Faculty of Education - Theses

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End date: 1989 × Start date: 1984 × Subject: In-service training ×

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    The triple-I model of continuing development in school communities
    Waters, Wendy Patricia ( 1984)
    The Triple-I Model of Professional Development was first aired in the James Report (England, 1972) and developed by the Research Unit of the School of Education, Bristol University, under the direction of Dr. Ray Bolam. This Pilot Study- is an initiative of the Catholic Education Office of Victoria. The research project is an illuminative study of the Triple-I Model of Continuing Development Programmes of fourteen Catholic Parish Primary Schools, over a period of two years. It is assumed in this model of continuing development that schools are groups of people engaged in an educational enterprise. Positive outcomes have resulted in the development and sharing of personal resources within these school communities. Within this context, the teacher moves more surely through the INITIATION, INDUCTION and IN-SERVICE (Triple-I) phases of personal and professional development. This report concludes with recommendations and suggests further research, particularly in the area of resource processes for school principals.
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    The professional development of school principals in Victoria
    Allen, Heather ( 1989)
    This thesis discusses the professional development of school principals in Victoria and makes recommendations to address the current development needs of principals in relation to: (i) the societal issues and trends which form the context of schooling; (ii) the organizational context within which principals now operate as administrators and school leaders; (iii) the research literature about the nature of the principal's role and the pressures brought to bear on that role by the expectations of the system and the school community. It is argued that the primary purpose of professional development for school principals is the enhancement of educational outcomes for all students through the growth of a school climate that values and promotes excellence in learning. Literature supports the view that school principals play crucial roles in assisting to develop and promote a school culture that encourages the growth and learning of school participants, both students and teachers. (Duignan, 1988, Purkey and Smith, 1983) The characteristics of such a school culture is discussed in this thesis. Given the profound impact on principalship by the move towards a decentralized and devolved government education system in Victoria, as well as the desire for principals to develop positive learning culture in their schools, it is argued that principals require specific knowledge, understanding and skills to perform effectively. A holistic, coherent approach to planning professional development programs for principals is required to overcome what has been perceived as a piecemeal, disjointed and fragmented approach in the past.