The analysis of Influence of Supervision and organizational climate to Teache...IJAEMSJORNAL
The research objective to be achieved by the researcher is to discover whether there is a direct or indirect influence of supervision variables, organizational climate on teachers’ performance with work ethic as an intervening variable. The population in this research is the teachers at the Masjid Meranti Foundation. In this research all populations are taken as samples, while the implemented data analyzing method was that of path-analysis. The findings of the study indicated that all the hypotheses were accepted, the supervision variable has a significant direct influence on work ethic; the organizational climate variable has a significant direct influence on work ethic; the supervision variable has a significant direct influence on consumer teacher performance; the organizational climate variable has a significant direct influence on teacher performance; work ethic variable has a significant direct influence on teacher performance; And the supervision variable and organizational climate indirectly have a significant effect on teacher performance through work ethic.
Administration And Administration (in Educational Practices) DefinedMonica P
(MST) Advanced Administration and Supervision in Educational Practices
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
Organizational Management has been defined as the style of managing business of an organization is big or small. This management process involves the process of organizing, planning, leading and controlling the resources along with the main essence of achieving the goal of the business as well. The reason why organizational management is approached is that it provides better decision making capabilities which is both effective and useful to the way in which an organization can run and also carry on proper management strategies (Nikolakopulos, n.d.).
Linking School Improvement to Teacher Motivation and Job Satisfaction: The Ch...ijtsrd
It is not undeniable that motivation and job satisfaction are important ingredients in elevating individual performance to tap success. It is the same in school setting, teachers who are well motivated are more likely satisfied in their teaching career. This paper attempts to share the motivational practices of some performing countries in terms of bringing education in the next level. Findings suggest that the principal motivators for teachers are promotion, working environment and leadership of the higher authority. It was also found out that increase of workloads affect the job satisfaction of the teachers. Roberto Suson | Sheila Pearl Mejica | Ji-an Catibig | Marciano Placencia Jr | Marilyn Miranda "Linking School Improvement to Teacher Motivation and Job Satisfaction: The Challenge of Change" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-1 , December 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29616.pdf Paper URL: https://www.ijtsrd.com/management/hrm-and-retail-business/29616/linking-school-improvement-to-teacher-motivation-and-job-satisfaction-the-challenge-of-change/roberto-suson
The analysis of Influence of Supervision and organizational climate to Teache...IJAEMSJORNAL
The research objective to be achieved by the researcher is to discover whether there is a direct or indirect influence of supervision variables, organizational climate on teachers’ performance with work ethic as an intervening variable. The population in this research is the teachers at the Masjid Meranti Foundation. In this research all populations are taken as samples, while the implemented data analyzing method was that of path-analysis. The findings of the study indicated that all the hypotheses were accepted, the supervision variable has a significant direct influence on work ethic; the organizational climate variable has a significant direct influence on work ethic; the supervision variable has a significant direct influence on consumer teacher performance; the organizational climate variable has a significant direct influence on teacher performance; work ethic variable has a significant direct influence on teacher performance; And the supervision variable and organizational climate indirectly have a significant effect on teacher performance through work ethic.
Administration And Administration (in Educational Practices) DefinedMonica P
(MST) Advanced Administration and Supervision in Educational Practices
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
Organizational Management has been defined as the style of managing business of an organization is big or small. This management process involves the process of organizing, planning, leading and controlling the resources along with the main essence of achieving the goal of the business as well. The reason why organizational management is approached is that it provides better decision making capabilities which is both effective and useful to the way in which an organization can run and also carry on proper management strategies (Nikolakopulos, n.d.).
