training activities for the principalship? In this study, a survey questionnaire was used to document the perceptions of 70 principals and 100 assistant principals regarding the training and preparation afforded assistant principals in selected schools in the metro-Atlanta area as preparation for the successful principalship of schools. Demographic information and principal and assistant roles and responsibility data was also gathered. This study found a positive correlation between perceived importance of formal university graduate course work and preparedness for principalship. The study also revealed that having a written job description outlining specific duties while in the role of assistant principal is significantly related to preparation for principalship. Assistant principals in this study received the lowest ratings on the ability to handle effectively resource allocation. In addition, previous experience with budget and finance was noted as one of the most important areas of expertise one must gain when participating in the role of principalship. To the extent possible, principals should involve their assistant principals in decisions concerning planning and developing the school budget; managing fiscal, human, and material resources; utilizing the physical plant; and monitoring and reporting on resource use.

Teachers' construction of and motivation for using new mathematics knowledge learned in professional development differs from students' learning of mathematical concepts. However, teachers also vary in their use of new mathematics content in their own classrooms. This qualitative study followed teachers from a professional development course in algebra into their classrooms in order to investigate how teachers connect mathematics content from PD with the content they teach. The results of this study established three modes of connection (direct connection, indirect connection, and disconnection) and contextualized these connections by exploring teachers' motivations for participating in professional development and analyzing their alignment with the perspective on and development of the content taken by the PD course's instructors.

This study investigated the relationship between teacher training transfer, perceptions of principal leadership, and specific principal behaviors among 62 teachers who participated in one district's new teacher induction program. A mixed methods design was employed. A sub-group of 19 participants reported statistically significantly greater training transfer than the other 40 participants; chi-square tests revealed no significant differences between these two groups in terms of demographics or conditions of their supervision. The 19 high-training-transfer participants also reported that their principals demonstrated certain behaviors at a statistically significantly greater level than was reported by the other 40 participants. These principal behaviors were categorized as promoting a culture of accountability and promoting a culture of professional learning. The participants in the high-training-transfer group also were more likely to perceive their principals as strong in both transactional and transformational leadership. However, in the entire sample, leadership style was not found to be significantly related to teacher training transfer, nor were any significant interaction effects revealed between perceived leadership style, teacher demographic variables, and teacher training transfer. The results indicated that specific instructional leadership behaviors were effective in promoting teacher training transfer, and that leadership style made a difference only when applied in the context of these instructional leadership behaviors.

The obligation to maintain and develop professional competence throughout an individual’s career is a fundamental requirement of a maintaining a professional accounting designation. Accountants can select their continuing professional development (CPD) from a number of modalities. The study was a cross sectional sample created by self selection from a researchers' email invitation to accountants in Canada to determine which modalities accountants preferred, and the selection factors they used in making those selections. A total of 428 accountants from across Canada completed the online survey. The results found that the accountants had taken courses in all modalities presented with live seminar and live webinar being the most popular modalities. Accountants preferred synchronous over asynchronous courses. The factors most important to accountants are content, cost and CPD hour requirements. Generally, the differences found in selection factors for distance versus face-to-face modalities related to the flexibility of the distance course to reduce time away from work. The ranking of selection factors for synchronous courses in general did not differ from those for asynchronous courses with the exception of self-paced courses where the pace and time away from work were ranked higher than for other courses. Further research is suggested to determine the value of both live and recorded seminars and webinars, as well as potential opportunities for mobile modality use for CPD courses. Additional research should be conducted to determine why differences were found in ranking in demographics in order to ensure that future CPD courses are offered in modalities that provide benefits for all respondents. / 2012-06

This study evaluated the third design iteration of a networked teacher professional development (nTPD) implementation. In particular, the study explored the kinds of teacher technology professional learning that resulted as a consequence of nTPD participation. As part of an ongoing design-based research program, the goal of this study was to evaluate the teacher learning resulting from participation in online-delivered TPD activities. In addition the results inform an evolving model of nTPD articulating the components and elements of the online learning activities that have value in supporting and/or advancing teacher practices. The results of this study indicate that teachers who participate in nTPD find the experiential learning activities and the sharing of resources and lesson plans to be valuable for their professional practice. NTPD, delivered in a social networking site environment, results in new kinds of teacher learning opportunities. Some of these new learning opportunities include shared digital curation activities and unique cognitive-apprenticeship type activities described further as “learning over the shoulders of giants.” In theory, nTPD provides teachers with opportunities to connect with others who are teaching in similar curricular areas to identify, develop, and share resources that can support their teaching practice. In practice, the articulation of a revised nTPD model and design principles provides developers of online-networked TPD with guidelines for the development of valued learning activities, particularly for technology TPD topics. / 2013-03

