TEACEHR’S BIOGRAPHY
Perhaps, I didn't have any aspiration to become a teacher. All I wanted was to become a doctor or a pilot – Sultan Alam[1]
“I've been a Science Teacher, Science Coordinator and Principal in different educational institutions. When I started my career as a teacher, I had no idea where this profession would lead me to. I never have been motivated to become a teacher by my teachers”. Sultan Alam, a young energetic headteacher, now in first year of Masters in Education program at a prestigious university in Karachi, describes his journey of becoming an educator. His life history is full of diverse experiences to learn, as it can be used to illustrate the power of certain cultural convention (Arnold & Blackburn, 2004). Sultan Alam belongs to Hunza valley in North Pakistan. He started his schooling in his village Hussainabad at D.J[2] Middle School, while for SSC[3] he joined F.G[4] BHS[5] No.1 Gilgit. With a motivation to become a doctor he moved to Karachi for F.Sc.[6], but he could not get a chance to go for MBBS[7], so his motivation shifted towards financial management after B.Sc.[8]
Schools in Northern Areas today need additional efforts to find/hire the professional educators to keep schools competitive as frequent teacher vacuuming occurs. May be there are several reasons for the discrepancy, which is of-course, not the topic of this paper. In 1996, after B.Sc. examination, Sultan Alam moved back to his village which resulted to enter in teaching profession, he terms it as ‘un-intentional entry’. According to him it was a critical incident to lead his career to an unknown path. This is the practice of most of the teachers joining schools in Northern Areas without having theoretical understanding of teaching and learning (Khan, 2004). He describes that the school from where he had started his schooling, was now upgraded to high school and as usual there was discrepancy of Science teachers. The notables of community and school management approached him to handle Science classes. He was morally/emotionally attached with his school and community; hence he could not deny the offer. Despite his original goal and motivation, new opportunity presented itself as a career. He was not sure that he recognized the significance of this incident at the time but he says that he enjoyed the job as the subjects were relevant according to his content knowledge. He confessed that he was lacking pedagogical skills; however his students’ response was good. He emphasized that theoretical pedagogical knowledge is useless if teacher is unaware of the context as it is not just an important element in thinking about human learning but is perhaps central to our understanding (Merriam, 1993). It can be further referred to the ‘fit’ between the teachers’ culture values (Walkeer, & Shuangye, 2007).
Once home exam result of class 9th remained much low to 40%. It was a shock for the headteacher and staff. We faced criticism from community due to Community-Centered Environment (Bransford, 1999). We all took this situation as a challenge and initiated different measures like remedial/extra classes, group works, and parents’ involvement for cooperation etc. keeping in mind the cooperative and collaborative group work has positive effects on academic and social outcomes (Baines, Blatchford, & Chowne, 2007). When the board result announced, it was a sweeping change, securing 75% result, and then we realized that if we work like a team, we can achieve our goals. This was a motivating and learning impact.
Sultan Alam attended a week’s workshop on math and science teaching in the form of Learning Experiences for Practicing Teachers’ (Putnam, R.T. & Borko, H. 2000), where he learnt some basics of pedagogical skills and local resource management, which helped him for his teaching, as he tried to implement in classroom, the methods taught in workshop.
After serving 3.5 years in this school, he started his own assessment as the career was not giving him satisfaction in terms of finance and his static position. So, he decided to continue his education and resigned from the school in 1999 and moved to Karachi for mastery in Environmental Sciences with a motivation to become Government college lecturer.
Although, Sultan Alam had ‘un-intentionally’ got into teaching profession but now he had the experience of teaching, so while doing his masters from KU[9] in the evening shift, he joined a private school, because school teaching was feasible in terms of less hours duty and of-course to meet the financial needs. This exposure to teaching was once again a building on process for his teaching career.
In 2002 he completed his masters and once again returned homeland, where only ‘teaching profession’ awaits everybody. While striving hard to get into government sector education as a lecturer, Sultan Alam worked with D.J Community High School Sultanabad and with an English medium school in Gilgit consecutively.
Sultan Alam’s administrative journey began during his 7th year of teaching. Since he was a teacher, it seemed like a long-shot, when he heard about the vacancy and offer. His exploratory nature finally moved him towards the independent administrative position at a private educational institution Al-Sabah Sakura Academy Gilgit which runs under a local NGO. He became the headteacher of the school in 2006 and started some new initiatives keeping the experiences of different school practices in mind as new headteachers usually began organizational changes (Early, & Weindling, 2007). It was a new experience of leading a group of teachers and dealing with all the stakeholders. It was an outstanding and challenging exposure. He served this school till July 2007, from where he qualified the entry test/interview to get admission in the current course.
He shared a moral story of his headship period at Al-Sabah, that he was nominated SSC examination superintendent in a remote area of Gilgit. During English paper one student right after 1½ hrs of paper distribution solved the paper. Without any idea Sultan Alam took the paper and just skimmed through it and noticed that paper was very well written and was composed accurately, which he was not expecting from a student of such remote area. He become a bit curious and doubtful and asked him to show his admit card, but the student made an excuse of forgetting it in house. So, he went to next room, making student stand, to get copies of admit cards received from the board as a ready reference for superintendent. When he returned back to the room he noticed another boy standing, while the former one was not there! When he matched the picture with the boy, he was the original one, while the boy who was there solving paper, was counterfeit. He enquired. The newly appeared boy insistently told that he is the boy who wrote that paper. Sultan Alam become frustrated on this fake statement and marked paper as UFM[10] and recommended the board to cancel this paper. With this incident he became much curious that teacher should keep every aspect of the matters in mind and should not trust blindly as the invigilators of the same area were present around and they didn’t notify the UFM to him and favored the cheating. According to him, cheaters should face the penalty and now he always refers this happening to his students to discourage the UFM.
The ups and downs of teaching career of Sultan Alam were neither short nor easy. I found him during last 9 months being together for the same course, determined that he has many qualities prized as an outstanding teacher through his experience. He is energetic, enthusiastic, creative, and supportive, which are the loud-calls of his rich experience. His energy and enthusiasm can also be seen through different aspects apart from teaching like his active involvement in sports (volley ball, cricket, badminton, swimming etc.) I appreciate his way of enthusiasm to enjoy life to its fullest. He is desirous to be the kind of person that stands out, so by being creative and supportive, people will usually come to him for ideas or advice. Out of these qualities, I am optimistic that he has been effectively educating young minds. Now, his effectiveness and enthusiasm is being sharpened more through professional development course. After realizing that how much fun teaching is and how well he can do helping others, the ‘un-intentional’ decision through a critical incident he made to become an educator, changed to a confident statement, that ‘Now I am on the right direction’.
REFERENCESs
Arnold, D., & Blackburn, S. (Eds.). (2004). Telling Lives in India. Biography, Autobiography, and Life History: New Delhi. Permanent Black.
Baines, E., Blatchford, P. & Chowne, A. (2007). Improving the effectiveness of collaborative group work in primary schools: effects on science attainment . British Educational Research Journal, 33(5). 663 – 680.
Bransford, J. D., Brown, A.L. & Cocking, R.R. (1999). How People Learn: Brain, Mind, Experience and School. National Research Council: (Chapter 8: Teacher Learning)
Early, P. & Weindling, D. (2007). Do School Leaders Have a Shelf Life? Educational Management, Administration and Leadership, 35(1). 73 – 88.
Khan, B. (2004). Role of Portfolio in the teachers’ professional development and learning. Unpublished master’s thesis, Aga Khan University –Institute for Educational Development, Karachi.
Merriam, S. B. (Eds.). (1993). An Update on Adult Learning Theory: San Francisco. Jossey-Bass Publishers.
Putnam, R. T., & Borko, H. (2000). What Do New Views of Knowledge and Thinking Have to Save About Research on Teacher Learning? Educational Researcher, 29(1). 4 – 15.
Walkeer, A. & Shuangye, C. (2007).Leader Authenticity in Intercultural School Contexts. Educational Management, Administration and Leadership, 35(2). 185 – 204.
[1] Mr. Sultan Alam has given me consensus to disclose his original name and details.
[2] Diamond Jubilee Schools running under supervision of Aga Khan Education Services, Pakistan.
[3] SSC – Secondary School Certificate – Educational Standard of Pakistan.
[4] F.G – Federal Government.
[5] BHS Boys High School
[6] F.Sc. – Faculty of Science – Educational Standard of Pakistan.
[7] MBBS – Bachelor of Medicine and Bachelor of Surgery.
[8] B.Sc. – Bachelor of Science – Educational Standard of Pakistan.
[9] KU Karachi University.
[10] UFM – Un-fair means.
Thursday, April 24, 2008
Saturday, April 5, 2008
REFLECTIVE PAPER – ROLE OF A TEACHER IN THE LEARNING COMMUNITY
REFLECTIVE PAPER – ROLE OF A TEACHER IN THE LEARNING COMMUNITY
INTRODUCTION
This reflective paper aims to explore the existence of Learning Community in a private school of Karachi in general and Role of a Teacher in particular. This reflective paper aims to identify the characteristics of a LC[1] and the role of a teacher through literature and understanding of this phenomenon and would explore and compare critically the actual happening.
The school chosen to observe was having an approximate strength of 500 students and 42 teachers. School was initiated by the Principal, who is basically a medical doctor, in 1999 with strength of 40 students, which increased gradually. School runs two systems of education i.e. Matric and O level, affiliated with AKU-EB[2] and Cambridge University correspondingly.
In a group of three members[3] we visited school twice to observe and collect data. Before visiting the school we had created a concept map to make ourselves focus to explore some specific dimensions of a teacher’s role. We selected a female teacher, who was the most senior in terms of longevity in service with the school.
WHAT IS LEARNING COMMUNITY – literature review?
Initiating with the quote of Michael Fullan about LC that, “The leaders' new work for the future is building learning organizations where people continually expand their capacities”. Strengthening this concept, Peter Senge further elaborates as; “most successful organization of the future will be a learning organization where people continually expand their capacity to create the results they truly desire”. Definitely this concept of Fullan and Senge is becoming the reality now, as adaptation of LC is a new emerging trend and demand of all organizations in general and educational institutions in particular.
Literature further clarifies that LC means facilitating a culture of collaboration (Lovely, & Buffum, 2007). To elaborate this concept Retallick, Cocklin, and Coombe (1999) have very concisely articulated and notified the basic requirements for LC as respect, caring; inclusiveness, trust; empowerment and commitment. Moreover, a most advanced definition in its nature described by Rogoff, Bartlett, & Turkanis, (2001);
Our ideas stem from participation in an innovative public school that prioritizes instruction that builds on children’s interests in a collaborative way, where learning activities are planned by children as well as adults, and where parents and teachers not only foster children’s learning but also learn from their involvement with the children (p. 3).
Learning communities are consisting of three pivotal capacities, which have very creatively and self explanatorily defined to understand basic elements of a LC by Mitchell & Sackney (2000). These elements have an impact on the capacity to improve teaching and learning include anything that shapes how people do their work in a school.
Figure 1: Key elements in building the capacity for a learning community (p.124)
WHAT IS LEARNING COMMUNITY – MY UNDERSTANDING?
LC is a group of stack holders including teachers, students and parents etc. who share common values and beliefs and actively engage in learning together. In order to create a LC we have to focus on learning rather than teaching, work collaboratively and hold ourselves accountable for results and better outcomes.
As the focus of this reflective paper is about the role of a teacher in a LC, so the staff should be organized in reciprocal, not hierarchical or top-down relationship (Retallick, 2005). This relationship can ensure, lessening of isolation of teachers, increased commitment and will to strengthen the mission and goals, shared responsibility for the development of students, teachers and organization as a whole.
EXPLORED DIMENSIONS AND FINDINGS
It has already been discussed that we had sketched a concept map before visiting school, where we had explicitly identified certain dimensions which revolve around a LC and significantly helped us to identify its existence in this school. Following were our focus areas and findings.
Leadership Style and Teachers
Members of LC work together, share expertise, and exercise leadership to ensure the intended results. These characteristics of leadership are known as DL[4] (Gronn, 2003), which starts from willingness to share authority, and the ability to participate without dominating. Stewart and Prebble (1993) state that, “If principals wish to change what teachers do, they must first change the way teachers think about what they do” (p.189).
