Faculty of Education - Theses
Permanent URI for this collection
Search Results
1 - 7 of 7
-
ItemThe impact of the zone based professional development program, "Skill review and professional development", on knowledge, understanding and practice within selected school communities( 1995)While engaged in documenting a retrospective account of a zone based professional development program, Skill Review and Professional Development, which aimed to support school communities in the implementation of skill review and professional development according to the Tripartite Agreement on School Development Planning, I reflected on a statement by Harwayne (1992): 'We take courses. We attend workshops. We read books, We get lots of information. But the really important information comes later on. It comes when we take that seed information back to our classrooms, when we experiment and innovate and invent, when we make it our own. The story really is 'to be continued' (p.337 ). This reflection led to the following questions which drove my investigation: # has the 'seed information' collected during the program been taken back to the school level?; # have school communities been able to 'experiment', 'innovate' and 'invent' in order to make skill review and professional development their own?; and, # in what areas has the zone based professional development program, Skill Review and Professional Development, impacted at the school level? The information gathered to discover the answers to these questions was qualitative in nature and comes from those involved directly with the delivery and implementation of the program. The information draws on what happened at the zone level and what is now happening at the school level. The gathered data took the form of words: written and anecdotal; record and document observations; and transcripts of discussions and interviews, as words captured the spirit of the happenings. The writings of Joyce and Showers (1987), Joyce and Weil (1992), Fullan and Stiegelbauer (1991), Hargreaves (1992), Fullan (1993), Johnson (1993), Guskey (1994) and others have helped make sense of the impact of this program at the school level.
-
ItemImposed change and the transmutation of established career paradigms( 1994)Sikes (1985) suggests that although fundamental career patterns for teachers may be recognised, external influences more often imposed changes which disrupted womens' careers as teachers. Few studies have, however, been attempted in Australia. This study examines the impact of a particular imposed change on a specific group of senior women teachers and their resultant careers within/out the school. It looks specifically at the breaking of an established culture in a Catholic girls' school with the amalgamation of a neighbouring Catholic boys' school. The impact on the careers and lives of a group of senior female staff members from the former girls' school are examined. These teachers' stories were told to the author, who was also a colleague, in a series of confidential interviews and discussions. The stories raise important theoretical issues about the nature of womens' careers in teaching, but also critical questions about the rationality of models of institutional reconstruction that deny or ignore the unique qualities of individuals or groups of individuals, networks and connections that characterize educational life in that school.
-
ItemPrincipal expertise and problem-solving processes( 1997)This case study is an exploration of Principal expertise and problem-solving in a large, co-educational, independent school in the eastern metropolitan area of Melbourne. Cognitive science perspectives are adopted to develop the nature of expert administrative practice, in order to highlight Principals' internal mental processes and their direct relationship to Principals' practices. Four characteristics or dimensions of expertise are examined, including a strong commitment to shared goals, cognitive flexibility, the Principal's contribution to the long-term development of staff and his or her use of the capacity of the staff to obtain solutions. The literature review involves an analysis of both expert, as opposed to typical Principals, since they vary in the processes they adopt to solve problems in group settings. Fourteen themes related to Principal expertise and problem-solving emerged from the findings of this particular case study. These include vision, communication of the vision and goals to the staff and decision making. This Principal demonstrated creative, future thinking; knowledge and information gathering; delegation; cognitive flexibility; strong values, especially when problems were non-routine and challenging together with a concentration on the change process. Also, the affect or feelings, mood and self-confidence that the Principal experiences when involved in problem-solving was studied. Finally, the possible relationship between expert problem-solving and transformational leadership, followed by the desirable features of school leadership expertise training programs, were examined. The findings from this study recommend a combination of strong theoretical knowledge, practical experience together with training in the human resource area and personnel management to include sound decision making processes and effective delegation. Further research is recommended concerning both the nature of educational expertise and problems encountered by school Principals as well as the identification of features for school leadership training programs.
-
ItemA planning scheme for school development( 1991)A general introduction into the problems associated with the cultural and religious maintenance of Muslim immigrants leads to a rationale for the need for Islamic schools for Muslim children. Problems encountered in the establishment of the first Islamic School in Australia at Coburg in Melbourne indicate among other things a failure of a lack of planning. A planning scheme for implementation by the Coburg Islamic School can be devised by looking into the literature on planning theory as it relates to schools, and listing the key elements of the planning process. An exploration of these elements can then make it possible for an inexperienced planning team to implement a planning exercise based on the scheme devised. The members of the School Board of the Coburg Islamic School have the ultimate responsibility for planning and it is unlikely that any members of the Board have expertise in planning. Therefore the provision of a planning scheme with explanations should enable members of the School Board to successfully implement a planning exercise. To optimise the chances of success, indications relating to the Coburg Islamic School can be provided for each of the elements. These indications, being drawn from the School's present situation and stated intentions, can expedite the process of implementing a planning exercise for the School.
