Faculty of Education - Theses
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ItemProfessional recognition program for teachers : a review of the implementation of the Professional recognition program at the end of the first full year of its introduction( 1998)The Schools of the Future program introduced a series of educational reforms into Victoria, Australia leading to the development of self-managing schools within a state wide framework. One of the key initiatives of Schools of the Future was the introduction of a new career structure for principals, teachers and school support officers and the implementation of local. selection for all positions. This program is known as the Professional Recognition Program for Teachers and was introduced initially in 1995, at which time participation was voluntary. In July 1996 the Professional Recognition Program (PRP) became part of the industrial award with the official title of 'Teachers (Victorian Government Schools) Conditions of Employment Award' and participation was no longer voluntary. It has, however, continued to be known as the Professional Recognition Program or PRP. The Professional Recognition Program provides the framework for a local selection process, probation, annual performance review for Level 1 teachers, performance management for leading teachers, higher duties, special payments and sabbatical leave. The purpose of this thesis has been to examine the implementation of the Professional Recognition Program, from the perspective of the school Principal, at the end of 1997, its first full year in operation. In particular it has aimed to establish the impact that the introduction of the Professional Recognition Program has had at the school level on existing appraisal and professional development planning processes and on teachers' 'progress through the incremental pay scale. It has reviewed the ways in which schools have used their special payments to date. It also reviewed the time and workload issues for Principals involved in implementing the program. The method of research chosen was a questionnaire which was sent to all state schools in the Western Metropolitan Region of Melbourne. The questionnaire was directed to Principals and was designed to seek information on the implementation of the PRP using a mix of pre-coded questions and open comments. The major findings of this research have been that a majority of Principals value the introduction of performance management. In particular they value the opportunity provided by the annual review process to develop shared understandings and goals and to provide feedback and reward achievement. Principals also expressed a high degree of confidence in the professional development planning processes that they have developed in their schools. Principals are concerned however, at the significant cost to them of the increased time and workload that has arisen from the introduction of the PRP. Principals raised specific concerns related to the teachers at the top of the incremental scale whose needs do not seem to have been addressed effectively by the introduction of the PRP. Issues related to the use of accelerated progression and special payments were raised and need to be addressed. Concerns were raised with the lack of consistency of implementation across schools and a need for the provision of further professional development for Principals was raised.
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ItemTeachers, change and integrated curriculum( 1992)This study describes and analyses a process of change sought through a professional development program about integrated curriculum. A yearlong, school-based program was planned and carried out by the staff of one school in conjunction with the researcher who acted as an outside agent of change. The study had a number of purposes: (1) to explore the roles developed by an outside agent of change in assisting teachers' planning and teaching of integrated curriculum; (2) to examine the way in which teachers developed and changed in relation to integrated curriculum; and (3) to examine factors which appeared to facilitate the process of change towards the planning and implementation of integrated curriculum. The research design drew from ethnographic and action research methodologies and was based on a naturalistic paradigm. Several data sources were used. Extensive data were gathered from four teachers through interviews, written document analysis and participant observation. Three key informants including teachers and observers of the program provided additional data through interview. The remaining staff presented a third source of data through observation, written responses and self- evaluations. A detailed journal, kept by the researcher throughout the study, served a range of important functions including the diversification and triangulation of data. Final analysis of the data provided insight into the nature. of the role of the outside agent of change. In providing input, facilitating the process of change, responding to and challenging teachers, aspects of this role emerged as multidimensional and interdependent. Success in this role depended on a close understanding of individual teachers; the culture of the school; and the nature of integrated curriculum. Teacher change in relation to the implementation of integrated curriculum varied amongst individuals. Collectively, however, teachers developed a clearer conceptual framework in which to plan. They fine-tuned or re-examined their use of resources, selection of content and attention to children's prior and developing understandings. In facilitating the change process, integrated curriculum emerged as a powerful vehicle through which acknowledged characteristics of effective professional development could be fostered in a purposeful way.
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ItemToward rational reflective nursing practice: a conceptualisation of key elements of a professional development process( 1994)This paper outlines key elements of Rational Reflective Nursing Practice together with the development and refinement of a conceptual model. An overview of professional development processes is also featured. The key elements of Rational Reflective Nursing Practice are identified as caring, practice dimensions, thinking, intuitive praxis, mentoring, learning and a new gender paradigm. Relevant aspects of each of these key elements are addressed. Rational Reflective Nursing Practice recognises and values "wise nurses" and nursing experience. Wise nurses are talented practitioners with extensive knowledge, skills and experience. Within the current context of clinical nursing practice, there is the potential for these wise nurses to be marginalised by younger, "better educated" nurses. Rational Reflective Nursing Practice may resolve this dilemma as it requires the co-existence of both learning and experience. Rational Reflective Nursing Practice can be viewed as an evolutionary, enabling and dynamic process which may inform and transform aspects of nursing practice.