2021 m. birželio 3 d. „Centro Interuniversitario per la Ricerca Didattica“ (Università di Cagliari and Università di Sassari) ir tarptautinio žurnalo „Scuola democratica“ redakcinės kolegijos organizuotoje konferencijoje „Reinventing Education“ dalyvavo projekto „Lyderių laikas 3“ deleguotos švietimo ekspertės – Mokyklų tobulinimo centro, projekto „Lyderių laikas 3" partnerio, steigėja, švietimo ekspertė-konsultantė, projekto veiklų vadovė dr. E. Pranckūnienė ir Vilniaus universiteto Šiaulių akademijos docentė, projekto tyrėjų komandos vadovė dr. J. Valuckienė. Konferencijos sekcijoje H. 5. Reinventing Professional Learning and Development „Lyderių laiko 3“ atstovės pristatė kartu su kitais tyrėjų komandos nariais (Sigitu Balčiūnu, dr. Milda Damkuviene, dr. Evandželina Petukiene) parengtą pranešimą Transformative Learning of Teachers and School Leaders for the Development of Learning Community and Their Professional Agency („Transformuojantis mokytojų ir mokyklų vadovų mokymasis siekiant sukurti besimokančią bendruomenę ir stiprinti profesinę veikmę“).

1. 1
ANTRAŠTĖ
Antraštė
Paantraštė
1
TRANSFORMATIVE LEARNING OF TEACHERS AND SCHOOL LEADERS FOR
THE DEVELOPMENT OF A LEARNING COMMUNITY AND THEIR
PROFESSIONAL AGENCY
Sigitas Balčiūnas, Milda Damkuvienė, Evandželina
Petukienė, Eglė Pranckūnienė, Jūratė Valuckienė
Centre for School Improvement and Vilnius University,
Lithuania
II International Conference of the Journal "Scuola
Democratica„
Parallel session - H.5 Reinventing Professional Learning And
Development
03 06 2021

2. Lithuanian Context
• In Lithuania, as in other Eastern European countries,
since the Singing Revolution in 1989, educational change
was extremely rapid and contradictory;
• Inconsistent educational policy related to political cycle;
• Leadership development vs crises of leadership;
• Meandering down between two different models of
educational change – professional and production.

3. Professional
model
Production
model

4. Production model
• Based on trust in forms, functions and procedures rather than
people;
• Teachers considered to be a human resource rather than
professionals, principals are just managers of production
rather than leaders of learning;
• The results of production are easily counted students’ test
scores.
Fink, 2016:18

5. Professional model - enhancement of
professional capital
• Professional capital: teachers, leaders, teacher trainers,
researchers working collaboratively for the main mission - deep
and meaningful learning of all students;
• Professional capital is the fundament of enhanced educational
performance and sustained educational improvement;
• It unites individual professional dignity and responsibility, as
well as collective responsibility at the system level for the
enhancement of teaching profession;
Fink, 2016, Hargreaves, Fullan, 2012

6. Professional Capital – PC = f (HC, SC, DC)
Professional capital – makes a difference to
learning and achievement of all students:
• Human capital – talent of individuals;
• Social capital – collaborative power of the group;
• Decisional capital – wisdom to make sound
judgments about learners and learning.
Hargreaves, Fullan, 2012

7. Time for Leaders 3
Long-term national investment to educational leaders
aiming to enhance learning outcomes for all learners of
Lithuania

8. Time for Leaders (2009-2021)
• To make a systematic impact by enhancing professional
capital of educational practitioners in Lithuania.
• The project is promoting leadership for learning
(Swaffield&MacBeath, 2009) by implementation of
collaborative leadership development practices at municipal
and school level.
• In 2018 awarded as a best project investing in human capital
of Lithuania ;

9. Students‘
progress:
personal
development,
academic
achievements
Growing
professionalism
Shared
responsibility and
accountability
(state, municipality,
school)
Freedom and
responsibility in
decision making
(state, municipality,
school)
Outcome Strategies
TIME FOR
LEADERS 3
Creating networks and
partnerships
SOCIAL CAPITAL
Variety of professional
learning opportunities
HUMAN CAPITAL
Decisions to improve
students learning
(change project of
municipality)
DECISIONAL CAPITAL
Results

10. Target groups
Principles and
deputies, of general and
vocational education
schools
Teachers of
general,
vocational,
informal
schools
Decision makers at
municipality and
national level
Leaders of
Lithuanian
diaspora
communities
from abroad
Parents, social,
health workers - non-
educators, related to
education

11. MA
program in
educational
leadership
Long-term
and short-term
professional
learning
programs
Networking
with other
municipalities
Change projects:
creative project-based
learning
Group and
individual
coaching
Survey
data
and
researchers‘
consultations
National
and
international
study
visits
Professional learning opportunities

12. Transformative model of CPD
• Combination of practices and conditions that support a
transformative agenda.
• Transformative model (…) recognises the range of different
conditions required for transformative practice.
• CPD as a means of supporting educational change (Hoban,2002).
• It is context-specific approach of a communities of practice that
does not necessarily embrace new forms of formal knowledge.
• The practitioner-centred, context-specific model of CPD
Kennedy, A. (2014)

13. SURVEY

14. Survey characteristics
• On-going study blending the theoretical frameworks of
“leadership for learning” and “professional capital” which
includes more than app. 10000 teachers, app. 1000 school
leaders , app. 200 municipality decision makers.
• Questionnaires for teachers and school leaders were
developed using theoretical approach of human, social and
decisional capital;
• The data collection was performed through on-line survey;
• The data was analyzed by methods of descriptive, probability
and multidimensional statistics: factor analysis, one-way
analysis of variance ANOVA, etc. (SPSS 22.0 for Windows
and AMOS 22).

