Professional Development Plans Research Articles

Educational Leadership Practices that Sustains School Improvement in selected Secondary Schools in Tanzania

This paper explores educational leadership practices that can sustain school improvement in selected Secondary Schools Tanzanian. This study employed a qualitative research approach in collecting and analyzing data. The paper is focused on understanding the ability of school heads to set direction, foster professional development and restructuring the school organisation to contribute to school improvement. Data were collected through Interviews, focus group discussions, documentary review and observations. The data were later subjected to content analysis. Results indicate that in best-performing schools, leaders demonstrate ability to set direction by articulating the school vision although like in worst performing schools, the school visions were developed when schools were established thus the current leaders were not involved in their development. Leaders in best-performing schools gave teachers opportunities to attend trainings, seminars and workshops though the schools lack plans for professional development. These leaders demonstrated ability to make collective decisions, to engage school communities and instill teamwork spirit, as well as ability to delegate responsibilities with empowerment, support and trust. Such practices were rarely demonstrated by leaders in worst performing schools. It is seen that school heads needs more skills on management and leadership to enable them analyse their environment and lead schools in a positive direction for school improvement. Key words: Effective leadership, leadership practices, successful leaders, school Performance, visionary leaders. DOI: 10.7176/JEP/14-15-14 Publication date: May 31 st 2023

School-Based Physical Therapists’ Perceptions about Becoming Effective Practitioners through Professional Development

Aims The aims of this study were to explore perceptions of school-based physical therapists (SBPTs) about professional development and effective practice and to create a conceptual framework to help understand how SBPTs become effective practitioners who continue to learn and grow professionally as clinicians in an educational setting. Methods Twenty school-based physical therapists completed a demographic questionnaire and a semi-structured interview. Guiding interview questions focused on SBPTs’ perceptions of roles and responsibilities, professional development, barriers, and recommendations. Results Participants identified roles and personal qualities of effective SBPTs. Three concepts for the process of professional development were developed: educational context and culture, barriers to effective practice, and strategies for professional development. Conclusion The development of effective practice for SBPTs is a multifaceted, iterative process involving a unique set of knowledge, skills, and behaviors that allow them to fulfill their roles. The process takes time and effort to understand the self within the educational context and culture, recognize barriers to effective practice, and develop strategies for success. A conceptual framework was developed to assist SBPTs in implementing a plan for professional development that leads to effectively providing services to students and functioning as essential members of the educational team.

Teacher Professional Development in Changing Circumstances: The Impact of COVID-19 on Schools’ Approaches to Professional Development

The COVID-19 pandemic caused fundamental shifts in schools’ and teachers’ practices. At the start of the pandemic, forty schools in England were in their second year of participation in a pilot initiative intended to understand what changes could be put in place by schools in order to implement an entitlement for teachers to high-quality, sustained professional development. This paper explores the impact of COVID-19 on the participating schools’ approaches to professional development. Drawing on findings from the independent evaluation and school leaders’ experiences of the initiative, it describes how, before the pandemic, school leaders constructed professional development plans in alignment with school improvement objectives and address individual teachers’ professional learning needs. During the pandemic, after an initial de-prioritisation of professional development, plans were adapted to new professional development ecologies in schools. Professional learning activities moved to online, hybrid and blended environments and new activities were added in response to emerging teacher professional learning needs. This study demonstrates how schools’ plans for teacher professional development can, even in the most extreme conditions, be reshaped and adapted to changing circumstances and adds to the growing body of knowledge of online and hybrid professional development.

Generation Z Need for Mentor Support

The article strives to determine whether Generation Z representatives exhibit a need for mentoring support. The theoretical part of the article discusses the benefits of mentoring as well as the characteristics of Generation Z. Based on an analysis of the literature on the subject, it was found that certain characteristics of this generation (including expectations of career, work content, working conditions, and gratification) indicate that its representatives could be interested in the support of a mentor. The empirical part presents the results of a survey conducted in 2019 among 345 people born between 1993 and 1998. These results were analyzed taking into account the sex of the respondents. The survey questionnaire defined a mentor as a senior and more experienced employee who, in a process of intensive interpersonal exchange, provides the mentee with support, direction, and feedback on professional and personal development plans. The conclusions of the study address two main research questions: 1) Do the representatives of Generation Z believe that pursuing their careers requires the support of a mentor? 2) Do they know who can help them achieve their career vision?

Professional development and career planning for nurses working in care homes for older people: A scoping review.