In this school we found that a smooth form of DL was in practice in shape of top down order as Principal, Vice Principal, Chief Coordinator, Section Coordinators and then teachers who were also taking care of different portfolios according to their capabilities and their will, apart from the casual teaching. For instance, the teacher we talked was the coordinator of extra-curricular activities, as she told us that she loves to organize functions and parties.
According to the teacher, all staff members were mutually working together as a team. This idea has very accurately articulated by Sergiovanni (1996) that, “communities are collections of individuals who are bonded together…. This bonding and binding is tight enough to transform them from a collection of “I’s” into a collective “we”.
Teacher to Teacher Relationship
Review of a teacher's behavior by colleagues is the norm in the LC (Louis & Kruse, 1995). This practice is not evaluative but is part of helping each other. The process is based on the mutual respect and trustworthiness. In this school the relationship between teachers was very much healthy as they were having a nice chit-chat time in staff room while our visit to school, and the teacher also identified that she is very much satisfied with the atmosphere and work as she was expressive that she is learning many new things daily from her colleagues during ‘informal talks’ and from students. This statement signifies that one way in which teachers can develop a LC amongst themselves is to regard their everyday work as an opportunity for learning. Workplace learning means ‘learning on the job’ (Retallick, et al., 1999).
However, in terms of ‘professional dimension’ of LC, which demands for a professional collaboration and relationship by classroom visits and positive feedback, the teacher told us that, “I don’t need any help, when I need it; I visit library or internet and get the relevant information”. Triangulating about this notion, Principal also confessed that the culture of professional collegiality (Sergiovanni, 1996) is lacking, but he was optimistic to work in this filed to improve the true collaborative culture (Mitchell & Sackney, 2000) of positive feedback among staff.
We found that teachers have the potentiality to mould in reforms as they were actively participating without any hesitation in the discussion with us and they were in favor that reforms in terms of providing appropriate learning environment for students and teachers is needed. The environment that values and supports hard work, the acceptance of challenging tasks, risk taking, and the promotion of growth (Midgley & Wood, 1993).
Professional Development
LC demonstrates implementation of regular internal and external trainings and resources. Continuous professional learning is focused on improving practice and performance as a vehicle for school improvement and program coherence. This is accomplished through collaboration, reflection and frequent review of pedagogy then planning relevant trainings and refresher courses accordingly.
In the focused school, we found that the teacher who has been working with this school for last 6 years got enough in-house trainings and also participated in different workshops. School also encourages staff for professional development and educational enhancement and gives relaxation in terms of timing and required leaves. School also had been sponsoring staff for different trainings, which has been now STOPPED as principal evidently told us that, “When I invest and train a teacher, right after the training, teacher quits the job”. However, internal training sessions remain continued frequently throughout the year, which is facilitated by the Principal and Vice Principal.
MY LEARNING, CHALLENGES AND MY ROLE IN GROUP WORK
It was an excellent experience to work closely with nice fellows having different capabilities, like sharp observation skills, finest communication skills, good time managers, soft heartedness, and computer expertise. Amalgamation of these capabilities, in my opinion was the patronizing and driving factor for understanding the topic and reflecting with much confidence and owning the presented data.
During this visit of school, I learnt many new things and some reinforcements in my learning. I found a sense and applicability of DL among all the staff members which very much attracted me. It will be the reinforcing factor for me in future and I would be eager to know more about the headteacher’s role in this regard as I found him the focal point.
Another thing which I learnt, was the understanding of responsibility as all the staff members of this school were not only assuming their selves only teachers, but also involved in different activities of school, like taking care of discipline, school maintenance, handling school assemblies and co-curricular activities etc. I will be looking forward to understand more this notion of leadership in this school.
To understand the role of a teacher in a learning community two days visit and observation, probably was not much sufficient to collect data, as the teacher whom we had taken as sample was very much busy with her classes and home assignment checking. However, with collaboration of section coordinator, we were able to talk with her and observe.
CONCLUSION
Concluding this reflective paper, I am confident to say that the school is on the track to transform the school to a LC. A slight supportive and collaborative atmosphere is needed for further progress by the Principal. DL extends authority and influence to groups and some further downed distribution of responsibilities can flourish school further. On going professional development is always the assurance of success that needs to be initiated, while taking appropriate measure to retain the trained staff.
REFERENCES
Gronn, P (2003). The New Work of Educational Leaders: Changing Leadership Practice in an Era of School Reform. London. Sage Publications.
Harris, A. (2007). Distributed leadership: conceptual confusion and empirical reticence. International Journal of Leadership in Education. 10(3), 315-325
Lovely, S. & Buffum, A.G. (2007). Generations at School: Building an Age-Friendly Learning Community. California: Crown Press.
Mitchell, C & Sackney, L (Eds.). (2000). Profound Improvement: Building Capacity for a Learning Community. The Netherlands: Swets & Zeitlinger.
Retallick, J. Cocklin, B. & Coombe, K. (Eds.). (1999). Learning Communities in Education: Issues, strategies and contexts. London: Routledge.
Retallick, J. Farah, I. (Eds.). (2005). Transforming Schools in Pakistan: Towards the Learning Community. Pakistan: Oxford University Press.
Rogoff, B., Turkanis, C.G & Bartlett, L. (Eds.). (2001). Learning Togathre: Children and Adults in a School Community. New York: Oxford University Press
Sergiovanni, T.J. (1996). Leadership for the Schoolhouse: How Is It Different? Why Is It Important? San Francisco: Jossey-Bass.
Stewart, D. & Prebble, T. (1993). The Reflective Principal: School Development Within a Learning Community. New Zealand: ERDC Press Massey University.
Tungsten School of Excellence. (n.d.) [Brochure].Karachi, Pakistan:
[1] Learning Community
[2] Aga Khan University – Examination Board
[3] CPs of M.Ed. 2009
[4] Distributed Leadership
INTRODUCTION
This reflective paper aims to explore the existence of Learning Community in a private school of Karachi in general and Role of a Teacher in particular. This reflective paper aims to identify the characteristics of a LC[1] and the role of a teacher through literature and understanding of this phenomenon and would explore and compare critically the actual happening.
The school chosen to observe was having an approximate strength of 500 students and 42 teachers. School was initiated by the Principal, who is basically a medical doctor, in 1999 with strength of 40 students, which increased gradually. School runs two systems of education i.e. Matric and O level, affiliated with AKU-EB[2] and Cambridge University correspondingly.
In a group of three members[3] we visited school twice to observe and collect data. Before visiting the school we had created a concept map to make ourselves focus to explore some specific dimensions of a teacher’s role. We selected a female teacher, who was the most senior in terms of longevity in service with the school.
WHAT IS LEARNING COMMUNITY – literature review?
Initiating with the quote of Michael Fullan about LC that, “The leaders' new work for the future is building learning organizations where people continually expand their capacities”. Strengthening this concept, Peter Senge further elaborates as; “most successful organization of the future will be a learning organization where people continually expand their capacity to create the results they truly desire”. Definitely this concept of Fullan and Senge is becoming the reality now, as adaptation of LC is a new emerging trend and demand of all organizations in general and educational institutions in particular.
Literature further clarifies that LC means facilitating a culture of collaboration (Lovely, & Buffum, 2007). To elaborate this concept Retallick, Cocklin, and Coombe (1999) have very concisely articulated and notified the basic requirements for LC as respect, caring; inclusiveness, trust; empowerment and commitment. Moreover, a most advanced definition in its nature described by Rogoff, Bartlett, & Turkanis, (2001);
Our ideas stem from participation in an innovative public school that prioritizes instruction that builds on children’s interests in a collaborative way, where learning activities are planned by children as well as adults, and where parents and teachers not only foster children’s learning but also learn from their involvement with the children (p. 3).
Learning communities are consisting of three pivotal capacities, which have very creatively and self explanatorily defined to understand basic elements of a LC by Mitchell & Sackney (2000). These elements have an impact on the capacity to improve teaching and learning include anything that shapes how people do their work in a school.
Figure 1: Key elements in building the capacity for a learning community (p.124)
WHAT IS LEARNING COMMUNITY – MY UNDERSTANDING?
LC is a group of stack holders including teachers, students and parents etc. who share common values and beliefs and actively engage in learning together. In order to create a LC we have to focus on learning rather than teaching, work collaboratively and hold ourselves accountable for results and better outcomes.
As the focus of this reflective paper is about the role of a teacher in a LC, so the staff should be organized in reciprocal, not hierarchical or top-down relationship (Retallick, 2005). This relationship can ensure, lessening of isolation of teachers, increased commitment and will to strengthen the mission and goals, shared responsibility for the development of students, teachers and organization as a whole.
EXPLORED DIMENSIONS AND FINDINGS
It has already been discussed that we had sketched a concept map before visiting school, where we had explicitly identified certain dimensions which revolve around a LC and significantly helped us to identify its existence in this school. Following were our focus areas and findings.
Leadership Style and Teachers
Members of LC work together, share expertise, and exercise leadership to ensure the intended results. These characteristics of leadership are known as DL[4] (Gronn, 2003), which starts from willingness to share authority, and the ability to participate without dominating. Stewart and Prebble (1993) state that, “If principals wish to change what teachers do, they must first change the way teachers think about what they do” (p.189).
In this school we found that a smooth form of DL was in practice in shape of top down order as Principal, Vice Principal, Chief Coordinator, Section Coordinators and then teachers who were also taking care of different portfolios according to their capabilities and their will, apart from the casual teaching. For instance, the teacher we talked was the coordinator of extra-curricular activities, as she told us that she loves to organize functions and parties.
According to the teacher, all staff members were mutually working together as a team. This idea has very accurately articulated by Sergiovanni (1996) that, “communities are collections of individuals who are bonded together…. This bonding and binding is tight enough to transform them from a collection of “I’s” into a collective “we”.
Teacher to Teacher Relationship
Review of a teacher's behavior by colleagues is the norm in the LC (Louis & Kruse, 1995). This practice is not evaluative but is part of helping each other. The process is based on the mutual respect and trustworthiness. In this school the relationship between teachers was very much healthy as they were having a nice chit-chat time in staff room while our visit to school, and the teacher also identified that she is very much satisfied with the atmosphere and work as she was expressive that she is learning many new things daily from her colleagues during ‘informal talks’ and from students. This statement signifies that one way in which teachers can develop a LC amongst themselves is to regard their everyday work as an opportunity for learning. Workplace learning means ‘learning on the job’ (Retallick, et al., 1999).
However, in terms of ‘professional dimension’ of LC, which demands for a professional collaboration and relationship by classroom visits and positive feedback, the teacher told us that, “I don’t need any help, when I need it; I visit library or internet and get the relevant information”. Triangulating about this notion, Principal also confessed that the culture of professional collegiality (Sergiovanni, 1996) is lacking, but he was optimistic to work in this filed to improve the true collaborative culture (Mitchell & Sackney, 2000) of positive feedback among staff.
We found that teachers have the potentiality to mould in reforms as they were actively participating without any hesitation in the discussion with us and they were in favor that reforms in terms of providing appropriate learning environment for students and teachers is needed. The environment that values and supports hard work, the acceptance of challenging tasks, risk taking, and the promotion of growth (Midgley & Wood, 1993).
Professional Development
LC demonstrates implementation of regular internal and external trainings and resources. Continuous professional learning is focused on improving practice and performance as a vehicle for school improvement and program coherence. This is accomplished through collaboration, reflection and frequent review of pedagogy then planning relevant trainings and refresher courses accordingly.
In the focused school, we found that the teacher who has been working with this school for last 6 years got enough in-house trainings and also participated in different workshops. School also encourages staff for professional development and educational enhancement and gives relaxation in terms of timing and required leaves. School also had been sponsoring staff for different trainings, which has been now STOPPED as principal evidently told us that, “When I invest and train a teacher, right after the training, teacher quits the job”. However, internal training sessions remain continued frequently throughout the year, which is facilitated by the Principal and Vice Principal.
MY LEARNING, CHALLENGES AND MY ROLE IN GROUP WORK
It was an excellent experience to work closely with nice fellows having different capabilities, like sharp observation skills, finest communication skills, good time managers, soft heartedness, and computer expertise. Amalgamation of these capabilities, in my opinion was the patronizing and driving factor for understanding the topic and reflecting with much confidence and owning the presented data.
During this visit of school, I learnt many new things and some reinforcements in my learning. I found a sense and applicability of DL among all the staff members which very much attracted me. It will be the reinforcing factor for me in future and I would be eager to know more about the headteacher’s role in this regard as I found him the focal point.