-
ItemChange: stop it if you can: organisational defence mechanisms and change resistance in a primary school setting( 1999)The study investigates change resistance in a Victorian primary school. Interviews were conducted with teachers at various levels in the organisation and with the administrator, the principal. The purpose of the study is to seek improved understanding of change resistance by examining and mapping each individual's perspective. Argyris's writings are referred to extensively throughout the study because he has defined the essence of the challenge which confronts organisations faced with change. He notes that organisations can appear successful and profitable yet hide the true malaise underneath. He refers to this as the puzzle where: The puzzle means that buried deep in organisations is the capacity to be over protective and anti learning and to be unaware that this is the case and to do all this precisely when organisations need the opposite capacity. That is problems are tough and are also embarrassing or threatening. (Argyris, 1990, p.2) There is strong evidence from the study to support the hypothesis that people in organisations obtain a strong sense of security and surety from the culture of the organisation. In the face of threat their response is to create a culture of resistance to protect themselves from change. The study finds, that long term, meaningful change occurs when the organisation becomes a learning organisation. The learning referred to here must be of the quality which involves a change in the culture of the organisation. Argyris and Schon refer to this type of learning as deutero learning. This form of learning has the capacity to reculture the organisation toward a progressive learning organisation.
-
ItemLeadership frames and principals' learning( 1995)This thesis forms part of the Review of the Schools of the Future "Leading Victoria's Schools of the Future" undertaken by the University of Melbourne - Institute of Education, in conjunction with the Directorate of School Education and Principal Associations. The Schools of the Future program was initiated by the newly elected Victorian Liberal Government in 1993. It involves the devolution of authority and responsibility to the local school level and a decrease in the central role of the DSE. The scope of change has required a staged introduction process and extensive professional development activities. The implementation process has resulted in 500 schools joining the SOTF program every six months with the process being completed by the end of 1995. This thesis was designed to provide a review of the professional development activities associated with the implementation of the SOTF program. It uses the Bolman and Deal (1991) framework of organisational theory, as adapted by Cheng (1993) to analyse the leadership orientations of principals and their past, present and future professional development needs. The framework provides five areas - structural, human resource, symbolic, political and Sergiovanni's (1984) educational frames. Both a quantitative and qualitative methodology was used. A survey was sent to eighty principals randomly selected from Intake Three of SOTF. The results to the survey provided the frame orientations of principals as well as data on the four most significant professional development activities undertaken in the last five years. An analysis of the data provided information which enabled the selection of two principals for interviewing at the Intake and Implementation stage of the SOTF program. The data are reported as survey and interview results. The qualitative work - based on Miles and Huberman (1984) relied on data reduction, data display, data collection, involving counting and noting patterns and themes, and conclusions drawing and verification methods. The findings clearly indicate that principals of SOTF have strong human resource and educational frames. However, there is need to provide professional development activities in the symbolic and political frame areas as these frames are strong indicators of leader effectiveness but are the least preferred frames by principals. The principals found that the collegiate group provided significant support during the charter writing stage and in some instances, beyond. Professional development activities need to be provided during the implementation stage of the SOTF program. The data suggests that there is an urgent need for the DSE to present a strategic plan of the direction of education and to slow down the rate of change so that schools at the local level can address their needs.
-
ItemDevolution: the local selection of teachers in Victorian state schools( 1991)This thesis is concerned with the devolution of administrative powers from the Central Ministry to local school communities. In particular, the focus is upon removing the Ministry's staffing function and giving it to individual schools. This will mean that schools themselves will select their own teachers. A review of how Victoria has administered education is given commencing from Colonial times up until the present decade. This reveals that education began as the domain of the churches and that teachers were originally employed by local school communities. It was not until 1872 that a Department of Education was established in Victoria with teachers becoming centrally employed. This system of central employment has dominated State education ever since. However, several recent events have challenged the Ministry's traditional system of central staffing. These include the local selection of Principals and their Deputies beginning in 1984, and the local selection of a new category of teacher - Advanced Skills Teacher 1- in 1991. The present system of staffing is debated and a proposal for local staffing is advocated. It is suggested that individual schools are more acutely aware of their needs and that the present structure of the Ministry cannot cope with the individual needs of the States 2000 schools. Moreover, the rationale against local selection is no longer as valid or relevant as it may have been last century.