A skilled, knowledgeable, and compassionate nurse workforce is pivotal to caring well for older people living in care homes. This requires the provision of continuing professional development and career planning for nurses, which are key also for nurse recruitment and retention. Continuing professional development and career planning strategies and interventions should be evidence-driven. To identify the extent, range and nature of contemporary evidence regarding professional development and career planning for nurses caring for older people living in care homes. The methodological framework used was the Joanna Briggs Institute guidance for scoping reviews. The PRISMA extension for scoping reviews was used as the reporting framework. Four databases were searched from January 2010 to July 2021. Results were screened independently by two reviewers using eligibility criteria. Full texts and the reference lists of eligible articles were reviewed. Data were extracted for key elements from the 25 articles included. Of the 25 articles, the majority were authored in the United States (n=10) and UK (n=8) with the remaining from Australia (n=3), Canada (n=3) and the Netherlands (n=1). Four articles reported on professional development programmes. Three literature reviews addressed challenges for nurse participation in professional development, experiences of care home nurses as clinical leaders and managers, and leadership. Two expert commentaries reported on the challenges related to professional development and career planning for care home nurses. Sixteen empirical studies investigated a range of topics including: competencies, roles, intention to stay and leave, continuing professional development, and leadership. Key emergent factors that support professional development and career planning were as follows: access to structured learning opportunities addressing knowledge and skills specific to nursing frail older adults, a supportive working environment including adequate staffing, study time and flexible working, and integration of leadership development. This scoping review has highlighted factors that support and challenge professional development and career planning for nurses working in the care home sector. There remain important gaps in the opportunities for professional development and career planning for care home nurses that warrant attention.

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Impact of Emotional Intelligence among Students of BS Program at University Level

The aim of this research is to determine the impact of emotional intelligence among university students. This descriptive study was carried out among undergraduate students at Pakistan's University of Agriculture Faisalabad. A total of 176 students from the university's Social Science Faculty were conveniently chosen as a sample. Data has been collected by using a well-structured questionnaire and percentage, frequency, mean, standard deviation, weightage score, and rank order by the SPSS 17.0 package by following descriptive statistical analyses method. The study findings revealed that students' emotional intelligence scores varied and that it influenced their academic achievements differently. The reality of a few esteemed crescendos of emotional intelligence among students may be cooperative in terms of valuable life skills as well as satisfying academic depictions. Emotional intelligence management can help students perform better in school and have a positive impact on real-life activities. As a result, it is suggested that students with low academic performance be taught emotional intelligence through training and various programs. This research would help teachers, policymakers, curriculum planners, and institution heads deal with the disabilities of their students. It would also provide guidance and support for professional development, training, and retention plans for teachers.

Advice for isolated statisticians collaborating in academic healthcare centre settings

AbstractA substantial number of statisticians work in isolated domain science departments without access to support networks and resources typical of larger statistical units. These isolated statisticians face many challenges including limited professional networks, non‐traditional roles with idiosyncratic expectations and unique career paths. Furthermore, “the curse of success” lies ahead, as success of the department may only lead to greater demand and lagging support for the services needed. We provide suggestions for career development in an isolated environment by urging statisticians to build their network and become engaged with other statisticians to reduce isolation and identify mentors. We discuss the importance of regular communication with their supervisors to define one's role and navigate the change in expectations in the transition from a supporting role to a co‐investigator to a core leader. To help with “the curse of success,” we explain how to develop a business model with a plan for future expansion and professional development. We conclude that isolation should not be perceived as a limitation. Opportunities and resources exist within the American Statistical Association (ASA) to reduce isolation and support career development. However, there is a need for a formal career path along with evaluation criteria and example business models to support isolated statisticians striving to become core leaders.

What Potential Does an Individual Professional Development Plan (IPDP) Have in Addressing the Learning Needs of Educators in Malta?

This paper reveals the potential benefits and challenges of using the Individual Professional Development Plan (IPDP) to support teachers’ learning needs. The IPDP is used by human resources management across different industries including education to assist in the planning of professional development and career paths. This strategic tool is used to recognise and document skills, knowledge and training options required to achieve short-term and long-term goals. Results of this study exposed potential benefits as being improved reflective practice; exposure to strategic planning; motivation to learn; and consideration of students’ needs. The potential challenges were recognised as being teachers’ negative attitudes towards PD; lack of experience in self-reflective practices and goal-setting; time restraints; imposed union directives; and teaching conditions during the COVID-19 pandemic. This study also examined the potential use of the IPDP by senior leadership teams. The results show that the IPDP could potentially promote community learning; goal-setting alignment with school development plans; alignment with student needs; and different forms of PD.