Another thing which I learnt, was the understanding of responsibility as all the staff members of this school were not only assuming their selves only teachers, but also involved in different activities of school, like taking care of discipline, school maintenance, handling school assemblies and co-curricular activities etc. I will be looking forward to understand more this notion of leadership in this school.
To understand the role of a teacher in a learning community two days visit and observation, probably was not much sufficient to collect data, as the teacher whom we had taken as sample was very much busy with her classes and home assignment checking. However, with collaboration of section coordinator, we were able to talk with her and observe.
CONCLUSION
Concluding this reflective paper, I am confident to say that the school is on the track to transform the school to a LC. A slight supportive and collaborative atmosphere is needed for further progress by the Principal. DL extends authority and influence to groups and some further downed distribution of responsibilities can flourish school further. On going professional development is always the assurance of success that needs to be initiated, while taking appropriate measure to retain the trained staff.
REFERENCES
Gronn, P (2003). The New Work of Educational Leaders: Changing Leadership Practice in an Era of School Reform. London. Sage Publications.
Harris, A. (2007). Distributed leadership: conceptual confusion and empirical reticence. International Journal of Leadership in Education. 10(3), 315-325
Lovely, S. & Buffum, A.G. (2007). Generations at School: Building an Age-Friendly Learning Community. California: Crown Press.
Mitchell, C & Sackney, L (Eds.). (2000). Profound Improvement: Building Capacity for a Learning Community. The Netherlands: Swets & Zeitlinger.
Retallick, J. Cocklin, B. & Coombe, K. (Eds.). (1999). Learning Communities in Education: Issues, strategies and contexts. London: Routledge.
Retallick, J. Farah, I. (Eds.). (2005). Transforming Schools in Pakistan: Towards the Learning Community. Pakistan: Oxford University Press.
Rogoff, B., Turkanis, C.G & Bartlett, L. (Eds.). (2001). Learning Togathre: Children and Adults in a School Community. New York: Oxford University Press
Sergiovanni, T.J. (1996). Leadership for the Schoolhouse: How Is It Different? Why Is It Important? San Francisco: Jossey-Bass.
Stewart, D. & Prebble, T. (1993). The Reflective Principal: School Development Within a Learning Community. New Zealand: ERDC Press Massey University.
Tungsten School of Excellence. (n.d.) [Brochure].Karachi, Pakistan:
[1] Learning Community
[2] Aga Khan University – Examination Board
[3] CPs of M.Ed. 2009
[4] Distributed Leadership
RESEARCH PLAN
RESEARCH PLAN
ROLE OF HEADTEACHER IN INTEGRATING ICT IN EDUCATION
INTRODUCTION
Statement of Problem
This study aims to contribute to the restructuring of the research field of ICT in education from the perspective of the HEAD TEACHER as a focal point to integrate ICT in Education. The main research task of this study will be to describe the paradigms that structure the effective role of Head Teacher in ICT integration in school.
My study will be with a purpose that an effective agent for change in the context of school for ICT integration is the school PRINCIPAL, as without his role proper integration of ICT is impossible. In this research, I will try to probe that the school principal can have a significant impact on the integration of ICT and he/she can play a ground-breaking role in this regard. This research aims to explore the leadership role in ICT implementation based on the data, would be gathered during the study.
Rationale
There are certain reasons that convinced me to conduct this study. Among them following are some main reasons.
1. Teachers or student-initiated ICT projects have been undermined by lack of support from Principals, which I have myself observed in one of the schools in Northern Areas because the Head Teacher was not aware of ICT. For the effectiveness and sustainability of ICT integration, head teachers themselves should be aware in the use of technology, and they should have a broad understanding of the technical, curricular and social dimensions of ICT use in Education, then Leadership will be able to play an effective role in ICT integration in education. I want to probe, its existence on a real ground as in my context the integration of ICT is on its initial stages. Proper and effective preparation for this change is very much necessary. I want to replicate the best practices among the head teachers of Northern Areas as a facilitator.
2. The head teachers’ approach consists mainly of the desire to achieve a certain number of computers (or other kinds of equipment) to students. It sees the sheer existence of technology as progress and as an important aim, and focuses on the quantity and quality of equipment. It does not refer to any other possible aim. This is the approach that usually characterizes head teachers and principals. But, I want to show a different facet of this approach so that leaders could be aware of their positive role in this regard.
Significance of the Study
This study initially will help ‘me’ to understand the issues and strategies to solve them as a facilitator for head teachers, which will contribute to improve my leadership practices in future, keeping my own context of Northern Areas in mind, as integration of ICT is an emerging trend and demand in our area. It will also help to bring the issues related to leadership and management to the forefront. These findings will help management and head teachers to make leadership process smooth in developing schools.
Literature Review
Crawford (1997) has very artistically defined ICT which are very much self explanatory as he says; ICT is a powerful tool, an interesting, patient and responsive teacher, makes learning easier and more attractive, a pupil-centered, independent and flexible learning, gives access to on-line learning resources, promotes sharing and collaboration, promotes diversity, blind to gender, race, age and disability, BUT if not taken the benefit of ICT in its real sense all this theoretical ideas will remain the contents of books and articles.
A study (Balanskat & Blamire, 2007) shows that 86% of teachers state that pupils are more motivated and attentive when computers and the internet are used in class.
Keeping all above facts in mind, I can simply say that technology cannot be integrated into classroom overnight. Technology integration includes different stages. Despite the increasing presence of ICT hardware and software in schools and numerous workshops and training on ICT skill for teachers, the consistent integration of ICT into regular classroom is still a far cry from reality (CEO Forum, 2000). A study found huge variations in ICT usage from classroom to classroom and from school to school (Meredyth, Russell, Blackwood, Thomas, & Wise, 1999).
In my opinion to COPE WITH this situation a head teacher’s role is very much pivotal and he/she can play a very important role in this regard. As it has already been proved through different researches that effective involvement of head teacher in ICT integrating in schools has brought better outcomes. During the 1980s, Hall, Rutherford, Hord, and Huling (1984) found that the interventions used by change facilitators such as principals could be grouped by functions; these included "developing supportive organizational arrangements," "training," "monitoring and evaluating," and "providing consultation and reinforcement."
Literature review further clarifies that principals are the main sources of intervention (Schiller, 2003) in terms of ICT integration. Research shows that the principal expect their staff to use ICT in teaching and learning, and they visit classrooms to observe ICT use and discuss integration strategies with teachers (Schiller, 2003).
The studies of Schiller (1991) & Schiller (2000) highlight the key roles of school principals in helping their staff better use of computers to enhance teaching and learning and to assist with administration and management. While another research of Allan, Yuen, Nancy, & Wong (2003) indicates that to ensure the success in integration of ICT in school, cooperation between school leadership and teachers is essential.
Finally, the area which, I am intending to explore is not that much explored yet as Schiller J. (2003) also mentions and refers that;
‘apart from a few books (Maurer & Davidson, 1998; Picciano, 1998), occasional articles that point principals to more effective uses of technology (Hoffman, 1996; Slowinski, 2000), and small-scale studies that demonstrate the impact of ICT on the ways in which principals work (Gurr, 2001), the ICT literature has largely ignored the role of the principal (Michael, 1998). This omission is odd given that substantial literature on school effectiveness and improvement (Fullan, 1996; Hall & Hord, 2001; Hallinger & Heck, 1996) identifies the leadership of the principal as a key factor in bringing about change’.
Research Question/s
I intend to explore this phenomenon in search of the answer of main research question, “What is the role of Head teacher to promote ICT integration in School, while its subsidiary questions are; what is the understanding of Head teacher about ICT integration; what are the opportunities provided to teachers and students by the school; what are the limitations to integrate ICT in school and what are the existing ICT teaching practices?
RESEARCH DESIGN
Methodology
I intend to choose the qualitative research paradigm and prescriptive method (Anderson, 1998) for my study. It will address my research question which requires studying head teacher’s role in integrating ICT in education. I desire to explore the phenomenon by closely observing the practices, analyzing documents and interviewing to find out my concern and it could only be possible in the actual setting or situation. As Maykut & Morehouse (1994) say that, “Qualitative research emphasis on understanding through looking closely at people, words, actions and records” (p.17). Thus the qualitative research paradigm would help me to get an in-depth understanding of the issue.
Within the qualitative paradigm I will take-up case study method and specifically Particularistic approach (Merriam, 1998), because it will provide a deeper insight and understanding of the phenomenon. This study requires an empirical inquiry to investigate as Yin (1994) also cites in Merriam, “a case study is an empirical inquiry that investigates a contemporary phenomenon within its real-life context, especially when the boundaries between phenomenon and context are not clear evident” (p.27).
Research Place
I intend to conduct this research in a private school in Karachi.
Research Participants
The intended research participants of this study will be non-probability or purposeful samples (Merriam, 1998). The primary source of this study will be a head teacher as a typical sample of a private school, while the ICT facilitator as a unique sample and two other teachers as maximum variation samples will be my secondary sources (Merriam).
Data Generation Tools
For data collection, I will use interview, observation and document analysis. I will use semi-structured interviews, as they will give me the opportunity to probe and expand the respondent’s responses (Hetchcock & Hughes, 1995). Semi-structured interviews are flexible in which the sequence of questions can be altered.
I intend to conduct non-participant observation as Fraenkel & Wallen (2006) mention that in this kind of observation the researcher sits on the sideline and does not disturb the routine activities of the research participants, “but simply observes and records what happens as thing naturally occur” (p.451)
Intended Data analysis procedures
I intend to systematically search and arrange the data - interviews and observations - (Bogdan, 1998) by breaking them into manageable units and by assigning codes for analysis during data collection in the field as well as after data collection.
Apart from coding system, maybe I will be using computer software CAQDAS (Seror, 2005) as it has been (I never used CAQDAS, but I am confident that my computer expertise will enable me to acquire the required knowledge by getting help from an expert of this software) suggested by different researchers.
Ethical Consideration
As it is an academic or educational setting research, I have to consider and be aware of the ethics as “Ethics in research are the principles of right and wrong that a particular group accepts” (Bogdan and Biklen, 1998, p.49). So, I will seek permission of the people who I will be studying to conduct research involving them. I will not do anything that would cause physical or emotional harm to my research participants. I will make sure that my own personal biases and opinions do not get in the way of my research. I will conduct interviews and observations under the assumption that I will keep this data and my findings anonymous. I will be reporting research findings accurately representing what I observed or what I was told.
Limitations in the Study
The selection of the case study design naturally brings many limitations as far as the generalization of the result of the study is concerned. However, by understanding something about this particular case more in depth, we might eventually also learn something about more general phenomena. The findings of this study will not be generalized on the whole population because the study will be limited to one school only.
REFERENCES
Alan, H.K., Law, Nancy, & Wong, K.C. (2003). ICT implementation and school leadership: Case studies of ICT integration in teaching and learning. Journal of Educational Administration. 41(2). 158-170.
Anderson, G. (1999). Fundamentals of Educational Research (2nd. ed.).London: Falmeer Press.
Balanskat, A. & Blamire, R. (2007). ICT in schools: Trends, innovations and issues in 2006-2007. European Schoolnet. V.1.1
Baskin, C. (2006). ICT integration in schools: Where are we now and what comes next? Australasian Journal of Educational Technology. 22(4), 455-473
Bogdan, R.C. (1998). Qualitative Research for Education: An Introduction to Theory and Methods (3rd ed.).Boston: Allyn & Bacon.
Bogdan, R.C., & Biklen, S.K., (1998). Qualitative Research for Education: An introduction to theory and methods. (3rd. ed.). Boston: Allyn and Bacon.
CEO Forum. (2000). The power of digital learning: Integrating digital content. CEO Forum School Technology and Readiness. Year 3 Report. Retrieved January 16, 2008 from http://www.technologysource.org/view=article&id=243
Crawford, R. (1997). Managing Information Technology in Secondary Schools. London: Routledge.
Gurr, D. (2001). Principals, Technology, and Change. The Technology Source. 21(1), 12-22
Hall, G.E., Rutherford, W. L., Hord, S. M., & Hulling, L. L. (1984). Effects of three principal styles on school improvement. Educational Leadership. 41(5). 22-29
Haughey, M. (2006). The impact of computers on the work of the principal: changing discourses on talk, leadership and professionalism. School Leadership and Management. 26(1). 23-36
Hitchcock. G. & Hughes, D. (1995). Research and the Teacher (2nd ed.). London: Routledge.