Linking School Improvement to Teacher Motivation and Job Satisfaction: The Ch...ijtsrd
It is not undeniable that motivation and job satisfaction are important ingredients in elevating individual performance to tap success. It is the same in school setting, teachers who are well motivated are more likely satisfied in their teaching career. This paper attempts to share the motivational practices of some performing countries in terms of bringing education in the next level. Findings suggest that the principal motivators for teachers are promotion, working environment and leadership of the higher authority. It was also found out that increase of workloads affect the job satisfaction of the teachers. Roberto Suson | Sheila Pearl Mejica | Ji-an Catibig | Marciano Placencia Jr | Marilyn Miranda "Linking School Improvement to Teacher Motivation and Job Satisfaction: The Challenge of Change" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-1 , December 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29616.pdf Paper URL: https://www.ijtsrd.com/management/hrm-and-retail-business/29616/linking-school-improvement-to-teacher-motivation-and-job-satisfaction-the-challenge-of-change/roberto-suson
An Examination of Constructive Feedback, Trust towards Leaders and Self-Effic...Universiti Sains Malaysia
...This quantitative descriptive study aimed to identify the influence of trust towards leaders on the relationship between constructive feedback and self-efficacy of teaching. In particular, the objective of this study was to identify whether the affective- and cognition-based trust towards leaders to become a mediator in the relationship between constructive feedback and self-efficacy of teaching. A total of 411 lecturers randomly selected from the five polytechnics which successfully obtained an overall excellent performance including academic standards and quality management through the recognition of the polytechnic ratings. Data for this survey were collected through a questionnaire which was adapted from an instrument used by Steelman, Levy, and Snell (2004), McAllister (1995), and Tschannen-Moran and Hoy (2001). The results of multiple regression analysis showed that trust towards leaders influence positively and significantly on constructive feedback and self-efficacy of teaching. Trust towards leaders acts as a mediator on the relationship between constructive feedback and self-efficacy of teaching. In terms of the implications of this study show the role of the middle leader is especially important in fostering the trust among his followers to ensure that the feedback received and used effectively in developing the followers’ potential.
The Influence of Feedback Environment on Self-Efficacy of Teaching: The Role ...Universiti Sains Malaysia
This quantitative descriptive study aimed to identify the influence of coaching communication on the relationship between feedback environment and self-efficacy of teaching. In particular, the objective of this study was to identify whether the coaching communication to become a mediator in the relationship between feedback environment and self-efficacy of teaching. A total of 411 lecturers randomly selected from five polytechnics which successfully obtained an overall excellent performance including academic standards and quality management through the recognition of the polytechnic ratings. Data for this survey were collected through a questionnaire which was adapted from an instrument used by Steelman, Levy, and Snell (2004), Heslin, VandeWalle, and Latham (2006), and Tschannen-Moran and Hoy (2001). The results of multiple regression analysis showed that feedback environment and coaching communication influence positively and significantly on self-efficacy of teaching. In addition, feedback environment also have an impact on all dimensions of coaching communication. Meanwhile coaching communication acting as a full mediator on the relationship between feedback environment and self-efficacy of teaching. In terms of the implications of this study show the role of the middle leader is especially important in creating the feedback environment in the workplace to improve coaching communication performance.
The Importance Of Collective Leadership Aimed At Developing School Organizationnoblex1
Although teacher leadership is an established feature of educational reform, it was only 30 years ago that most literature on school improvement focused on principals and superintendents. Though the idea of teacher leadership is not new, the conception of this role has evolved considerably.
Source: https://ebookschoice.com/the-importance-of-collective-leadership-aimed-at-developing-school-organization/
An Examination of Constructive Feedback, Trust towards Leaders and Self-Effic...Universiti Sains Malaysia
...This quantitative descriptive study aimed to identify the influence of trust towards leaders on the relationship between constructive feedback and self-efficacy of teaching. In particular, the objective of this study was to identify whether the affective- and cognition-based trust towards leaders to become a mediator in the relationship between constructive feedback and self-efficacy of teaching. A total of 411 lecturers randomly selected from the five polytechnics which successfully obtained an overall excellent performance including academic standards and quality management through the recognition of the polytechnic ratings. Data for this survey were collected through a questionnaire which was adapted from an instrument used by Steelman, Levy, and Snell (2004), McAllister (1995), and Tschannen-Moran and Hoy (2001). The results of multiple regression analysis showed that trust towards leaders influence positively and significantly on constructive feedback and self-efficacy of teaching. Trust towards leaders acts as a mediator on the relationship between constructive feedback and self-efficacy of teaching. In terms of the implications of this study show the role of the middle leader is especially important in fostering the trust among his followers to ensure that the feedback received and used effectively in developing the followers’ potential.
