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Establishing an organisational climate for successful professional development
 

Establishing an organisational climate for successful professional development

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  • Full Name Full Name Comment goes here.
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  • Context, culture, conditions and competencies are the factors that really can determine the successful professional development. However, I think it's true that all stakeholders have the same role to implement it, not just the leader.
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  • It would be interesting to consider the barriers in terms of first order and second order. Very informative presentation.
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  • The four Cs of ICT integration are all as integrated with one another as the implementation itself. All facets should be considered equally.
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  • to successfully do professional development, it is important to establish organisational climate which comprises four elements. context, culture, conditions and competencies. what the context of your organisation, the culture where vision, beliefs and values are shared, the condition, money, time, resources are available and competencies. good article..
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  • The questions highlighted the difficulty of separating culture, context and conditions. They are always linked.
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    Establishing an organisational climate for successful professional development Establishing an organisational climate for successful professional development Presentation Transcript

    • Establishing an Organisational Climate for Successful Professional Development A summary of an article by Borthwick & Risberg (2008) Presented by Maielle Chiongson
    • Why are technological innovations thriving in some school environments whereas it is met with resistance in others?
    • Possible barriers O Lack of time, training, resources and technical support O Requires the “acquisition of an entirely new set of skills and world outlook” (Hodas, 1993 p. 9) O Change is view both as disruptive and a criticism O Natural resistance to change in general
    • “It is possible for more people than ever to collaborate and compete in real time with more other people on more different kinds of world from more different corners of the planet on more equal footing than at any time ever in history of the world – using computers, email. Fibre-optic networks, teleconferencing and dynamic new software. We are not connecting all the knowledge centres on the planet together into a single global network which….could usher in an era of prosperity, innovation and collaboration by companies, communities and individuals” (Friedman, 2006 p. 8)
    • Successful adoption and diffusion of new technology is determined by organisational climate. • Look beneath the surface • Examine content, culture, conditions and competences • Considers the larger context • Balance organisational change with individual change • Develop shared values • Establish learning communities as social networks for influencing change • Develop a learning organisation and systems thinking • Integrate the work of technology departments • Examine how leadership is distributed • Develop a shared vision • Assess both classroom outcomes and organisational conditions
    • Examining context, culture, conditions, competencies Context • the “skill demands” all students must meet to succeed as providers, learners, and citizens and the particular aspirations, needs, and concerns of the families and community that the school or district serves Culture • the shared values, belief s, assumptio ns, expectati ons, and behaviours related to students and learning, tea chers and teaching, Conditions • the external architectur e surroundin g student learning, th e tangible arrangeme nts of time, space and resources Competencies • the repertoire of skills and knowledge that influences student learning
    • Balance organisational change with individual change “While individual adopters make use of innovations in their own way, that use is shaped in part by the extent to which organisational attitudes and resources support individual efforts” (Adamy and Heinecke, 2005 p. 251)
    • Balance organisational change with individual change Organisational factors O Availability and use of technology resources, including technological support O Faculty relationships with key technology players O Organisational attitude or culture in terms of technology use (Adamy & Heinecke, 2006) Individual factors O Tendency to react to image demands O Focus on external compliance O Isolation (Wagner et al. 2006)
    • Develop shared values “Few teachers see themselves as inventive, adaptive professionals upon whom improvement primarily depends.” (Schmoker, 2006 p. 117) Leaders should  Foster a climate of trust, collaboration and professionalism  Promote technology-related risk-taking among teachers on behalf of students
    • Establishing learning communities as social networks for influencing change “Teachers’ collaboration with colleagues around what and how they teach precedes observable changes in classroom practices and is a primary mechanism that drives the implementation of reforms” (Social Capital for Technology integration, 2003- 2007, p.1) Recommendation: • Involve all constituents by seeking out and using their input • Provide on-going, on-demand differentiated training, support and coaching for teachers.
    • Develop a learning organisation and systems thinking It is vital to: • Value conversation and discussion where people have different perspectives • Listen to what is being said on the surface for underlying meanings 3 Core learning capabilities O Aspiration O Reflective conversation O Systems Thinking (Senge, 2006)
    • Integrate the work of technology departments Robbins (2000) recommended an nalysis of organisational structure and related technology mission statements, along with distribution of resources necessary to support technology- related services.
    • Examine how leadership is distributed Distributed leadership • leaders develop other leaders (Fullan, Hill, Crévola, 2006) • leaders act as talent scouts of in-house experts • activities are ““designed by organisational members to influence the motivation, knowledge, effect or practices of other practices of other organisational members.” (Spillane, 2006)
    • Developing a shared vision “A common, high-quality curriculum is just as important to the team itself. Without it, team members lack a shared focus; they can’t even work together effectively.” (Schmoker, 2006 p. 88) “…systems build vision and ownership through the quality of their learning processes and corresponding results” (Fullan, Hill and Crévola, 2006 p. 88)
    • Assess both classroom outcomes and organisational conditions Leaders in the field indicate the importance of • establishing expectations and specific goals for technology use • collecting assessment data to inform decisions regarding use of technology as instructional tools and need for further teacher training • articulating clear-cost benefits to stakeholders including teachers, students, administrative leaders and the local community.
    • Assess both classroom outcomes and organisational conditions In replicating successful efforts in new setting Joyce (2004) advises leaders to • Assume that they “have imperfect strategies to work with” (p.78) • Shift their roles from providers to “working colleagues who will inquire with the teams of which they are a part” (p.81)
    • Discussion Activity What is/are a possible barrier in implementing successful ICT in your work environment? Is it mostly related to context culture conditions or competencies? Based on the recommendations given by Borthwick & Risberg (2008), how can you address these issues?
    • Conclusion Establishing optimal organisational climate is a requirement in order for technological innovations to thrive. Leaders and a small group of stakeholders should come together to form a picture of their existing organisation and contrast it with the projected picture of what the culture, conditions, and competencies would need to be in order to overcome a specific problem or goal. In the end, it is not just about the use of technology but how technology could benefit student learning.