Kallick. B. & Wilson III, J.M. (2003).(Eds). (2000). Information Technology for Schools. California: Jossey-Bass
Lim, P. C., Swe, K.M. (2006). Managing teachers’ barriers to ICT integration in Singapore schools. (Information and communication technologies). Journal of Technology and Teacher Education. 20(2). 51-60
Meredyth, D., Russel, N., Blackwood, L., Thomas, J., & Wise, P. (1999) Real time: Computers, change and schooling. Canberra: Department of Education, Training and Youth Affairs. Retrieved January 13, 2008, from http://www.detya.gov.au/archive/schools/publications/1999/realtime.pdf
Merriam, S.B. (1998) Qualitative Research and Case Study Application in Education. (Rev. ed.). San Francisco: Jossey-Bass Publishers.
Schiller, J. (1991). Implementing computer education: The role of the primary principal. Australian Journal of Educational Technology. 7(1). 48-69
Schiller, J. (2003). The Elementary School Principal as a Change Facilitator in ICT Integration. The Technology Source. 26(1). 12-22
Seror, J. (2005). Computers and qualitative data analysis: Paper, pens and highlighters vs. Screen, Mouse and Keyboard. TESOL Quarterly. 39(2). 321-328
Tomei. L.A. (2003). Challenges of Teaching with technology Across the Curriculum: Issues and Solutions. USA: IRM Press.
ROLE OF HEADTEACHER IN INTEGRATING ICT IN EDUCATION
INTRODUCTION
Statement of Problem
This study aims to contribute to the restructuring of the research field of ICT in education from the perspective of the HEAD TEACHER as a focal point to integrate ICT in Education. The main research task of this study will be to describe the paradigms that structure the effective role of Head Teacher in ICT integration in school.
My study will be with a purpose that an effective agent for change in the context of school for ICT integration is the school PRINCIPAL, as without his role proper integration of ICT is impossible. In this research, I will try to probe that the school principal can have a significant impact on the integration of ICT and he/she can play a ground-breaking role in this regard. This research aims to explore the leadership role in ICT implementation based on the data, would be gathered during the study.
Rationale
There are certain reasons that convinced me to conduct this study. Among them following are some main reasons.
1. Teachers or student-initiated ICT projects have been undermined by lack of support from Principals, which I have myself observed in one of the schools in Northern Areas because the Head Teacher was not aware of ICT. For the effectiveness and sustainability of ICT integration, head teachers themselves should be aware in the use of technology, and they should have a broad understanding of the technical, curricular and social dimensions of ICT use in Education, then Leadership will be able to play an effective role in ICT integration in education. I want to probe, its existence on a real ground as in my context the integration of ICT is on its initial stages. Proper and effective preparation for this change is very much necessary. I want to replicate the best practices among the head teachers of Northern Areas as a facilitator.
2. The head teachers’ approach consists mainly of the desire to achieve a certain number of computers (or other kinds of equipment) to students. It sees the sheer existence of technology as progress and as an important aim, and focuses on the quantity and quality of equipment. It does not refer to any other possible aim. This is the approach that usually characterizes head teachers and principals. But, I want to show a different facet of this approach so that leaders could be aware of their positive role in this regard.
Significance of the Study
This study initially will help ‘me’ to understand the issues and strategies to solve them as a facilitator for head teachers, which will contribute to improve my leadership practices in future, keeping my own context of Northern Areas in mind, as integration of ICT is an emerging trend and demand in our area. It will also help to bring the issues related to leadership and management to the forefront. These findings will help management and head teachers to make leadership process smooth in developing schools.
Literature Review
Crawford (1997) has very artistically defined ICT which are very much self explanatory as he says; ICT is a powerful tool, an interesting, patient and responsive teacher, makes learning easier and more attractive, a pupil-centered, independent and flexible learning, gives access to on-line learning resources, promotes sharing and collaboration, promotes diversity, blind to gender, race, age and disability, BUT if not taken the benefit of ICT in its real sense all this theoretical ideas will remain the contents of books and articles.
A study (Balanskat & Blamire, 2007) shows that 86% of teachers state that pupils are more motivated and attentive when computers and the internet are used in class.
Keeping all above facts in mind, I can simply say that technology cannot be integrated into classroom overnight. Technology integration includes different stages. Despite the increasing presence of ICT hardware and software in schools and numerous workshops and training on ICT skill for teachers, the consistent integration of ICT into regular classroom is still a far cry from reality (CEO Forum, 2000). A study found huge variations in ICT usage from classroom to classroom and from school to school (Meredyth, Russell, Blackwood, Thomas, & Wise, 1999).
In my opinion to COPE WITH this situation a head teacher’s role is very much pivotal and he/she can play a very important role in this regard. As it has already been proved through different researches that effective involvement of head teacher in ICT integrating in schools has brought better outcomes. During the 1980s, Hall, Rutherford, Hord, and Huling (1984) found that the interventions used by change facilitators such as principals could be grouped by functions; these included "developing supportive organizational arrangements," "training," "monitoring and evaluating," and "providing consultation and reinforcement."
Literature review further clarifies that principals are the main sources of intervention (Schiller, 2003) in terms of ICT integration. Research shows that the principal expect their staff to use ICT in teaching and learning, and they visit classrooms to observe ICT use and discuss integration strategies with teachers (Schiller, 2003).
The studies of Schiller (1991) & Schiller (2000) highlight the key roles of school principals in helping their staff better use of computers to enhance teaching and learning and to assist with administration and management. While another research of Allan, Yuen, Nancy, & Wong (2003) indicates that to ensure the success in integration of ICT in school, cooperation between school leadership and teachers is essential.
Finally, the area which, I am intending to explore is not that much explored yet as Schiller J. (2003) also mentions and refers that;
‘apart from a few books (Maurer & Davidson, 1998; Picciano, 1998), occasional articles that point principals to more effective uses of technology (Hoffman, 1996; Slowinski, 2000), and small-scale studies that demonstrate the impact of ICT on the ways in which principals work (Gurr, 2001), the ICT literature has largely ignored the role of the principal (Michael, 1998). This omission is odd given that substantial literature on school effectiveness and improvement (Fullan, 1996; Hall & Hord, 2001; Hallinger & Heck, 1996) identifies the leadership of the principal as a key factor in bringing about change’.
Research Question/s
I intend to explore this phenomenon in search of the answer of main research question, “What is the role of Head teacher to promote ICT integration in School, while its subsidiary questions are; what is the understanding of Head teacher about ICT integration; what are the opportunities provided to teachers and students by the school; what are the limitations to integrate ICT in school and what are the existing ICT teaching practices?
RESEARCH DESIGN
Methodology
I intend to choose the qualitative research paradigm and prescriptive method (Anderson, 1998) for my study. It will address my research question which requires studying head teacher’s role in integrating ICT in education. I desire to explore the phenomenon by closely observing the practices, analyzing documents and interviewing to find out my concern and it could only be possible in the actual setting or situation. As Maykut & Morehouse (1994) say that, “Qualitative research emphasis on understanding through looking closely at people, words, actions and records” (p.17). Thus the qualitative research paradigm would help me to get an in-depth understanding of the issue.
Within the qualitative paradigm I will take-up case study method and specifically Particularistic approach (Merriam, 1998), because it will provide a deeper insight and understanding of the phenomenon. This study requires an empirical inquiry to investigate as Yin (1994) also cites in Merriam, “a case study is an empirical inquiry that investigates a contemporary phenomenon within its real-life context, especially when the boundaries between phenomenon and context are not clear evident” (p.27).
Research Place
I intend to conduct this research in a private school in Karachi.
Research Participants
The intended research participants of this study will be non-probability or purposeful samples (Merriam, 1998). The primary source of this study will be a head teacher as a typical sample of a private school, while the ICT facilitator as a unique sample and two other teachers as maximum variation samples will be my secondary sources (Merriam).
Data Generation Tools
For data collection, I will use interview, observation and document analysis. I will use semi-structured interviews, as they will give me the opportunity to probe and expand the respondent’s responses (Hetchcock & Hughes, 1995). Semi-structured interviews are flexible in which the sequence of questions can be altered.
I intend to conduct non-participant observation as Fraenkel & Wallen (2006) mention that in this kind of observation the researcher sits on the sideline and does not disturb the routine activities of the research participants, “but simply observes and records what happens as thing naturally occur” (p.451)
Intended Data analysis procedures
I intend to systematically search and arrange the data - interviews and observations - (Bogdan, 1998) by breaking them into manageable units and by assigning codes for analysis during data collection in the field as well as after data collection.
Apart from coding system, maybe I will be using computer software CAQDAS (Seror, 2005) as it has been (I never used CAQDAS, but I am confident that my computer expertise will enable me to acquire the required knowledge by getting help from an expert of this software) suggested by different researchers.
Ethical Consideration
As it is an academic or educational setting research, I have to consider and be aware of the ethics as “Ethics in research are the principles of right and wrong that a particular group accepts” (Bogdan and Biklen, 1998, p.49). So, I will seek permission of the people who I will be studying to conduct research involving them. I will not do anything that would cause physical or emotional harm to my research participants. I will make sure that my own personal biases and opinions do not get in the way of my research. I will conduct interviews and observations under the assumption that I will keep this data and my findings anonymous. I will be reporting research findings accurately representing what I observed or what I was told.
Limitations in the Study
The selection of the case study design naturally brings many limitations as far as the generalization of the result of the study is concerned. However, by understanding something about this particular case more in depth, we might eventually also learn something about more general phenomena. The findings of this study will not be generalized on the whole population because the study will be limited to one school only.
REFERENCES
Alan, H.K., Law, Nancy, & Wong, K.C. (2003). ICT implementation and school leadership: Case studies of ICT integration in teaching and learning. Journal of Educational Administration. 41(2). 158-170.
Anderson, G. (1999). Fundamentals of Educational Research (2nd. ed.).London: Falmeer Press.
Balanskat, A. & Blamire, R. (2007). ICT in schools: Trends, innovations and issues in 2006-2007. European Schoolnet. V.1.1
Baskin, C. (2006). ICT integration in schools: Where are we now and what comes next? Australasian Journal of Educational Technology. 22(4), 455-473
Bogdan, R.C. (1998). Qualitative Research for Education: An Introduction to Theory and Methods (3rd ed.).Boston: Allyn & Bacon.
Bogdan, R.C., & Biklen, S.K., (1998). Qualitative Research for Education: An introduction to theory and methods. (3rd. ed.). Boston: Allyn and Bacon.
CEO Forum. (2000). The power of digital learning: Integrating digital content. CEO Forum School Technology and Readiness. Year 3 Report. Retrieved January 16, 2008 from http://www.technologysource.org/view=article&id=243
Crawford, R. (1997). Managing Information Technology in Secondary Schools. London: Routledge.
Gurr, D. (2001). Principals, Technology, and Change. The Technology Source. 21(1), 12-22
Hall, G.E., Rutherford, W. L., Hord, S. M., & Hulling, L. L. (1984). Effects of three principal styles on school improvement. Educational Leadership. 41(5). 22-29
Haughey, M. (2006). The impact of computers on the work of the principal: changing discourses on talk, leadership and professionalism. School Leadership and Management. 26(1). 23-36
Hitchcock. G. & Hughes, D. (1995). Research and the Teacher (2nd ed.). London: Routledge.
Kallick. B. & Wilson III, J.M. (2003).(Eds). (2000). Information Technology for Schools. California: Jossey-Bass
Lim, P. C., Swe, K.M. (2006). Managing teachers’ barriers to ICT integration in Singapore schools. (Information and communication technologies). Journal of Technology and Teacher Education. 20(2). 51-60
Meredyth, D., Russel, N., Blackwood, L., Thomas, J., & Wise, P. (1999) Real time: Computers, change and schooling. Canberra: Department of Education, Training and Youth Affairs. Retrieved January 13, 2008, from http://www.detya.gov.au/archive/schools/publications/1999/realtime.pdf
Merriam, S.B. (1998) Qualitative Research and Case Study Application in Education. (Rev. ed.). San Francisco: Jossey-Bass Publishers.