The Influence of Feedback Environment on Self-Efficacy of Teaching: The Role ...Universiti Sains Malaysia
This quantitative descriptive study aimed to identify the influence of coaching communication on the relationship between feedback environment and self-efficacy of teaching. In particular, the objective of this study was to identify whether the coaching communication to become a mediator in the relationship between feedback environment and self-efficacy of teaching. A total of 411 lecturers randomly selected from five polytechnics which successfully obtained an overall excellent performance including academic standards and quality management through the recognition of the polytechnic ratings. Data for this survey were collected through a questionnaire which was adapted from an instrument used by Steelman, Levy, and Snell (2004), Heslin, VandeWalle, and Latham (2006), and Tschannen-Moran and Hoy (2001). The results of multiple regression analysis showed that feedback environment and coaching communication influence positively and significantly on self-efficacy of teaching. In addition, feedback environment also have an impact on all dimensions of coaching communication. Meanwhile coaching communication acting as a full mediator on the relationship between feedback environment and self-efficacy of teaching. In terms of the implications of this study show the role of the middle leader is especially important in creating the feedback environment in the workplace to improve coaching communication performance.
The Importance Of Collective Leadership Aimed At Developing School Organizationnoblex1
Although teacher leadership is an established feature of educational reform, it was only 30 years ago that most literature on school improvement focused on principals and superintendents. Though the idea of teacher leadership is not new, the conception of this role has evolved considerably.
Source: https://ebookschoice.com/the-importance-of-collective-leadership-aimed-at-developing-school-organization/
Donna Charlton and William Allan Kritsonis, PhD - Article: The Documentation ...William Kritsonis
Donna Charlton and William Allan Kritsonis, PhD - Article: The Documentation Process: The Administrator's Role and the Interplay of Necessity, Support, and Collaboration - Published in the DOCTORAL FORUM: NATIONAL JOURNAL FOR PUBLISHING AND MENTORING DOCTORAL STUDENT RESEARCH, 5(1) 2008
The Impact of Smaller Learning Communities on Closing the Achievement Gaps am...William Kritsonis
The Impact of Smaller Learning Communities on Closing the Achievement Gaps among Student Populaion Groups in Texas High Schools - Dissertation Proposal by Elias Alex Torrez - Dissertation Chair: William Allan Kritsonis, PhD
An analysis of 2009 AEIS data will be conducted to determine the difference of Smaller Learning Communities and student achievement, economically disadvantaged, and attendance, dropout/completion rates. The findings will be reported upon the actual completion of the PhD dissertation.
Learning transfer in leadership programs.docxSara239500
Understand the importance of leadership development initiatives in corporate environments. It is not enough to evaluate our programs using formative and summative evaluations or implementing the Kirkpatrick evaluation model to gain insights into how participants implement the knowledge or skills after training. We must understand how to design a program that has elements that will promote transfer before, during, and after the program. This paper will examine the impact of learning transfer and the models used to understand better how to achieve this. Afterward, a deep dive will be done into the relationship between learning transfer and leadership development and what elements can be incorporated before, during, and after the programs that can impact transfer.
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
CH 8 Instructional Leadership and Change.pdfVATHVARY
Define instructional leadership.
List and summarize the main characteristics of instructional change.
List a series of processes and procedures that instructional leaders can use to implement and sustain change initiatives.
In the past resource management, a key issue has been how to improve the internal school process to add value through school effectiveness. The answer: a new trend in school management
-knowledge base with empowerment,
to maximize its resources for
operation and continuous development
in management, teaching & learning,
within the new changing 21st century
that adds value
Course Outline
1. Definition & Introduction
Strategic Management
Strategic Educational Management and
Effective Educational Leadership
Basic competences of Educational Mgmt.
2.Sustainable improvement as a key aim of:
Educational Management
Educational Practice
Managing School Resources
Effective Teaching Principals
3. Strategic Management in Education
8 Characterizing features
3 key components 1.Systemic Strategic Thinking, 2. Organizational
Learning and 3. Pedagogical leadership
4. Implications for improving educational practice
5. Conclusion
Strategic Management provides overall direction to the organization and involves; specifying the organization's objectives, developing policies and plans designed to achieve
these objectives, and then allocating resources to implement the plans.