Commitment to Core Values in Professional Development in ELT Contexts: A Case Study

The need to continue professional development will increase in all professions. Recent studies have been conducted in an effort to emphasize the role of core values in guiding action steps in teachers’ professional development plans. This paper focuses on the exploration of commitment to core values in professional development in the local ELT context in HCMC, Vietnam. The results were based on the qualitative data from the six interviewees who were the exemplars previously selected for their long service of more than five years to establish an insight into the faculty's core values. The findings are recommended as the basis for building standards of professional conduct in the local ELT context.

Continuing professional development in Cambodia: Perspectives of different stakeholders

The objective of this study was to gather the views of training providers and library employees on the continuing professional development opportunities available in Cambodia and the associated barriers. In total, 26 semi-structured interviews were conducted – 14 with training providers and 12 with library employees. Four key barriers were identified: the lack of continuing professional development opportunities; the inability to meet real training needs; the challenges associated with attending programmes in other cities, such as travel, accommodation and study leave; and a lack of resource personnel to conduct continuing professional development programmes. Four areas of improvement are suggested: offering regular training programmes; conducting a training needs assessment study; organising a national-level meeting to discuss library staff development issues; and developing a library and information science ecosystem to support the continuing professional development framework. The findings of this study are expected to provide some background information for the development of a continuing professional development plan for the library and information science sector in Cambodia.

Constructing a Challenging Instruction Repertoire in a Private Institution

This study determined to gauge if the given program outcomes for teacher education programs are evident as well as the indicators for beginning teachers are gained by the fourth-year students. This study used a mixed-method utilizing a sequential explanatory design which implies collecting and analyzing quantitative and then qualitative data in two consecutive phases within one study. A survey – questionnaire adapted from a standardized questionnaire, the Course Description Alignment Tool, which was used in the study "General Education Science and Mathematics Courses of Philippine Normal University’s Outcomes-based Teacher Education Curriculum: Intents and Actualities," was utilized for the study. The statistical treatments used were proportion, weighted mean and Pearson Product Moment Correlation Coefficient. It was found out that on the extent of the implementation of the Teacher Education programs based on the Commission on Higher Education (CHED) Program Outcomes, the respondents had with them more evident traits from the indicators which were common to all types of schools, given that of the five indicators, all four have a weighted mean interpreted as very evident and only one indicator was just evident. The average weighted mean for the indicators on the program outcomes common to all types of schools was higher than that of the program outcomes common to the discipline. On the extent of the implementation of the Teacher Education programs based on the Department of Education’s Beginning Teacher Indicators from the Philippine Professional Standard for Teachers (PPST), with the seven domains where the indicators were grouped, the respondents had very evident traits on the indicators for domain 2 which was on the learning environment and domain 7 which was on personal growth and professional development. It was concluded that on the implementation of the teacher education programs there were evidences that the students were able to have the required qualities or anticipated traits to become a beginning teacher based on the Philippine Professional Standards for Teachers (PPST) and the Program Outcomes of the Commission on Higher Education (CHED). This implied that the teacher education program had already met some necessary areas for producing a set of good quality educators for schools. It was recommended that a professional and instructional development plan be adopted.

Creating a professional development plan for medical teachers: Need of the hour

Abstract Medicine continues to change with each day, and it becomes the responsibility of the medical students, medical teachers, and practicing doctors to stay abreast with the recent developments and thereby use the same in patient care. There arises the need to encourage medical professionals to be lifelong learners and keep moving forward in the journey of continuous professional development. Professional development plan refers to a document that specifies the goals, stays up-to-date about recent trends, acquires new skills, and the objectives that a medical professional has to attain to ensure continuous improvement and career development. To conclude, for a medical teacher and student it is quite essential that they actively engage in professional development activities. The professional development plan is an effective tool to help them to grow professionally and align their individual goals with the institutional goals and thereby aid in the growth of all the involved stakeholders, including students.

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Teaching Nurses How to Create a Personal and Professional Development Plan.

Teaching nurses how to create a personal and professional development plan is important to help them structure measurable, obtainable personal and career goals. Meaningful goals and metrics for career growth are critical to nurses' professional development. As nurses learn about creating a personal and professional development plan, they can personalize their nursing journey. This column describes how professional development specialists can teach nurses to create a personal and professional development plan. [J Contin Educ Nurs. 2022;53(10):438-441.].

A Digital Learning Ecosystem to Scaffold Teachers’ Learning

Technology-enhanced learning solutions carry the potential for transforming teacher learning and the delivery of professional development activities. This article proposes that the tools that professionals use in their practice can be considered an important mediator for professional learning. We carried out three design experiments, the results of which were used to formulate the conceptual design of a digital learning ecosystem for fostering teachers’ professional learning, which is operationalized through different phases, namely competency-based planning of professional development, designing pedagogical practices, enactment of student-centered learning enriched with technology, and reflection upon own practice to plan comprehensively for competency-based professional development.