Schiller, J. (1991). Implementing computer education: The role of the primary principal. Australian Journal of Educational Technology. 7(1). 48-69
Schiller, J. (2003). The Elementary School Principal as a Change Facilitator in ICT Integration. The Technology Source. 26(1). 12-22
Seror, J. (2005). Computers and qualitative data analysis: Paper, pens and highlighters vs. Screen, Mouse and Keyboard. TESOL Quarterly. 39(2). 321-328
Tomei. L.A. (2003). Challenges of Teaching with technology Across the Curriculum: Issues and Solutions. USA: IRM Press.
CRITIQUE A RESEARCH ARTICLE
ACKNOWLEDGMENTS
I especially wish to acknowledge the contributions of the following people who have helped me to bring this small critique paper to completion. All these directly or indirectly were involved for the articulation of this short paper.
I feel very much proud to learn the basics of qualitative method of research from a well experienced facilitator Madam Nelofar Vazir, who inspired me to examine the articles as a critical thinker and learn the new and exciting ways of leadership, management and specifically the research work. She very generously offered insightful and guidance to all of us to climb-up the first step of the ladder in the field and remove the fear of being wrong.
I have been privileged to work with many dynamic, adaptive and creative colleagues of my group in Research Method I class, who represent the essential qualities of effective leadership and researchers. I really appreciate their kindness and knowledge sharing attitude.
Throughout the development and writing of this paper, I have been fortunate to have the support and assistance of two of my colleagues as well as the roommates; Sharifullah Baig and Sultan Alam who provided practical examples, and suggestions. I am very grateful for their willingness to help, their tolerance and patience while my working in hostel even during their rest timing.
I would also like to express my appreciation to the ideal and world class environment and facilities provided at IED to open new horizons of knowledge and the entire concern faculty who never discouraged us to visit them even without a formal appointment.
CRITIQUE A RESEARCH ARTICLE
INTRODUCTION
The article, Arrowsmith, T[1]. (2007). Distributed leadership in secondary schools in England: the impact on the role of the headteacher and other issues. Management in Education. 21(2). 21-27. purposefully tries to raise two questions and investigates that lead to secondary school principals and some senior staff to identify the impact of Distributed Leadership. The main questions raised by the researcher are; ‘what do headteachers do to develop/sustain Distributed Leadership’ and secondly ‘what is the impact of Distributed Leadership on the role of the headteacher’? Author describes different perspectives about Distributed Leadership in the introductory phase of article, and then describes his research methodology and then outcomes, but keeps this paper open ended without conclusion.
METHODOLOGY
The researcher’s approach involves working with six English secondary schools of contrasting characteristics. The tools and methodology used for this research were; a case study by adopting ethnographic methodology. It was included semi-structured interviews and seeking evidences[2], while the samples taken for each school were five staff including the headteacher, a member of the senior management, a subject team leader, a ‘pastoral’[3] team leader and a teacher.
FINDINGS
According to the author the finding for the first question that how distributed leadership is developed in school was the head teacher’s action encouraging distributed leadership by effective communication across the school, support to individuals, occasional encouraging words and developing trust. These factors were identified by the samples that help distributed leadership to spread over in school. According to Arrowsmith (2007) all the staff members were in favor of Distributed Leadership as it made them valued by ‘giving’ them the opportunity to share leadership and power.
Another finding regarding the impact[4] was much clearer that because of ‘delegation’ of work to other staff the headteachers were having much free time to work on public relations, strategic planning and whole-school planning, effective feedback and for better communication. Principals further cleared that they can now focus more on developing distributed leadership, but on the other hand they were not in favor to take risk by distributing the responsibility, where there is fear of accountability.
STRENGTHS AND WEAKNESSES
As an experienced researcher Arrowsmith has very artistically furnished his paper and at this stage of my research work writing a critique for the first time, I would definitely not be in a position to identify exactly the genuine strengths and weakness of this article where there has been deliberately kept the conclusion open ended. But initially I would urge that outcomes or the findings are based on a small-scale research study and we therefore can not generalize it to all as the contexts matters place to place. Further more I would like to highlight following two aspects which seems little bit confusing. But before going on my reservations I must mention that the theme discussed in the article could be presented in a simple way but I certainly agree with Hart (2003) who articulates this manner as “some authors seem to neglect the needs of their potential readers and manage to make relatively simple ideas confusing” (p.10).
Understanding and Assumptions about Distributed Leadership
Firstly; the concept or understanding of Distributed Leadership as contrast to the author’s understanding, which I have perceived from some literature, that school leadership field is particularly at risk to new leadership terms that are provisionally popular, only to be quickly supplemented with more fashionable ideas or theories. The field is full-up with different labels for leadership, even though it is clear that leadership does not take on a different meaning simply because a new word is put in front of it. Harris (2007) describes that, “distributed leadership has resulted in conceptual ambiguity” (p.315). Further more, distributed leadership without question, is the latest fashionable idea to capture the imagination of those in the educational leadership field (Harris 2007). Distributed Leadership has been used as a synonym for some terms[5]. It is just an idea so conceptually vast that it is difficult to separate what does and doesn’t constitute distributed leadership (Gronn 2003). I therefore, in light of this discussion, a bit confused as the author has done the research on distributed leadership while taking the theoretical concepts and assumptions in mind. But in my opinion there is no any fixed structure of leadership to adopt as our views cannot remain consistent and it changes context to context. Thus it is essential to challenge the ideas and look at all perspectives and should welcome all the practices and leadership themes keeping the situation and context in mind, not distributed leadership ONLY.
Distributed Leadership as ‘given’ Responsibilities
My second concern also strengthens further by above discussion to reinforce the essential need of Distributed Leadership as ‘taken’ not ‘given’ and this statement also proves that actual distribution leadership is ‘taken’ leadership. The findings of this paper are that headteachers were willing to delegate the responsibilities (to lessen their own burden) to other staff members even they are not willing to accept but because the principal has ‘delegated’ or ‘imposed’ this responsibility, so they have to undertake without any reward or remuneration. I myself observed a principal who was fully in favor of distributed leadership and was distributing his every task to the subordinate staff, and he remains totally free but having the heavy remuneration and the rest of his staff who actually working were frustrated of his behavior. Headteachers are getting very much relax time in this form of leadership by involving others, but doing nothing him/herself except delegating his/her own responsibilities. Perfectly for this behavior Gronn (2003) describes ‘greedy work’. We never thought of this question while planting distributed leadership in school that ‘what difference does distributed leadership makes to schools and students’ other than reducing the headteachers’ burden and involving other teachers, then so what?
CONCLUSION
It has already been mentioned that this paper doesn’t have a conclusion and kept open ended but to conclude, it is the reality that the workload of HT has been increased and his/her role is becoming unsustainable and distinctly unattractive and this situation needs to be efficiently adjusted to over come the concern, keeping the environment and context in mind, distributed leadership can be a remedy but not the perfect solution.
Challenges Faced
Initially choosing an appropriate article became a challenge for me, as soon after the announcement of assignment I had chosen an article published in 2001, but again we were instructed to choose one published only in 2007.
Finally; I faced a minor problem which was the articulation of this paper by limiting myself around 1000 words. Initially the critique I wrote was consisting of 1500 words.
REFERENCES
Arrowsmith, T. (2007). Distributed leadership in secondary schools in England: the impact on the role of the head teacher and other issue. Management in Education. 21(2), 21-27.
Gronn, P. (2003). The New Work of Educational Leaders: Changing Leadership Practice in an Era of School Reform. London. Paul Chapman.
Harris, A. (2007). Distributed leadership: conceptual confusion and empirical reticence. International Journal of Leadership in Education. 10(3), 315-325
Hart, C. (2003). The literature review in research. Doing a Literature Review. London: Sage Publications.
[1] This paper was initially presented at a conference held at Aston University, Birmingham in 2006.
[2] Observation of key meetings in school and study of relevant documents was also carried out for authentication
[3] Religious teaching team member
[4] impact of distributed leadership on the role of headteacher
[5] ‘shared’, ‘collaborative’, ‘facilitative and participative’ ‘democratic’ etc.
I especially wish to acknowledge the contributions of the following people who have helped me to bring this small critique paper to completion. All these directly or indirectly were involved for the articulation of this short paper.
I feel very much proud to learn the basics of qualitative method of research from a well experienced facilitator Madam Nelofar Vazir, who inspired me to examine the articles as a critical thinker and learn the new and exciting ways of leadership, management and specifically the research work. She very generously offered insightful and guidance to all of us to climb-up the first step of the ladder in the field and remove the fear of being wrong.
I have been privileged to work with many dynamic, adaptive and creative colleagues of my group in Research Method I class, who represent the essential qualities of effective leadership and researchers. I really appreciate their kindness and knowledge sharing attitude.
Throughout the development and writing of this paper, I have been fortunate to have the support and assistance of two of my colleagues as well as the roommates; Sharifullah Baig and Sultan Alam who provided practical examples, and suggestions. I am very grateful for their willingness to help, their tolerance and patience while my working in hostel even during their rest timing.
I would also like to express my appreciation to the ideal and world class environment and facilities provided at IED to open new horizons of knowledge and the entire concern faculty who never discouraged us to visit them even without a formal appointment.
CRITIQUE A RESEARCH ARTICLE
INTRODUCTION
The article, Arrowsmith, T[1]. (2007). Distributed leadership in secondary schools in England: the impact on the role of the headteacher and other issues. Management in Education. 21(2). 21-27. purposefully tries to raise two questions and investigates that lead to secondary school principals and some senior staff to identify the impact of Distributed Leadership. The main questions raised by the researcher are; ‘what do headteachers do to develop/sustain Distributed Leadership’ and secondly ‘what is the impact of Distributed Leadership on the role of the headteacher’? Author describes different perspectives about Distributed Leadership in the introductory phase of article, and then describes his research methodology and then outcomes, but keeps this paper open ended without conclusion.
METHODOLOGY
The researcher’s approach involves working with six English secondary schools of contrasting characteristics. The tools and methodology used for this research were; a case study by adopting ethnographic methodology. It was included semi-structured interviews and seeking evidences[2], while the samples taken for each school were five staff including the headteacher, a member of the senior management, a subject team leader, a ‘pastoral’[3] team leader and a teacher.
FINDINGS
According to the author the finding for the first question that how distributed leadership is developed in school was the head teacher’s action encouraging distributed leadership by effective communication across the school, support to individuals, occasional encouraging words and developing trust. These factors were identified by the samples that help distributed leadership to spread over in school. According to Arrowsmith (2007) all the staff members were in favor of Distributed Leadership as it made them valued by ‘giving’ them the opportunity to share leadership and power.
Another finding regarding the impact[4] was much clearer that because of ‘delegation’ of work to other staff the headteachers were having much free time to work on public relations, strategic planning and whole-school planning, effective feedback and for better communication. Principals further cleared that they can now focus more on developing distributed leadership, but on the other hand they were not in favor to take risk by distributing the responsibility, where there is fear of accountability.
STRENGTHS AND WEAKNESSES
As an experienced researcher Arrowsmith has very artistically furnished his paper and at this stage of my research work writing a critique for the first time, I would definitely not be in a position to identify exactly the genuine strengths and weakness of this article where there has been deliberately kept the conclusion open ended. But initially I would urge that outcomes or the findings are based on a small-scale research study and we therefore can not generalize it to all as the contexts matters place to place. Further more I would like to highlight following two aspects which seems little bit confusing. But before going on my reservations I must mention that the theme discussed in the article could be presented in a simple way but I certainly agree with Hart (2003) who articulates this manner as “some authors seem to neglect the needs of their potential readers and manage to make relatively simple ideas confusing” (p.10).
Understanding and Assumptions about Distributed Leadership
Firstly; the concept or understanding of Distributed Leadership as contrast to the author’s understanding, which I have perceived from some literature, that school leadership field is particularly at risk to new leadership terms that are provisionally popular, only to be quickly supplemented with more fashionable ideas or theories. The field is full-up with different labels for leadership, even though it is clear that leadership does not take on a different meaning simply because a new word is put in front of it. Harris (2007) describes that, “distributed leadership has resulted in conceptual ambiguity” (p.315). Further more, distributed leadership without question, is the latest fashionable idea to capture the imagination of those in the educational leadership field (Harris 2007). Distributed Leadership has been used as a synonym for some terms[5]. It is just an idea so conceptually vast that it is difficult to separate what does and doesn’t constitute distributed leadership (Gronn 2003). I therefore, in light of this discussion, a bit confused as the author has done the research on distributed leadership while taking the theoretical concepts and assumptions in mind. But in my opinion there is no any fixed structure of leadership to adopt as our views cannot remain consistent and it changes context to context. Thus it is essential to challenge the ideas and look at all perspectives and should welcome all the practices and leadership themes keeping the situation and context in mind, not distributed leadership ONLY.