Strategic Management involves the formulation and implementation of the major goals and initiatives taken by top management on behalf of owners, …based on consideration of resources and an assessment of the internal and external environments in which the organization competes.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Dr. W.A. Kritsonis, National FORUM Journals, www.nationalforum.com
1. Leadership for Effective Change: Creating Intentionality Using Staff
Development
S. Michael Putman
Ball State University
ABSTRACT
The tenets set forth within the No Child Left Behind legislation have created a focus on
teacher practices and student achievement. Professional development has been shown to
be an effective vehicle to potentially impact both of these variables; however, effective
leadership is needed to ensure this potential is maximized. The Intentional Teaching Model
(INTENT) was created to provide a step-by-step method school leaders could use to
conduct professional development activities aimed at promoting change in the instructional
practices of teachers. This article outlines the phases of the model with attention directed
towards several factors that are particularly salient to success.
Key Words: professional development, reflective practice, teacher beliefs, leadership
Since the passage of the No Child Left Behind (NCLB) legislation, principals and
administrators have been required to devote significant attention and resources towards methods
to improve student outcomes (Andrews & Rothman, 2002). Theoretically, the sought after
improvements in achievement can be accomplished in a variety of ways; however, it has been
written that many of the variables necessary for success are out of the control of school
leadership. Accordingly, attention needs to be directed towards controllable factors within the
school context, such as professional development (Reeves, 2006).
The inherent difficulty in this, however, is that professional development is a complex
process that is often complicated and non-linear. Allington (2002) reinforces this fact by writing,
“There can be few less organized aspects of education than professional development” (p. 112).
The impact of school leadership and organizational change on professional development has
been studied extensively; yet school leaders currently lack a step-by-step method for formulating
professional development activities to address the challenges presented by legislation, students,
and the lack of opportunities to coordinate activities (Dearman & Alber, 2005). As a result, it is
critical to look at the role of an educational change agent within the process of professional
development aimed at transforming teaching practices (Penuel, Fishman, Yamaguchi, &
Gallagher, 2007).
21
2. Supporting Teachers with INTENT
Change is difficult, especially when it is dictated by external forces, such as legislation.
This is especially true for teachers who are often forced to engage in professional development
activities targeted towards mandated changes in practices (see Guskey, 2002). This notion
underscores the necessity of effective leadership within the school context to guide and support
teachers in their efforts to alter practices while simultaneously maintaining a positive climate
focused upon student growth. Incorporating elements associated with stage-matched
interventions (Prochaska & Norcross, 2001), as well as theories of organizational change (Senge,
1990), the Intentional Teaching Model (INTENT) was created to provide school leaders with a
research-based method for attaining these objectives. INTENT is based upon the concept of
intentionality, which is characterized by the display of contextually specific behaviors to reach
personally relevant short and long-term goals. Specific to a school setting, intentionality would
be demonstrated by deliberate changes in teaching practices to reach a short-term goal, i.e.
improving students’ fluency rates, and subsequent long-term objective, such as improving
reading achievement scores by 3%.
The Change Agent
Leadership is a vital component within successful change and growth. INTENT
acknowledges and adheres to this principle as it is implemented under the guidance of an
individual, such as a building administrator or respected teacher, or small team of individuals
from within the school. As the instructional leader(s), the change agent is vital to maintaining the
ongoing practices of reflection and modeling, as well as mediating attempts by teachers to try
new practices within the context of professional development activities. The change agent must
be a multi-tasker who can simultaneously adopt the role of coach, cheerleader, or mentor. He/she
must also be an effective communicator who is able to engage faculty in candid conversations to
ensure that they are taking an active role in professional development activities. These
conversations facilitate the establishment of realistic goals and develop what Reeves (2006)
referred to as internal capacity, which is one factor necessary for successful school growth.