15. Reports for professional development
needs
• Report of survey results are developed for each municipality
(45 municipalities). Report is used to inidicate areas for
development of professional capital at the municipality level;
• Every school was provided with raw data of the survey to
indicate areas for professional development of teachers and
school leaders.
• At the moment a national report is being developed to inform
policy makers on the status of professional capital in country
at the end of the project.

16. Sample of the survey (stage 3)
I survey II survey
(2019) (2021)
• Teachers 4584 3958
• School leaders 466 372
• Prie-school teachers 802 651
• Municipality decision
makers 165 69

17. 0 10 20 30 40 50 60 70 80 90 100
Savivaldybių administracijų švietimo specialistai ((N=51)
Mokyklų pedagogai (N=2201)
Mokyklų vadovai (N=318)
Taip, tam tikri rezultatai matosi jau dabar
Konkrečių rezultatų dar nematyti, bet manau, kad jie tikrai bus
Ne, šis projektas nieko nekeitė
School leaders (N=380)
Teachers
Municipality decision makers
Yes, the results are visible already
The results are not visible yet, but it is coming in the nearest
This project has no impact for students’ learning
Evaluation of impact of the project intervention for students‘
learning. Opinion of school leaders, teachers and municipality
decision makers

18. Teachers‘ perception of factors influencing their professional
agency N schools=167
Increased
opportunities of
professinal learning
Growth of
professional agency
Introspection in
decision making
Active collaboration
with other teachers

19. Coherence of dimensions of professional capital. Results of I and II
surveys N schools=167

20. Influence of school principle‘s leadership for the factors of teachers’
professional capital N=4561
Profesinio tobulėjimo siekis
Profesinis pesimizmas
Profesinė galia
Įgalinimas bendradarbystei
Aktyvus veikimas kartu
Kolegialios sąveikos rezultatyvumas
Savistaba grįsti sprendimai
Duomenimis grįsti sprendimai
Vertybinis sprendimų pagrindas
Pasinaudojimas profesinės ūgties galimybėmis
Direktoriaus
lyderystė
0,62
***
0,25
***
-0,33
***
0,31
***
0,55
***
0,44
***
0,48
***
0,36
***
0,40
***
0,45
***
School
principle‘s
leadership
Creating conditions for professional learning
Aspirations for professional growth
Professional pesimism
Professional agency
Empowerement for collaboration
Active collaborative action
Effectiveness of collegial interaction
Introspection in decision making
Evidence-based decisions
The value bases of decisions

21. Conclusions
• Transformative model of professional learning when taking
into account unique social and political context has a lot of
potential creating sustainable learning community at the
municipality level.
• Transformative professional learning practices are helping
educators to strengthen their professional agency by focusing
on a concrete educational innovation in parallel with building
communities of practice and strengthening their social
capital;
• Decision makers and school leaders are playing crucial role by
creating systems and structures to strengthen teachers’
professional capital;
• Transformative professional learning with a focus to a
concrete educational innovation is making a positive influence
to students’ learning.

22. Thank you !!!!

23. References
• Hargreaves, A., Fullan, M. (2012). Professional Capital: Transforming Teaching in
Every School. New York: Teachers College Press.
• Kennedy, A. (2014). Models of Continuing Professional Development: a Framework
for Analysis. Professional Development in Education, 40 (3), 336-351.
• Stoll, L. Bolam, R., McMahon, A., Wallace, M. and Thomas, S. (2006). Professional
Learning Communities: A Review of the Literature. Journal of Educational Change ,
7:221–258.
• Pont, B., D. Nusche and D. Hopkins (eds.) (2008). Improving School Leadership,
Volume 2: Case Studies on System Leadership. OECD: Paris.
• Pranckuniene, E., Vildziuniene, M., Blandford,S., Jackson, C. (2011). Lyderių laikas
(Time for Leaders): Lithuania’s response to changing leadership and learning in their
schools. Professional Development in Education, 37:5, 701-719.
• Priestly, M.,Biesta, G., Robinson, S. (2016). Teacher Agency. An Ecological Approach.
Bloomsbury Academic.
• Swaffield, S., MacBeath, J. (2009). Researching Leadership for Learning across
International and Methodological Boundaries. Annual Meeting of American
Educational Research Association, 13-17.
• Valuckienė, J., Balčiūnas, S., Katiliūtė, E., Simonaitienė, B., Stanikūnienė, B. (2015).
Lyderystė mokymuisi: teorija ir praktika mokyklos kaitai (Leadership for Learning:
Theory and Practice for School Improvement). Šiauliai: Titnagas.