Distributed Leadership as ‘given’ Responsibilities
My second concern also strengthens further by above discussion to reinforce the essential need of Distributed Leadership as ‘taken’ not ‘given’ and this statement also proves that actual distribution leadership is ‘taken’ leadership. The findings of this paper are that headteachers were willing to delegate the responsibilities (to lessen their own burden) to other staff members even they are not willing to accept but because the principal has ‘delegated’ or ‘imposed’ this responsibility, so they have to undertake without any reward or remuneration. I myself observed a principal who was fully in favor of distributed leadership and was distributing his every task to the subordinate staff, and he remains totally free but having the heavy remuneration and the rest of his staff who actually working were frustrated of his behavior. Headteachers are getting very much relax time in this form of leadership by involving others, but doing nothing him/herself except delegating his/her own responsibilities. Perfectly for this behavior Gronn (2003) describes ‘greedy work’. We never thought of this question while planting distributed leadership in school that ‘what difference does distributed leadership makes to schools and students’ other than reducing the headteachers’ burden and involving other teachers, then so what?
CONCLUSION
It has already been mentioned that this paper doesn’t have a conclusion and kept open ended but to conclude, it is the reality that the workload of HT has been increased and his/her role is becoming unsustainable and distinctly unattractive and this situation needs to be efficiently adjusted to over come the concern, keeping the environment and context in mind, distributed leadership can be a remedy but not the perfect solution.
Challenges Faced
Initially choosing an appropriate article became a challenge for me, as soon after the announcement of assignment I had chosen an article published in 2001, but again we were instructed to choose one published only in 2007.
Finally; I faced a minor problem which was the articulation of this paper by limiting myself around 1000 words. Initially the critique I wrote was consisting of 1500 words.
REFERENCES
Arrowsmith, T. (2007). Distributed leadership in secondary schools in England: the impact on the role of the head teacher and other issue. Management in Education. 21(2), 21-27.
Gronn, P. (2003). The New Work of Educational Leaders: Changing Leadership Practice in an Era of School Reform. London. Paul Chapman.
Harris, A. (2007). Distributed leadership: conceptual confusion and empirical reticence. International Journal of Leadership in Education. 10(3), 315-325
Hart, C. (2003). The literature review in research. Doing a Literature Review. London: Sage Publications.
[1] This paper was initially presented at a conference held at Aston University, Birmingham in 2006.
[2] Observation of key meetings in school and study of relevant documents was also carried out for authentication
[3] Religious teaching team member
[4] impact of distributed leadership on the role of headteacher
[5] ‘shared’, ‘collaborative’, ‘facilitative and participative’ ‘democratic’ etc.
EFFECTIVE LEADERSHIP AND MANGEEMNT
EFFECTIVE LEADERSHIP AND MANGEEMNT
REFLECTION ON HUMDARD UNIVERSITY VISIT
It was a pleasant morning, when we were ready at IED’s parking area to visit Humdard University, which is situated in very much isolation from the hustle and bustle of Karachi city. It takes almost one hour to reach there in private vehicle. Respected facilitator was also accompanying with us and to dine, lunch boxes were made prepared. At 8 O’clock we moved towards our destination. Up to some distance, all of us were in our own way of journey by listening music, chatting with the seat fellow or just looking outside and trying to observe the objects which were passing quickly. Luckily, the van had a microphone installed connected with the speakers all around. So, we started centralized and semi-organized fun by singing, joking or stating the golden saying turn by turn on the microphone. The long and rough road seemed much shorter, when the driver notified us that we have reached to the destination.
Humdard University, a huge campus, broadened over a widespread land with an excellent library, over dominating all the features of University with the wealth of over 500,000 books on every topic. But, I felt that, the readers of these valued books were very much limited. Another tremendous feature of this library is the collection of all newspapers since 1960 to date and also some papers available from 1902. For a historically research Humdard University’s library is the paramount place to get information.
We met the Vice Chancellor and some faculty members in conference hall and had an informal discussion and introduction session. It is worth mentioning here that from the beginning of the session of Effective Leadership and Management Course, it came to my understanding that ‘Leadership’ is a process and a role, not a position. This understanding became accommodated to the earlier pattern (Leadership as a position) of my knowledge regarding leadership. Bur, during the discussion with Vice Chancellor Dr. Syed Abdul Aziz, he mentioned leadership as a ‘position’. He further gave some useful leadership tips like, ‘get knowledge and experience then the whole world is open for you’, ‘First make a team among your staff’, ‘To change the behavior of the staff understand their behavior first’ and lastly ‘Leaders not only to command, but leaders are those, people want to die for’. It was a long session, so I could not note down every tip, but the question, which was arising in my mind (probably in the minds of all my fellows), that is leadership a position? Our facilitator, at the end of discussion of Vice Chancellor very accurately and tactfully mentioned that we perceive leadership as a role or as a process but not as a position and she probably convinced them, as they didn’t deny the perception. Now I can confidently say that Leadership is not a position, but it is a process and a role, which can be changed according to the situation.
We visited Library, some portions of different faculties, cafeteria and the school run under the supervision of Humdard Foundation. In University’s beautiful lawn, we took our lunch and returned to IED by celebrating the second phase of fun and excitement. It was of course an exposure visit to have an empirical experience of management and leadership styles and a pleasure trip as well. Madam Zubaida Bana, thank you very much for providing us such opportunity.
Darvesh Karim, CP. M.Ed. 2009
REFLECTION ON HUMDARD UNIVERSITY VISIT
It was a pleasant morning, when we were ready at IED’s parking area to visit Humdard University, which is situated in very much isolation from the hustle and bustle of Karachi city. It takes almost one hour to reach there in private vehicle. Respected facilitator was also accompanying with us and to dine, lunch boxes were made prepared. At 8 O’clock we moved towards our destination. Up to some distance, all of us were in our own way of journey by listening music, chatting with the seat fellow or just looking outside and trying to observe the objects which were passing quickly. Luckily, the van had a microphone installed connected with the speakers all around. So, we started centralized and semi-organized fun by singing, joking or stating the golden saying turn by turn on the microphone. The long and rough road seemed much shorter, when the driver notified us that we have reached to the destination.
Humdard University, a huge campus, broadened over a widespread land with an excellent library, over dominating all the features of University with the wealth of over 500,000 books on every topic. But, I felt that, the readers of these valued books were very much limited. Another tremendous feature of this library is the collection of all newspapers since 1960 to date and also some papers available from 1902. For a historically research Humdard University’s library is the paramount place to get information.
We met the Vice Chancellor and some faculty members in conference hall and had an informal discussion and introduction session. It is worth mentioning here that from the beginning of the session of Effective Leadership and Management Course, it came to my understanding that ‘Leadership’ is a process and a role, not a position. This understanding became accommodated to the earlier pattern (Leadership as a position) of my knowledge regarding leadership. Bur, during the discussion with Vice Chancellor Dr. Syed Abdul Aziz, he mentioned leadership as a ‘position’. He further gave some useful leadership tips like, ‘get knowledge and experience then the whole world is open for you’, ‘First make a team among your staff’, ‘To change the behavior of the staff understand their behavior first’ and lastly ‘Leaders not only to command, but leaders are those, people want to die for’. It was a long session, so I could not note down every tip, but the question, which was arising in my mind (probably in the minds of all my fellows), that is leadership a position? Our facilitator, at the end of discussion of Vice Chancellor very accurately and tactfully mentioned that we perceive leadership as a role or as a process but not as a position and she probably convinced them, as they didn’t deny the perception. Now I can confidently say that Leadership is not a position, but it is a process and a role, which can be changed according to the situation.
We visited Library, some portions of different faculties, cafeteria and the school run under the supervision of Humdard Foundation. In University’s beautiful lawn, we took our lunch and returned to IED by celebrating the second phase of fun and excitement. It was of course an exposure visit to have an empirical experience of management and leadership styles and a pleasure trip as well. Madam Zubaida Bana, thank you very much for providing us such opportunity.
Darvesh Karim, CP. M.Ed. 2009
A mini research paper - Conflict Management
A SMALL SCALE STUDY – CONFLICT MANAGEMENT
INTRODUCTION
This paper is based on a small scale study to explore the strategies of Conflict Management adopted by the principal of a private girls’ high school in Karachi. Before going on to the actual happening and my exploration; I would try to elaborate/ describe Conflict and Conflict Management separately in the light of different literature and my own understanding.
What is Conflict?
Webster’s Dictionary defines conflict as “a battle, contest of opposing forces, discord, antagonism existing between primitive desires, instincts and moral, religious, or ethical ideals.” Conflict: Tension between two or more social entities (individuals, groups) that arise from incompatibility of actual or desired responses (Raven & Kruglanski, 1970). According to Katz & Lawyer (1993), conflict is a situation or state between at least two interdependent parties, which is characterized by perceived differences that the parties evaluate as negative.
Conflict is natural among human being. Conflict, to differing degrees, occurs daily in everyone’s life. Conflict is in and of itself, is not necessarily good or bad. It’s the way that conflict is handled that makes the outcome positive or negative. If handled effectively, conflict can create a good learning experience. If handled ineffectively, conflict can quickly escalate to physical and emotional violence.
What is conflict management?
Conflict management is what we do when we identify and deal with conflict in a reasonable manner. To manage conflict, skills like effective communication and negotiation are needed. The term conflict management has become an ever-expanding umbrella that is used to cover a variety of approaches. Conflict management teaches life skills, negotiation strategies, mediation skills.
Different studies have been done to explore Conflict Management. According to Katz. N.H & Lawyer. J.W. (1993);
On the positive side, conflict can provide an opportunity for creativity, renewed energy, drama, development, and growth to individuals, groups, and organizations, resulting in increased cohesion and trust. The conflict is covert or overt; the object of conflict management is to achieve a constructive emotional state in all parties and a clear, mutual understanding of one another’s view. To manage the conflicts two processes interpersonal process and group process are essential; Interpersonal Process: Notice the tension and begin to listen, Continue to listen, Summarize the other’s view, State your view, Handle defensiveness, Invite summary of your view, summarize both sides, Diagnose needs versus beliefs. Group Process: Notice the tension and say what you see, hear and feel, Convey the importance to you of honest reaction, Reflective listening – have the attitude, at all times of a listener, Summarize positions and interests – make a clear distinction between this phase and the next, Express appreciation, Diagnose needs versus beliefs (p.37)
Background of Study
To explore the strategies of effective conflict management, I had chosen a prestigious school of Karachi, which has been its over dominating fame in educational sector spread over many decades. The management of school believes that foundation of their life and School is well laid and cemented by the sacrifices and sweat of their Founders, Administrators, Principals, Teachers[1] and the Student Community. Their loyalty, dedication and devotion have carried them through all these almost 90 years of storms and struggles.
School originally built for specific community girls, but today it houses nearly 2000[2] girls in two shifts, of all creeds and class of respectable societies. School has four sections[3]; while the administrative structure comprises of a headteacher in each section, reporting to an over all Principal. The Principal declared herself as policy maker along with 8 trust members under which school runs. The school campus is a built heritage with its excellent feature of construction.
My journey to this school caused by this research question; “What are the strategies of a headteacher to manage conflicts?”
Rationale
There are certain rationales which motivated me to conduct this mini research. Among them following were the driving factors.
1. Headteachers need to know how to manage and resolve conflicts. Some educators believe competence in conflict resolution skills can lead to increased social and academic achievement in the short run and a more harmonious world in the long run; I wanted to prove this statement.
2. Managing conflict at school has been an age-old challenge for educators. Conflicts are a natural part of life and therefore a natural part of school life as well. Being the leader of a school, I faced many challenges among them was the conflict management and I wanted to empirically observe handling such situations.
Research Participants
My research participant was the principal who has been associated with this institution since she was knee-high. As a pupil, she was the House and School Prefects, and joined the School as a teacher of English in its Primary Section in 1963. Gaining much experience as a Class Teacher, House Teacher and helping out on a personal level in the Accounts and Administration Departments, in 1977 she assumed the duties of Vice-Principal, which was confirmed in 1978. According to her statement - on account of differences of opinion existing at that time, she voluntarily resigned from the services of the school in 1983; and rejoined as Principal in July 1991. She describes herself as a rather strict disciplinarian, with a keen understanding of human nature; she has often been accused of dictatorial tendencies, but knows the value of silent leadership.