Additionally, the change agent must play an active role in helping individuals who are
reluctant to participate in the change process because they did not see the change as more
beneficial than maintaining current practices. There is no set formula for doing this, which is
why the change agent must have an established and open relationship with participants. The
change agent must know the teachers well enough to best identify the methods that will help
them begin to think about change. This could include actions such as providing relevant
literature, scheduling opportunities for modeling by peers or experts, or facilitating the
development of small, short-term goals. The change agent must realize that mandating
compliance will most likely cause resistance and decrease the likelihood that sought after
changes will occur. Not all teachers need to engage the planned changes initially, but
participation for all is an important goal to help maintain morale and to promote the effort as
collaborative. As a result, the change agent must remind some teachers of the school goals more
often than others. Weak leadership on the part of the change agent and failure to challenge
teachers to grow beyond their comfort zone represent primary causes in undermining the creation
of intentionality in teachers.
22
3. The Intentional Teaching Model
Prior research has documented the vital leadership role of the change agent within
successful applications of INTENT in schools (see Cassady, Putman, Smith, & Jameson, 2006;
Putman, Cassady, & Smith, 2009). It has also demonstrated a number of key factors directly
linked to the capacity of the change agent to affect teacher behavior within professional
development activities. Following a brief description of the phases of INTENT, these factors
will be addressed with particular attention to ongoing leadership efforts that maximize the
likelihood that the short and long-term goals and outcomes formulated by schools can be
achieved.
Phase 1: Individual theory articulation. Beliefs drive practices; thus, efforts to change
behavior must begin with examinations of the theoretical orientations and beliefs of those who
will be directly affected by change efforts (Duffy, 2005; Turbill, 2002). For this reason, the first
phase of INTENT is focused upon information gathering and accessing teachers’ beliefs about
effective instruction through the administration of surveys or inventories of beliefs. The
information gathered by the change agent within this initial phase is utilized to establish a
starting point for the professional development activities and to assist teachers in individually
and collectively reflecting about how their beliefs influence their thoughts and actions.
Concurrently, this also helps the change agent to guide teachers in considering their current
instructional beliefs in relation to the anticipated outcomes. Through these activities and the
efforts of the change agent, participants become mentally ready to move to phase 2 of INTENT.
Phase 2: Preparation. Once the underlying belief structures of the participants have
been determined through the efforts of the change agent in phase 1, phase 2 of INTENT is
marked by active efforts of the change agent to help teachers to identify and establish goals that
will guide later efforts and engage them in the sought after changes in instructional practices.
This is facilitated through the establishment of committees and teams that develop a common
purpose to guide practices in an effort to achieve the intended outcome, something Senge (1990)
referred to as a shared vision. In creating the shared vision, the change agent must adopt various
roles based upon the readiness for change exhibited by teachers. For example, when working
with individuals who are not yet ready or willing to change practices, the change agent should
seek to aid teachers in recognizing the need for change in a specific area and how the end result
(goal) of this planned change will impact their environment. Teachers must be convinced of the
importance of developing their teaching repertoire to effectively plan and implement instruction
that seeks to develop students’ skills and knowledge as described by curricular goals or student
needs. The key to doing this is to provide information as to why change is necessary and how
the change benefits their students before telling them they must change. On the other hand, the
change agent should engage teachers who have already noted the need to change practices in
small and large group discussions focused upon jointly planning specific activities and strategies
directed towards the goals established by the group. Once the goals and subsequent strategies
are selected, the change agent finalizes plans with the committed teachers and prepares them for
action.
Phase 3: Active change. Phase 3 marks an action phase where teachers are making
deliberate attempts to modify instructional practices based on the goals and plans established in
phase 2. It encompasses three major sub-steps that are iterative in nature: action, evaluation of
23
4. success, and reformulation of goals. Change agents must demonstrate flexibility in phase 3 as
they will likely need to provide encouragement or expert advice depending on the outcomes of
teachers’ attempts to implement the principles agreed upon in phase 2 (Levesque, et al., 2001).
The change agent must also continually support faculty in ongoing discussions as this phase
progresses in a cyclical fashion as individuals and groups come successively closer to the stated
goal(s) within iterations of the action-evaluation-reformulation cycle. Even during cycles where
the attempted implementations fall short of intended outcomes, the change agent must guide the
process of evaluating and reformulating actions on a regular basis to help the teaching team stay
on target.
