INSETT and Professional Development: some key issues Rod Bolitho Norwich Institute for Language Education, UK

Overview of Presentation The Nature of Teaching as a Profession Differences between Training and Development Features of Ineffective INSETT Features of Effective INSETT Some Dimensions of INSETT Courses Development: a working definition Some Key Factors in Teacher Development Models of Change A Wider View of Professional Development Prerequisites for Professional Development at Institutional Level Establishing and Maintaining a Developmental Orientation in an Institution

The Nature of Teaching as a Profession High degree of autonomy Isolation One of the ‘helping professions’ Stress, burn-out, fluctuating motivation Conservative attitudes Limited opportunities for shared learning The paradox of career progression  a need for development

Differences between Training and Development Training is….. time-bound budget-dependent often imposed often driven by systemic change ‘transitive’ as a notion dependent on a trainer possible only in groups based on an external agenda often problem-centred or deficit-based accountable to authorities Development is…. continuous an internal process optional a factor in personal change essentially ‘intransitive’ independent of a trainer essentially individual based on an internal agenda person-centred and based on a growth view accountable mainly to self

Features of Ineffective INSETT (after Fullan 1991) one-shot workshops imposed topics; little attention to participants’ individual needs deficit view leads to resistance and negativity little follow-up support or monitoring little systematic follow-up evaluation of impact teachers from different schools thrown together lack of conceptual basis for planning; the process is often arbitrary and random; not shared with teachers trainers often lack face validity for practising teachers

Features of Effective INSETT (after Fullan 1991) school-based programmes immediate practical relevance opportunities to learn from each other draws on teachers’ experience and what they can do well attention to individual needs of participants involvement of teachers in planning/decision-making course as part of a longer-term development-oriented strategy with follow-up and accountability

Development: a working definition “…. a lifelong autonomous process of learning and growth by which (….) we adapt to changes in and around us, and enhance our awareness, knowledge and skills in personal, interpersonal and professional aspects of our lives.” O’Brien (1986)

Some Key Factors in Teacher Development Top-down Forces  National strategy Educational policy Curriculum & examination reform School development Staff development Quality assurance Appraisal systems Professional development Empowerment Autonomy Personal development Bottom-up forces  Influences  Government policy Educational theories Societal views of teachers Innovation management Business & management practices Reflective practice Psychological models Personal philosophy

Change: The Earthquake Model – Version 1

Change: The Earthquake Model – Version 2

Factors Affecting Change at Classroom Level Classroom Behaviour Experience Theory Relationships Values Attitudes Beliefs

A Wider View of Professional Development - 1 Development may be instigated and supported by….. pre-service training INSETT counselling/mentoring appraisal carefully targeted reading involvement in projects, working groups etc changes in responsibility contributing to conferences action research peer observation

A Wider View of Professional Development - 2 Involvement of teachers in textbook development (Russia, Romania, Belarus) Involvement of teachers in curriculum reform (Ukraine) Involvement of teachers in examination reform (Hungary, Romania, Russia) Involvement of teachers as trainers & materials developers in INSETT and PRESETT programmes (Hungary, Latvia, Uzbekistan) Switching to CLIL (subject content in a foreign language) (Finland, Holland, Austria, Switzerland, Spain, Italy etc) Active involvement in Teachers’ Associations & Professional Bodies (many countries across Europe)

Prerequisites for Professional Development at Institutional Level school as a learning community with lifelong learning as a stated priority shared aspirations and values a consultative management style a collaborative working culture good lines of communication adequate material and human resources careful attention to staff working conditions

Establishing and Maintaining a Developmental Orientation in an Institution a Professional Development policy and framework open agenda meetings appraisal systems with goal-setting support systems transparency in promotion and development opportunities regular consultation highlighting examples of good practice working below the surface of classroom practice timetabling for peer observation encouraging a ‘being’ rather than a ‘having’ orientation less ‘shoulding’ and more first-person verbs

And finally, remember…… “Change is mandatory; growth is optional” (Fullan 1993)

References Baldwin, J. & H. Williams (1988) Active Learning London: Blackwell Bolitho, R. (1996) Some Key Issues in INSETT in Rádai, P. (ed) INSETT Provision for Modern Language Teachers, Workshop 7/96 Graz: European Centre for Modern Languages Everard, B. & G. Morris (200) Effective School Management (2 nd edition) London: Paul Chapman Fullan, M. (1991) The New Meaning of Educational Change (2 nd edition) London: Cassell Fullan, M. (1993) Change Forces Brighton: Falmer Press O’Brien, A. (1986) Teacher Development, Evaluation and Teacher Profiles for TESOL London: Institute of Education (unpublished MA thesis)