The purpose of this study was to examine the literacy-related professional development preferences of participating secondary teachers in one school board in Ontario. Data was collected using a survey. The findings of this study confirm and extend existing research: the majority of secondary teachers want to engage in literacy-related professional development; secondary teachers have preferences for various forms of professional development, including duration and form; there are differences in preferences for duration, form, and content of teachers in different subject areas; and differences exist in preferences for form and content of teachers of different course types. The findings of this study that confirmed existing research included: the preferences by teachers of Science and Geography for literacy-related professional development on instruction of reading graphical text; the preference for literacy-related professional development by teachers of Math on reading word problems; the preference for literacy-related professional development that results in practical ideas and strategies; and the preference for literacy-related professional development that meets the needs of teachers and students. Interesting themes emerged that extend previous research: the preference for literacy-related professional development that is short in duration (between one to five hours); a higher percentage of teachers of Science, Math, and Technology wanting no literacy-related professional development; the preference by teachers of Open type courses for literacy-related professional development on differentiating literacy instruction; and a stronger focus on the content (as opposed to a focus on form) of literacy-related professional development by teachers of Science, Math, and Technology. / Thesis (Master, Education) -- Queen's University, 2011-07-30 22:17:45.962

Professional development includes the planned and unplanned activities that teachers engage in throughout their career to enhance the quality of instruction in their classrooms (Day, 1997). The attentive processes of engagement are described as being physically, emotionally, and cognitively present (Kahn, 1992). Engagement in professional development is strongly related to the level of commitment teachers have to their teaching profession (Rothwell & Herbert, 2007). Being engaged in professional development is necessary because it requires that teachers take responsibility for their learning, and believe that professional development practices will positively contribute to their career (McDonald, 2009). The purpose of this research was to understand the role of colleagues in teachers’ engagement in professional development. This study is situated within the conceptual framework of school culture. School cultures are sustaining patterns built over time through rituals, traditions, and accomplishments that enforce actions, feelings, and thought patterns of members (Deal & Peterson, 2009). One cannot have strong and effective professional development without a thick culture (Hopkins, 1994; Little, 1982). Thickness in culture is often forgotten but foundational for engagement in professional development activities (Glover & Coleman, 2005). This study is an examination of teachers’ perceptions in two schools: one school that showed exemplary collaboration among its staff and one school that was becoming a more collaborative school. Collaboration is understood as working in cohesion to achieve a common goal (Deal & Peterson, 2009; Fullan & Hargreaves, 1996; Little, 1982; Schlechty, 2009). One focus group with teachers at each school, with follow-up individual interviews, provided the data explaining colleagues’ influences on engagement in professional development. The findings of this study suggest that colleagues have an important effect on teachers’ engagement in professional development. Participants indicated that colleagues were a factor of engagement because they increased engagement through fulfilling their desire for face-to-face instruction, through their appreciation of being worked with, rather than worked on (Morewood & Bean, 2009), and through networking. As teacher participants worked together in professional development, they increased their school’s organizational capacity (Mitchell & Sackney, 2001). / Thesis (Master, Education) -- Queen's University, 2012-05-25 18:03:15.505

No description available.