Within phase 3, examinations of data should occur under the guidance of the change
agent to ensure successful movement within the three sub-steps. The teachers involved in the
professional development must be active participants in this process to ensure any modified
goals match targeted outcomes and preserve faculty support. Killon (2002) recommended that
both student achievement and teacher behavior should be considered as part of this process as
both are relevant to continued progress toward the intended outcomes. Student data is likely to
be readily accessible; however, the change agent may need to administer brief surveys and/or
informal observations to note teacher’s individual needs within the process. Success should be
utilized as a tool to help build confidence in participating teachers and could help overcome the
reluctance of the teachers who elected not to initially engage in the proposed activities.
Phase 4: Sustainability. Phase 4 is marked by the consistent demonstration of behaviors
aligned with the goals established in prior phases of the professional development process.
Intentional teachers feel confident and are able to consistently use the techniques and strategies
that were observed to be effective and maintain the positive change. The change agent should
engage the faculty in periodic revisits to the phases of the intentional teaching model when
problems are faced; to identify an addition or modification to the current practice will likely lead
to additional success. Overall, the momentum that began with successes in phase 3 is maintained
and linked to improved student outcomes throughout the period of sustainability.
Essential Factors Within the Creation of Intentionality
INTENT includes a variety of components from the literature on effective organizational
leadership and professional development, yet there are several factors that would be considered
essential variables that are directly associated with the change agent. Change agents who
demonstrated a thoughtful consideration and significant focus on these repeatedly observed
positive results. These change agents helped to develop intentional teachers who recognized the
need for the implementation of effective instructional strategies based upon student needs and
readiness levels (see Cassady, et al., 2006). The result was improved student achievement that
was sustained over a three-year period (Putman, et al., 2009). On the other hand, schools whose
leadership devoted limited attention to these critical areas did not see the anticipated results.
Teachers in these schools remained in phase 2 and continued to use instructional strategies
marked by a determination that a single practice, such as using the adopted textbook, served the
greatest number of students and, therefore, marked the most appropriate instructional option
(Putman et al.).
Personal beliefs of teachers. Research has consistently demonstrated the impact of
teachers’ personal beliefs regarding teaching and learning on their actual classroom teaching
24
5. practices (DeFord, 1985; Guskey, 2002). Turbill (2002) reinforced this as she concluded before
teachers can integrate new knowledge with their existing beliefs, they need to examine and
specifically articulate their beliefs. Professional development that begins with the change agent
focusing on this form of reflection within attempts to change practices has been shown to help
teachers in “reconstructing their existing knowledge and beliefs” (Spillane, 2000, p. 17).
INTENT incorporates this important information within phase 1 as a baseline for beliefs is
established prior to full-scale implementation of the remaining phases of the model. Prior
research on INTENT accessed teachers’ theoretical orientations toward reading (see DeFord,
1985) and basic beliefs about reading instruction (see Cassady & Smith, 2005) to gain initial
information regarding teachers’ stance on reading instruction.
While explicit theory articulation is an important component within reflective
professional development, it is also necessary for school leaders and/or the change agent to
conduct observations of practice to accurately assess potential shortcomings associated with self-
report data obtained through surveys. By utilizing observations conducted by the change agent,
teachers’ preferred methodologies are identified and correlated with belief statements to better
align suggestions to the teaching staff. Ultimately, this adds relevancy to the reflections
facilitated by the change agent that occur as part of the process and to the professional
knowledge that is sought as it further relates the information to the elements a teacher faces
daily, an important component in successful growth (Anders, Hoffman, & Duffy, 2000; Elliott &
Churchman-Langlois, 2002).
Teacher implementation. As teachers attempt to implement the principles or concepts
addressed by professional learning into practice, they need opportunities to apply new strategies
in an environment that is anxiety free (Cambourne, 1995). To ensure minimization of anxiety,
the change agent should focus initial efforts on small goals to enhance confidence and increase
the likelihood that teachers will continue to change their practices as student success is noted.