Significance of the study
As a novice research, this study initially will help ‘me’ to understand the issues and strategies to solve them, which will contribute to improve my leadership practices in future. It will also help to bring to the forefront the issues related to leadership and management. These findings will help management, headteachers and teachers to make leadership process smooth.
Methodology
I had chosen the qualitative research paradigm for my study, as I was desirous to explore the phenomenon by close observation of the practices and interviewing to find out the strategies about conflict management. It was only possible in the real-life context or situation as Maykut & Morehouse (1994) say, “Qualitative research emphasis on understanding through looking closely at people, words, actions and records” (p.17). Within the qualitative paradigm I employed case study method for the study. As Yen (1994) also cites in Merriam, “a case study is an empirical inquiry that investigates a contemporary phenomenon within its real-life context, especially when the boundaries between phenomenon and context are not clear evident” (p.27).
Data Collection Tools
For data collection, I used interview and observation. For this study I had chosen semi-structured interviews and formal and informal discussions to probe more. Through interviews, I gathered an in-depth understanding of particular context or setting. A non-participative observation was also my tool to collect data, through which I tried to observe the headteacher’s routine activities, without disturbing the scene.
Findings
During my exploration, I could only find out two finest aspects of conflict management and in my opinion, these two aspects were the sources to maintain and sustain an effective school.
Strict Rules and Regulations and Penalizing on Violation
Students are always expected to follow the rules or live with the consequences. In this prestigious institution, I found the strict rules and regulations for the students and according to the principal, “Stick to your principles because rules are rules to be followed”. During my discussion with the principal she very much emphasized on discipline, rules and regulations. She, a bit aggressively told me that, “Students’ rule and regulations are much strict as we don’t accept indiscipline, and we are always strict for it, rules and regulations are final and binding”. Principal further elaborated that, “putting off or avoiding issues may make matters worse”, so we try to solve the problems at its initial stages. The penalty (a form of conflict management) for the violation of rules is much interesting and worth to mention here. On the violation ‘minus marking’ has been introduced and the class teacher maintains the record, and these markings of-course affect the final grades. Because of this rule, the conflicts rate is very much low. School is proud to maintain the strict rules as principal told us that, they don’t want to jump to modern ways of teaching and management abruptly.
Students Council – Empowered Stakeholders
There are always many allies and collaborators out there who can help on this journey. School has an excellent and active Students’ Council including Principal, prefect, treasurer, behavior councilor, cleanliness councilor and these all try to solve the problems if arise. Principal is heading this council and the rest are students so they have also been empowered to solve their own problems.
Likewise, every section has a semi-independent headteacher, who works to smoothen the atmosphere of the school. Principal told us that she has motivated the students’ council to think before action. This is a crucial principle in working with conflicts. If your intention is to intervene in conflict then try to influence it for the better (Fisher, S. et al. 2003).
Limitation of the Study
The selection of the single case study design naturally brings many limitations as far as the generalization of the result of the study is concerned. However, by understanding something about this particular case more in depth, we might eventually learn something about more general phenomena. The findings of this study can not be generalized on the whole population because the study is limited to one school only.
The school was running in a very systematic way and our visit to school was also taken very formally. So to collect data, I couldn’t create an atmosphere (actually, being treating as a guest, I was not in a position to freely wander around the school) to discuss and interview in the most natural settings, but all became very much ‘formal’.
Conclusion
There might be a great challenge for the school in future. The coming years will show more remarkable changes for which the school will have to gear itself to show ‘some’ flexibility in the rules and regulations. School is doing very well in terms of conflict management by strictly following the rules, but some times we have to show some flexibility.
Conflict is characterized by perceived differences and negative emotional states. The issues in conflict can be thought of as tangible and intangible – as needs or beliefs. Conflict often results in destructive ends, but it doesn’t have to be this way. Collaboration and compromise are usually available as alternatives in a conflict situation. School is exercising the same, but a bit more compromise would also be helpful.
REFERENCES
Conflict Management (n.d) Retrieved January 08, 2008, from http://disputeresolution.ohio.gov/schools/contentpages/styles.htm
Fisher, S., Abdi, D.I., Ludin, J., Smith, R., Williams, S., Williams, S.(2000). Working with Conflict. Skills & Strategies for Action. UK: Zed Books.
Katz, N.H. & Lawyer, J.W. (1993). Conflict Resolution. Building Bridges. California: Crown Press.
Raven, B.H., & Kruglanski, A. (1970). Conflict and power. New York: Academic Press.
Ross, M.H (1993). The Management of Conflict. Interpretations and Interests in Comparative Perspective. London: Yale University Press.
[1] Total 135 teachers with 30 sub-ordinate staff.
[2] Morning 1400, evening 563
[3] Primary, Secondary, Cambridge and afternoon section
INTRODUCTION
This paper is based on a small scale study to explore the strategies of Conflict Management adopted by the principal of a private girls’ high school in Karachi. Before going on to the actual happening and my exploration; I would try to elaborate/ describe Conflict and Conflict Management separately in the light of different literature and my own understanding.
What is Conflict?
Webster’s Dictionary defines conflict as “a battle, contest of opposing forces, discord, antagonism existing between primitive desires, instincts and moral, religious, or ethical ideals.” Conflict: Tension between two or more social entities (individuals, groups) that arise from incompatibility of actual or desired responses (Raven & Kruglanski, 1970). According to Katz & Lawyer (1993), conflict is a situation or state between at least two interdependent parties, which is characterized by perceived differences that the parties evaluate as negative.
Conflict is natural among human being. Conflict, to differing degrees, occurs daily in everyone’s life. Conflict is in and of itself, is not necessarily good or bad. It’s the way that conflict is handled that makes the outcome positive or negative. If handled effectively, conflict can create a good learning experience. If handled ineffectively, conflict can quickly escalate to physical and emotional violence.
What is conflict management?
Conflict management is what we do when we identify and deal with conflict in a reasonable manner. To manage conflict, skills like effective communication and negotiation are needed. The term conflict management has become an ever-expanding umbrella that is used to cover a variety of approaches. Conflict management teaches life skills, negotiation strategies, mediation skills.
Different studies have been done to explore Conflict Management. According to Katz. N.H & Lawyer. J.W. (1993);
On the positive side, conflict can provide an opportunity for creativity, renewed energy, drama, development, and growth to individuals, groups, and organizations, resulting in increased cohesion and trust. The conflict is covert or overt; the object of conflict management is to achieve a constructive emotional state in all parties and a clear, mutual understanding of one another’s view. To manage the conflicts two processes interpersonal process and group process are essential; Interpersonal Process: Notice the tension and begin to listen, Continue to listen, Summarize the other’s view, State your view, Handle defensiveness, Invite summary of your view, summarize both sides, Diagnose needs versus beliefs. Group Process: Notice the tension and say what you see, hear and feel, Convey the importance to you of honest reaction, Reflective listening – have the attitude, at all times of a listener, Summarize positions and interests – make a clear distinction between this phase and the next, Express appreciation, Diagnose needs versus beliefs (p.37)
Background of Study
To explore the strategies of effective conflict management, I had chosen a prestigious school of Karachi, which has been its over dominating fame in educational sector spread over many decades. The management of school believes that foundation of their life and School is well laid and cemented by the sacrifices and sweat of their Founders, Administrators, Principals, Teachers[1] and the Student Community. Their loyalty, dedication and devotion have carried them through all these almost 90 years of storms and struggles.
School originally built for specific community girls, but today it houses nearly 2000[2] girls in two shifts, of all creeds and class of respectable societies. School has four sections[3]; while the administrative structure comprises of a headteacher in each section, reporting to an over all Principal. The Principal declared herself as policy maker along with 8 trust members under which school runs. The school campus is a built heritage with its excellent feature of construction.
My journey to this school caused by this research question; “What are the strategies of a headteacher to manage conflicts?”
Rationale
There are certain rationales which motivated me to conduct this mini research. Among them following were the driving factors.
1. Headteachers need to know how to manage and resolve conflicts. Some educators believe competence in conflict resolution skills can lead to increased social and academic achievement in the short run and a more harmonious world in the long run; I wanted to prove this statement.
2. Managing conflict at school has been an age-old challenge for educators. Conflicts are a natural part of life and therefore a natural part of school life as well. Being the leader of a school, I faced many challenges among them was the conflict management and I wanted to empirically observe handling such situations.
Research Participants
My research participant was the principal who has been associated with this institution since she was knee-high. As a pupil, she was the House and School Prefects, and joined the School as a teacher of English in its Primary Section in 1963. Gaining much experience as a Class Teacher, House Teacher and helping out on a personal level in the Accounts and Administration Departments, in 1977 she assumed the duties of Vice-Principal, which was confirmed in 1978. According to her statement - on account of differences of opinion existing at that time, she voluntarily resigned from the services of the school in 1983; and rejoined as Principal in July 1991. She describes herself as a rather strict disciplinarian, with a keen understanding of human nature; she has often been accused of dictatorial tendencies, but knows the value of silent leadership.
Significance of the study
As a novice research, this study initially will help ‘me’ to understand the issues and strategies to solve them, which will contribute to improve my leadership practices in future. It will also help to bring to the forefront the issues related to leadership and management. These findings will help management, headteachers and teachers to make leadership process smooth.
Methodology
I had chosen the qualitative research paradigm for my study, as I was desirous to explore the phenomenon by close observation of the practices and interviewing to find out the strategies about conflict management. It was only possible in the real-life context or situation as Maykut & Morehouse (1994) say, “Qualitative research emphasis on understanding through looking closely at people, words, actions and records” (p.17). Within the qualitative paradigm I employed case study method for the study. As Yen (1994) also cites in Merriam, “a case study is an empirical inquiry that investigates a contemporary phenomenon within its real-life context, especially when the boundaries between phenomenon and context are not clear evident” (p.27).
Data Collection Tools
For data collection, I used interview and observation. For this study I had chosen semi-structured interviews and formal and informal discussions to probe more. Through interviews, I gathered an in-depth understanding of particular context or setting. A non-participative observation was also my tool to collect data, through which I tried to observe the headteacher’s routine activities, without disturbing the scene.
Findings
During my exploration, I could only find out two finest aspects of conflict management and in my opinion, these two aspects were the sources to maintain and sustain an effective school.
Strict Rules and Regulations and Penalizing on Violation
Students are always expected to follow the rules or live with the consequences. In this prestigious institution, I found the strict rules and regulations for the students and according to the principal, “Stick to your principles because rules are rules to be followed”. During my discussion with the principal she very much emphasized on discipline, rules and regulations. She, a bit aggressively told me that, “Students’ rule and regulations are much strict as we don’t accept indiscipline, and we are always strict for it, rules and regulations are final and binding”. Principal further elaborated that, “putting off or avoiding issues may make matters worse”, so we try to solve the problems at its initial stages. The penalty (a form of conflict management) for the violation of rules is much interesting and worth to mention here. On the violation ‘minus marking’ has been introduced and the class teacher maintains the record, and these markings of-course affect the final grades. Because of this rule, the conflicts rate is very much low. School is proud to maintain the strict rules as principal told us that, they don’t want to jump to modern ways of teaching and management abruptly.
Students Council – Empowered Stakeholders
There are always many allies and collaborators out there who can help on this journey. School has an excellent and active Students’ Council including Principal, prefect, treasurer, behavior councilor, cleanliness councilor and these all try to solve the problems if arise. Principal is heading this council and the rest are students so they have also been empowered to solve their own problems.
Likewise, every section has a semi-independent headteacher, who works to smoothen the atmosphere of the school. Principal told us that she has motivated the students’ council to think before action. This is a crucial principle in working with conflicts. If your intention is to intervene in conflict then try to influence it for the better (Fisher, S. et al. 2003).
Limitation of the Study
The selection of the single case study design naturally brings many limitations as far as the generalization of the result of the study is concerned. However, by understanding something about this particular case more in depth, we might eventually learn something about more general phenomena. The findings of this study can not be generalized on the whole population because the study is limited to one school only.