Dissertation submitted in fulfilment of the requirements for the Degree of Master of Technology: Emergency Medical Care, Durban University of Technology, 2011. / South African Advanced Life Support (ALS) providers follow an autonomous practice model of care. This advanced role profile is characterized by clinical skill competence and autonomous decision making whilst demonstrating a high level of awareness of their own ethical attitudes, values and beliefs. It is through a professional commitment that ALS providers deliver an advanced evidence based practice that should be maintained constantly within a dynamic environment. Continuous Professional Development (CPD) is seen as an instrument for this. CPD should also serve as a means to acquire professional excellence and going beyond the boundaries of meeting the base level standard with the aim of providing the finest quality of care in the interest of patient safety. Purpose of the research The purpose of this research is to identify gaps in the professional development of out-of-hospital ALS providers trained in South Africa by assessing frequency of performance of ALS clinical skills, by determining perceived level of competence and predictors of confidence, and by sourcing information on attendance of CPD activities and training needs. vi Methodology This study used a quantitative non-experimental design. Data was attained from an e-mail based descriptive survey that was limited to a precise and concise questionnaire. The data from 140 (N) ALS providers was subjected to a descriptive statistical analysis using the PASW statistics version 18.0 to systematically show patterns and trends. Frequency distributions were generated to describe data categories. Bivariate analysis was conducted using Chi-square and Pearson correlation tests. Results Results indicated that ALS providers performed clinical skills infrequently. Of the total number of respondents 140 (N), the average ALS clinical skills performance was 6 (4.8%) daily. In the 2-6 times a week category 8 (6.4%) ALS clinical skills were performed. ALS clinical skills performance in the once a week category showed an average of 7 (5.6%) and the once a month category, an average of 17 (13.7%) ALS skills were performed. An average of 31 (25%) ALS skills were performed in the once in six months category whilst an average of 54 (43.5%) were performed in the greater than six months category. CPD activities that are appropriate to ensuring the maintenance of competence for these clinical skills were not adequately undertaken. Medical updates were mostly attended by ALS providers, 52 (42.9%) whilst CPD events that addressed clinical skills, was mostly limited vii to the ACLS course 42 (34.7%). The needs assessment for CPD showed that 56 (53%) of respondents expressed a need for paediatric and obstetric simulated skill sessions, whilst 43 (40.9%) requested clinical skills workshops and 39 (37.1%) expressed a need for clinical practice in theatre and coronary care units. Conclusions and recommendations This study shows that ALS clinical skill competence is maintained by frequent practice and appropriateness of CPD activities. The infrequent performance of ALS skills coupled with the lack of appropriate and diverse CPD activity attendance results in poor maintenance of competence. The loss of competence can be related to poor reported levels of confidence which consequently places patient safety at risk. To safeguard against medical error and ensure patient safety, it is strongly recommended that CPD audits be undertaken on all ALS providers for appropriate CPD compliance related to clinical skills performance. In addition to a clinical skills audit, it is recommended that a national clinical skills registry be established with the intention of facilitating clinical skill surveillance, to determine a notifiable, high risk skill set. To safeguard against knowledge and clinical skill attrition and loss of competence, the delivery of CPD activities should be assessed for effectiveness and appropriateness.

This research explores the course of and teachers' access to In-service Training (INSET), principally in the United Kingdom (England and Wales), and to a minor extent in Colombia. Within the UK context, a first focus concerns the history, developing theories and policies behind the Continuing Professional Development (CPD) of teachers. It concentrates especially on the period after the Educational Reform Act (ERA) 1988 and the introduction of the National Curriculum (NC). A second focus targets cases in various regions, at both, institutional (Local Education Authorities (LEAs), schools, etc) and individual (advisers, etc) levels. It explores how INSET works in practice. A multi-method approach consisting of questionnaires, interviews, observation and documentary analysis help to give a detailed picture of the situation of INSET/CPD for teachers (e. g., Modem Foreign language, and other subject areas. ) during the period covered by this research (1995-1999). The institutions (e. g. LEAs, etc. ) as providers of INSET, and the schools and teachers as clients of the service makes the relationships between providers, clients, and the Central government a principal theme. Some relevant issues arose from this, e. g., some implicit tensions between LEAs and University Departments of Education (UDES) as competitors in the provision of INSET. Some apprehension was also identified among some of the providers of the service (e. g., LEAs and HEI especially)) concerning the Teacher Training Agency's (TTA) administration and INSET, etc. Also, teachers appeared to feel threatened by strict regulations and surveillance as a consequence of the NC and the ERA 1988. The findings show, among other things, an increasing number of opportunities for teachers' access to INSET in the UK. Parallel to this, the profession faces some diminished local flexibility regarding allocation, funding, and actual provision of CPD, given that the indicators and criteria are sometimes established at a distance, e. g., by the TTA, or by the politicians. Teachers' freedom to determine their own preferred INSET has been progressively limited by bureaucratic and financial constraints, which allow for rare secondment and little sponsorship to undertake award bearing courses. On the other hand, a more school-based training has become available. This important development, however, can put teachers, middle and senior management in schools under pressure due to a lack of funding, heavy workloads, lack of professional input from outside speakers, etc. SBI can leave them out of context (e. g., scientific knowledge and advances as schools do not deal with this focus themselves. The thesis concludes with a brief discussion of the situation of INSET in Colombia after the 4 latest reforms occurredi n the last decade. Somep ossiblef uture developmentsfo r INSET are derived by implication from the UK study and will be possibly implemented at two different stages and levels through top-down (T), bottom-up (B), and interactional (I) modes, i. e., a possible Colombian Teacher Training Agency (TTA), and the structural reform of the Office for Enrolment and Promotion (OFEREP) towards a General Teaching Council (GTC) at a first stage; a widespreadi ntroduction of School-basedIN SET (SBI) coupled with an emerging developmental( bottom-up (B)) mode of INSET involving AR, at a second stage. Discussion of these proposals takes account of difficulties of adaptation and cultural transfer.