After these initial attempts using techniques or instructional methods in the classroom are made,
the change agent must lead the faculty in conversations and analyses that examine the successes
and disappointments associated with the efforts. These conversations will likely result in
modifications to the goals and the expected outcomes. Effective leadership from the change
agent will enhance the outcomes associated with iterative process of evaluating and
reformulating goals addressed in phase 3 and help the teaching team stay on target. These
constant conversations also help with future buy-in by those reluctant to change as they are able
to see and learn of team accomplishments in rapid succession.
Once again, the influence of the change agent is noted as necessary to ensure ongoing
support and follow-up to maintain momentum towards the long-term plan (Learning First
Alliance, 2000). Spillane (2000) lends credence to the importance of selecting who should fill
the role of the change agent as he noted that sometimes a lead teacher is uniquely situated to
fulfill these functions as they are imbedded within the experience and can provide
encouragement within the context of practice. Support can additionally be supplied in the form
of continued modeling and coaching for teachers in contexts of instruction (Cambourne, 1995).
Collaboration. The context created by INTENT also represents opportunities for
collaborative work among teachers. Within these collaborative contexts, participants, under the
guidance of the change agent, engage in socially constructed knowledge formation as they
attempt “to make sense of phenomena under consideration” (Hoban & Erickson, 2004, p. 304).
25
6. Short and long-term support and growth are enhanced through these discussions as the change
agent helps create a community of learners (Barth, 1990). Two strategies led by the change agent
are especially effective at creating these collaborative contexts and affecting positive change.
The first approach involves the change agent facilitating large-group meetings that include
breakout sessions for smaller teams. In this model, teachers and school leaders, including the
change agent, gather and discuss the organizational issues of program implementation. The
larger group then divides into small groups with the change agent facilitating discussions among
the groups to address the small groups’ specific needs and concerns. These conversations are
especially useful in identifying potential organizational difficulties and alleviated scheduling
conflicts for small group members to meet.
The second approach that has proven successful within the implementation of INTENT
involved a coaching or mentoring model. Within the model, the change agent works with
specific small groups over the course of time established for the professional development
activities. Participants meet and are encouraged to share and reflect upon their practices. As
relationships are established and comfort with practices increases, the change agent creates
opportunities for small group members to begin observing each other teaching with the change
agent present. Once all team members are observed, the team reconvenes to provide feedback to
each other based upon observations. Under the change agent’s guidance, the group then
identifies strategies and methods for maintaining momentum towards the goals established by the
group. As ongoing meetings occur, the relationships built enable conversations necessary to
promote the sought after behavioral change in teachers.
Conclusion
In 1998, Holland wrote, “change depends on a broad belief that doing something
differently will make it better” (p. 26). To truly make educators capable of the sweeping changes
sought after by NCLB and to ensure the amount of time and effort required to do this is fruitful,
we need school leaders who intentionally act as agents of change and who realize the necessity
of inviting teachers to take an active role in changing themselves. Leaders need to recognize and
use the principles associated with effective leadership and implement professional development
programs that help teacher quality improve, and, more importantly, to help children learn.
Research conducted on INTENT not only provides a step-by-step method for professional
development; it also reinforces that a successful change agent is instrumental in supporting and
nurturing teacher growth. School leaders need only to look towards the four phases of INTENT
and to adhere to the critical variables addressed above to help create teachers who are committed
to constant instructional improvements and who conscientiously use practices that are most
likely to achieve sought after student outcomes.
References
Allington, R. (2002). What really matters for struggling readers: Designing research-based
programs. New York, NY: Longman.
Anders, P. L., Hoffman, J. V., & Duffy, G. G. (2000). Teaching teachers to teach reading:
Paradigm shifts, persistent problems, and challenges. In M. L. Kamil, P. B. Mosenthal,
P. D. Pearson, & R. Barr (Eds.), Handbook of Reading Research, Vol. III, (pp. 721-744).
Mahwah, NJ: Lawrence Erlbaum Associates.
26
7. Andrews, K., & Rothman, M. (2002). Cultivating innovation: How a charter/district network is
turning professional development into professional practice. Phi Delta Kappan, 83(7),
506-512.