Gauging Academic Performance towards Professional and Instructional Development through Online Learning

This research will assess in gauging academic performance towards professional and instructional development plan through online learning in the College of Teacher Education at the University of Cebu Main Campus, Cebu City during the academic year (2nd semester) 2021-2222. The design that was used in this research was descriptive-correlational employing quantitative approach to assess the academic performance towards professional and instructional development among respondents were the student and of the research locale. A descriptive correlational study was referred by the researcher is mainly involved in describing relationships among variables, without seeking to establish a causal connection. Findings of this study revealed that there was no significant relationship correlation between the students’ academic performance and student satisfaction in the quality of online learning. A Pearson product-moment correlation was run to determine the relationship between satisfaction of the students on the quality of online learning and their academic performance.There was no statistically significant correlation between academic performance and student satisfaction but a weak, negative correlation on the online learning which was statistically significant with a level of statistical significance of 0.05 (2-tailed).

237.2: Transplant Procurement Management: 30 Years of International Training Program in Organ and Tissue Donation

Background: The educational project called Transplant Procurement Management (TPM) was launched in 1991 as a specialised program which main goal is to train health professionals in the field of organ donation for transplantation. Since then, 376 courses have been developed in 44 countries training 15575 health care professionals. The objective is to analyse the impact of the training in the donation rates on those countries where the TPM training has been developed nationally as part of a continuous professional development plan. Methods: TPM offer is organized by levels (introductory, intermediate, advanced) and training modalities (face-to-face, online, blended), with a result of tailored-made courses according to each country needs. Its core program goes through the clinical process of donation for transplantation and its methodology combines theoretical sessions with hands-on workshops in small groups, simulations, cases discussion and debate. Special attention is given to innovative tools: for donor detection workshop, a videogame has been developed to practice how to detect and evaluate donors in a virtual hospital; to practice communication of bad news and family interview for donation consent, an immersive experience with virtual reality has been designed. The impact of the training has been measured through a retrospective study that includes the organ donation rates published in IRODaT during the period 2009-2019 in 8 countries and the number of participants registered in our database. Results: The number of participants trained in these countries from 2009 to 2019 has been as follows: China, 1395; Croatia, 166; Iran, 318; Italy, 2268; Portugal, 301; Slovenia, 263; Thailand, 189; UAE, 283. The donation rates in all countries have increased during the period 2009-2019 in the following: China, 108%; Croatia, 99%, Iran, 394%, Italy, 16%, Portugal, 9%, Slovenia, 24%, Thailand, 217%, UAE, 110%. Conclusions: An increment of the donation rates has been demonstrated in all countries of the study being higher in those countries with lower initial rates. Therefore, TPM courses have been proven effective in those countries with a national strategy to increase the donation activity that includes education. Education is, among other factors, crucial in the development of donation and transplantation systems at regional or national level. Throughout these 30 years TPM has contributed to the professionalization of health professionals involved in this development and will keep on this endeavour.

Exploring the Impact of Leadership Styles on the Motivation of Millennial Teachers

The way a leader gives guidance, implements plans, and motivates people to achieve their goals is referred to as their leadership style. At this juncture, the exploration of leadership styles and its impact on the motivation of millennial teachers was considered a relevant discourse for the time being. The objective of the research is to assess the impact vis-a-vis the leadership style and motivation, mainly, for the purpose of establishing baseline data which may be beneficial to the players of the educational system. The anticipated outcome, on the other hand was, enhancement of leadership styles of educational leaders by proposing an action plan or program. In effect, the millennial teachers themselves would be guaranteed with a healthier functional and professional environment, to which, would also lead them to be educational leaders thereon. Using descriptive correlational design as method, a total of 105 elementary public-school teachers were identified through purposive sampling technique. All these respondents were stationed in various 21 elementary schools in the SDO Palayan City Annex, Province of Nueva Ecija, Philippines. Results revealed that preferred type of leadership by the respondents, the transformational leadership style’s item-statements dealing on idealized influence got the highest general weighted mean of 4.04., described as Fairly Often. In terms of the intrinsic and extrinsic motivational factors of teaches, they emphasized on their work as very fundamental reason for defining who they are and because they need it, as their external motivational factor. A Professional Development Plan on Leadership Style and Motivation was crafted and recommended.

Examining virtual visit use during a pandemic and perspectives of primary care providers, patients and caregivers: a mixed-methods research protocol

IntroductionCOVID-19 prompted rapid shifts to virtual primary care; however, the secondary implications and ideal applications of this change require further consideration. Patient and public stakeholder input has been bypassed. To...