Abstract
This mixed methods study reports on the outcomes of a professional development model (PDM) developed by a K-12 private school in Beirut, Lebanon, after 3 years of its employment. Specifically, an evaluation of this PDM is provided with special emphasis on its potential of developing teacher leaders at school. The PDM embraces a constructivist approach whereby teachers train colleague teachers and some high school students provide ushering services during professional development events. Data was collected using focus group interviews with teacher trainers, surveying teacher trainees and asking student ushers to describe their most important gain from this model using a single statement. Findings of the study highlight resonant school gains from this PDM and underscore its potential in developing not only teacher leadership but also student leadership. The study provides important implications for professional development program designers.
Highlights
1.1 The ProblemSuccessful school reform has been strongly linked to effective school leadership (Ofsted, 2000; Harris, 2004)
The purpose of this study was to investigate the impact of a professional development model (PDM) employed over three years and developed by one private K-12 school in Beirut, Lebanon; on school improvement in general
All students (N=90) who served as ushers and who were still enrolled in the school, wrote statements describing how they benefitted from Professional Days’ (PDs)
Summary
1.1 The ProblemSuccessful school reform has been strongly linked to effective school leadership (Ofsted, 2000; Harris, 2004). Teacher leaders are not viewed as occupants of formal leadership roles by their colleagues, but acclaimed as connoisseur teachers who provide situational assistance to other teachers cooperatively and collegially (Hatch et al, 2005). They share their successes and failures to further professional development and teacher growth within professional learning communities (Hatch et al, 2005; Ghamrawi, 2010). Bringing about teacher leaders is a controversial issue and this is evident through the discussions that appear in the work of Harris (2004), McGatha et al (2005), Spillane (2006), Harris and Townsend (2007), OECD (2009), Weaver and Dick (2009), and Ghamrawi (2010; 2011)
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