Barth, R. (1990). Improving schools from within. San Francisco, CA: Jossey-Bass.
Cambourne, B. (1995). Toward an educationally relevant theory of literacy learning: Twenty
years of inquiry. The Reading Teacher, 49(3), 182-190.
Cassady, J. C., Putman, S. M., Smith, L. L., & Jameson, M. M. (2006, November). Promoting
reading skills with a coordinated, community-based after-school program. Paper
presented at the 56th
Annual Meeting of the National Reading Conference, Los Angeles,
CA.
Cassady, J. C., & Smith, L. L. (2005). The impact of a structured integrated learning system on
first-grade students’ reading gains. Reading & Writing Quarterly, 21, 361-376.
Dearman, C. C., & Alber, S. R. (2005). The changing face of education: Teachers cope with
challenges through collaboration and reflective study. The Reading Teacher, 58(7), 634-
640.
DeFord, D. (1985). Validating the construct of theoretical orientation in reading instruction.
Reading Research Quarterly, 20, 336–367.
Duffy, G.G. (2005). Developing metacognitive teachers: Visioning and the expert’s changing
role in teacher education and professional development. In S.E. Israel, C.C. Block, K.L.
Bauserman, & K. Kinnucan-Welsch (Eds.), Metacognition in literacy learning (pp.299-
314). Mahwah, NJ: Lawrence Erlbaum Associates.
Elliott, C. B., & Churchman-Langlois, J. (2002). Successful methods travel fast. Journal of
Staff Development, 23(2), 40-43.
Guskey, T.R. (2002). Professional development and teacher change. Teachers and Teaching:
Theory and practice, 8, 381-391.
Hoban, G. F., & Erickson, G. (2004). Dimensions of learning for long-term professional
development: Comparing approaches from education, business, and medical contexts.
Journal of In-Service Education, 30(2), 301-324.
Holland, H. (1998). Making change: Three educators join the battle for better schools.
Portsmouth, NH: Heinemann.
Killon, J. (2002). Assessing impact: Evaluating staff development. Oxford, OH: National Staff
Development Council.
Learning First Alliance. (2000). Every child reading: A professional development guide.
Baltimore, MD: Association for Supervision and Curriculum Development. Retrieved
from http://www.learningfirst.org/publications/reading/
Levesque, D. A., Prochaska, J. M., Prochaska, J. O., Dewart, S. R., Hamby, L. S., & Weeks, W.
B. (2001). Organizational stages and processes of change for continuous quality
improvement in health care. Consulting Psychology Journal: Practice and Research,
53(3), 139-153.
Penuel, W. R., Fishman, B. J., Yamaguchi, R., & Gallagher, L. P. (2007). What makes
professional development effective? Strategies that foster curriculum implementation.
American Educational Research Journal, 44, 921–958.
Prochaska, J. O, & Norcross, J. C. (2001). Stages of change. Psychotherapy, 38, 443-448.
Putman, S. M., Cassady, J. C., & Smith, L. L. (2009). Promoting change through professional
development: The place of teacher intentionality in reading instruction. Literacy
Research and Instruction, 48, 207-220.
27
8. Reeves, D. (2006). Leadership leverage. Educational Leadership, 64(2), 86-87.
Senge, P. (1990). The fifth discipline: The art and practice of a learning organization. New
York, NY: Doubleday.
Spillane, J. P. (2000). District leader’s perceptions of teacher learning (CPRE Occasional Paper
Series OP-05). Philadelphia, PA: Consortium for Policy Research in Education.
Retrieved from http://www.cpre.org/Publications/op-05.pdf
Turbill, J. (2002). The role of a facilitator in a professional learning system: The Frameworks
project. In G. Hoban (Ed.) Teacher learning for educational change (pp. 94-114). New
York, NY: Open University Press.
Author
S. Michael Putman is Associate Professor in the Department of Elementary Education at Ball
State University in Muncie, IN 47306. He teaches undergraduate and graduate courses in
curriculum and instruction. His research interests include technology integration, educational
policy, and literacy.
28