The school was running in a very systematic way and our visit to school was also taken very formally. So to collect data, I couldn’t create an atmosphere (actually, being treating as a guest, I was not in a position to freely wander around the school) to discuss and interview in the most natural settings, but all became very much ‘formal’.
Conclusion
There might be a great challenge for the school in future. The coming years will show more remarkable changes for which the school will have to gear itself to show ‘some’ flexibility in the rules and regulations. School is doing very well in terms of conflict management by strictly following the rules, but some times we have to show some flexibility.
Conflict is characterized by perceived differences and negative emotional states. The issues in conflict can be thought of as tangible and intangible – as needs or beliefs. Conflict often results in destructive ends, but it doesn’t have to be this way. Collaboration and compromise are usually available as alternatives in a conflict situation. School is exercising the same, but a bit more compromise would also be helpful.
REFERENCES
Conflict Management (n.d) Retrieved January 08, 2008, from http://disputeresolution.ohio.gov/schools/contentpages/styles.htm
Fisher, S., Abdi, D.I., Ludin, J., Smith, R., Williams, S., Williams, S.(2000). Working with Conflict. Skills & Strategies for Action. UK: Zed Books.
Katz, N.H. & Lawyer, J.W. (1993). Conflict Resolution. Building Bridges. California: Crown Press.
Raven, B.H., & Kruglanski, A. (1970). Conflict and power. New York: Academic Press.
Ross, M.H (1993). The Management of Conflict. Interpretations and Interests in Comparative Perspective. London: Yale University Press.
[1] Total 135 teachers with 30 sub-ordinate staff.
[2] Morning 1400, evening 563
[3] Primary, Secondary, Cambridge and afternoon section
Situational Analysis
SITUATIONAL analysis
school as a learning community
According to the given task to choose a course of Semester I and writing an analytical paper, I would prefer to choose the course, ‘School as a Learning Community’, as it is a new emerging trend and notion and the existing state of practice in Pakistan seems on its initial stages.
My understanding through the class presentations, facilitators’ explanations, peers interaction and literature review, learning community is a group of people who share common values and beliefs and actively engaged in learning together from each other. The people who facilitate learning communities may contribute from several distinct fields of study. My understanding guides me that to create a learning community we have to focus on learning rather than teaching, work collaboratively and hold ourselves accountable for results and better outcomes.
Literature identifies the guidelines for creating a learning community as Lovely, S. & Buffum, A.G. (2007) state that, “A major goal in the design of a learning community is facilitating a culture of collaboration within a setting that is complicated by the cross age diversity of most teams” (p.28). The major requirements to create learning communities are according to Retallick, J. Cocklin, B. & Coombe, K. (Eds.). (1999) are respect, caring, inclusiveness, trust, empowerment and commitment. These are the guide lines through which we can create learning community in schools.
For an effective learning community in educational institutions there are many indicators to identify the existence of learning community, but I will discuss only about distributed leadership and its existing state of practice, implications in our context and finally some suggestions.
Distributed Leadership
DL is a strong component of Learning Community; it means interdependency and coordinated work. This theme is presented as an alternative to focused leadership. According to Gronn (2003) it is the new trend increased after 1980. Distributed leadership is certainly a step up from one person leadership. This is also articulated by Arrowsimith (2007) that “Distributed leadership (DL) is an emerging form of power distribution in school which extends authority and influence to groups or individuals in a way which is at least partly contrary to hierarchical arrangements” (p.22).
Distributed leadership starts from willingness to share authority, the capacity to facilitate the work of staff, and the ability to participate without dominating. Stewart, D. & Prebble, T. (1993) state that, “If principals wish to change what teachers do, they must first change the way teachers think about what they do” (p.189).
It seems clear that transforming a school into a learning community can be done only with the sanction of the leaders and the active cultivation of the entire staff's development as a community. Stewart, D. & Prebble, T. (1993) describes this notion of leadership as, “Leaders make a difference, but their work should be seen as an integral part of the activities of the whole group” (p.199). Through this practice, all grow professionally and learn to view themselves to use an athletic metaphor as "all playing on the same team and working toward the same goal: a better school". Sergiovanni (1996) has very accurately articulated as;
Communities are collections of individuals who are bonded together by natural will and who are together bond to a set of shared ideas and ideals. This bonding and binding is tight enough to transform them from a collection of “I’s” into a collective “we” (p.48).
IMPLICATIONS
In the context of Pakistan, we can partially relate this leadership theme to private educational institutions or self managed organizations, as there are two systems like government and private sector education. In my opinion, all these ideological and purely theoretical perceptions imported from west are very much new to our society. I am involved with private sector education for last 10 years. I was much lucky to visit different schools and some very famous private sector schools in Karachi through IED, where I remained searching, and searching for those indicators of a learning community mentioned earlier. Of-course there were the communities, within communities, but the characteristics ideally distinct to the learning community according to the theory, I couldn’t find operational in the actual field. Yes, unquestionably, a paradigm shift (which has already been started in private educational setups) is needed both by the public and by the schools administration and teachers themselves.
I believe that the most successful learning organizations of future will be the organizations where people continuously expand their capacity to create the results they truly desire (Fullan).
SUGGESTIONS
I suggest that to practically create learning communities, leaders, policy makers, parents and teachers have to think and create awareness to implement the actual essence of learning community in school. They must be aware of a clear and shared vision, supportive and shared practices, distributed leadership, professional development, relations among school and parents and finally on-going assessment. To achieve all these characteristics, a gradual pace towards creating learning community is required.
REFERENCES
Arrowsmith, T. (2007). Distributed leadership in secondary schools in England: the impact on the role of the head teacher and other issue. Management in Education. 21(2), 21-27.
Gronn, P (2003). The New Work of Educational Leaders: Changing Leadership Practice in an Era of School Reform. London. Sage Publications.
Lovely, S. & Buffum, A.G. (2007). Generations at School: Building an Age-Friendly Learning Community. California: Crown Press.
Retallick, J. Cocklin, B. & Coombe, K. (Eds.). (1999). Learning Communities in Education: Issues, strategies and contexts. London: Routledge.
Sergiovanni, T.J. (1996). Leadership for the Schoolhouse: How Is It Different? Why Is It Important? San Francisco: Jossey-Bass.
Stewart, D. & Prebble, T. (1993). The Reflective Principal: School Development Within a Learning Community. New Zealand: ERDC Press Massey University.
school as a learning community
According to the given task to choose a course of Semester I and writing an analytical paper, I would prefer to choose the course, ‘School as a Learning Community’, as it is a new emerging trend and notion and the existing state of practice in Pakistan seems on its initial stages.
My understanding through the class presentations, facilitators’ explanations, peers interaction and literature review, learning community is a group of people who share common values and beliefs and actively engaged in learning together from each other. The people who facilitate learning communities may contribute from several distinct fields of study. My understanding guides me that to create a learning community we have to focus on learning rather than teaching, work collaboratively and hold ourselves accountable for results and better outcomes.
Literature identifies the guidelines for creating a learning community as Lovely, S. & Buffum, A.G. (2007) state that, “A major goal in the design of a learning community is facilitating a culture of collaboration within a setting that is complicated by the cross age diversity of most teams” (p.28). The major requirements to create learning communities are according to Retallick, J. Cocklin, B. & Coombe, K. (Eds.). (1999) are respect, caring, inclusiveness, trust, empowerment and commitment. These are the guide lines through which we can create learning community in schools.
For an effective learning community in educational institutions there are many indicators to identify the existence of learning community, but I will discuss only about distributed leadership and its existing state of practice, implications in our context and finally some suggestions.
Distributed Leadership
DL is a strong component of Learning Community; it means interdependency and coordinated work. This theme is presented as an alternative to focused leadership. According to Gronn (2003) it is the new trend increased after 1980. Distributed leadership is certainly a step up from one person leadership. This is also articulated by Arrowsimith (2007) that “Distributed leadership (DL) is an emerging form of power distribution in school which extends authority and influence to groups or individuals in a way which is at least partly contrary to hierarchical arrangements” (p.22).
Distributed leadership starts from willingness to share authority, the capacity to facilitate the work of staff, and the ability to participate without dominating. Stewart, D. & Prebble, T. (1993) state that, “If principals wish to change what teachers do, they must first change the way teachers think about what they do” (p.189).
It seems clear that transforming a school into a learning community can be done only with the sanction of the leaders and the active cultivation of the entire staff's development as a community. Stewart, D. & Prebble, T. (1993) describes this notion of leadership as, “Leaders make a difference, but their work should be seen as an integral part of the activities of the whole group” (p.199). Through this practice, all grow professionally and learn to view themselves to use an athletic metaphor as "all playing on the same team and working toward the same goal: a better school". Sergiovanni (1996) has very accurately articulated as;
Communities are collections of individuals who are bonded together by natural will and who are together bond to a set of shared ideas and ideals. This bonding and binding is tight enough to transform them from a collection of “I’s” into a collective “we” (p.48).
IMPLICATIONS
In the context of Pakistan, we can partially relate this leadership theme to private educational institutions or self managed organizations, as there are two systems like government and private sector education. In my opinion, all these ideological and purely theoretical perceptions imported from west are very much new to our society. I am involved with private sector education for last 10 years. I was much lucky to visit different schools and some very famous private sector schools in Karachi through IED, where I remained searching, and searching for those indicators of a learning community mentioned earlier. Of-course there were the communities, within communities, but the characteristics ideally distinct to the learning community according to the theory, I couldn’t find operational in the actual field. Yes, unquestionably, a paradigm shift (which has already been started in private educational setups) is needed both by the public and by the schools administration and teachers themselves.
I believe that the most successful learning organizations of future will be the organizations where people continuously expand their capacity to create the results they truly desire (Fullan).
SUGGESTIONS
I suggest that to practically create learning communities, leaders, policy makers, parents and teachers have to think and create awareness to implement the actual essence of learning community in school. They must be aware of a clear and shared vision, supportive and shared practices, distributed leadership, professional development, relations among school and parents and finally on-going assessment. To achieve all these characteristics, a gradual pace towards creating learning community is required.
REFERENCES
Arrowsmith, T. (2007). Distributed leadership in secondary schools in England: the impact on the role of the head teacher and other issue. Management in Education. 21(2), 21-27.
Gronn, P (2003). The New Work of Educational Leaders: Changing Leadership Practice in an Era of School Reform. London. Sage Publications.
Lovely, S. & Buffum, A.G. (2007). Generations at School: Building an Age-Friendly Learning Community. California: Crown Press.
Retallick, J. Cocklin, B. & Coombe, K. (Eds.). (1999). Learning Communities in Education: Issues, strategies and contexts. London: Routledge.
Sergiovanni, T.J. (1996). Leadership for the Schoolhouse: How Is It Different? Why Is It Important? San Francisco: Jossey-Bass.
Stewart, D. & Prebble, T. (1993). The Reflective Principal: School Development Within a Learning Community. New Zealand: ERDC Press Massey University.
Curriculum Review - Social Studies IV - V
CURRICULUM DOCUMENT REVIEW – SOCIAL STUDIES IV-V
ACADEMIC PAPER
INTRODUCTION
This academic paper aims to describe and reflect the overall understanding about Curriculum, steps of curriculum planning, different approaches, orientations to curriculum, links between curriculum, teaching, learning and assessment, graphical analysis and critical observations of the curriculum document and finally the conclusion
What is curriculum?
Education means the activities which bring about learning (Pring, 2000) and to systematically organize these activities a curriculum use to be designed. Curriculum leads to education and the concepts of education according to Pring (2000) is to help people capacities to transform to live a fuller and more distinctively human life. To organize these educational activities a curriculum is very much necessary. Curriculum is an ‘interaction’ between students and teachers that is designed to achieve specific educational goals (Miller & Seller, 1990). While an another definition of curriculum according to Saylor & Alexander (1974) is a plan for providing sets of learning opportunities to achieve the broad goals and related specific objectives for an identifiable population, served by a single school centre.
What is curriculum document?
A course document which describes the features and structure of the program. This document ensures the consistency of the program and validity of assessments. It includes course aims, objectives and course contents.
An ideal Curriculum
My understanding through class presentations, facilitators’ explanations, peers interaction and literature review, an ideal curriculum should have the following characteristics
1. Effective activities
2. Total school environment
3. Entirety of experience
4. Curricular and co-curricular trends.
5. Educational trends.
6. Development of balanced personality
7. Dynamic
8. Philosophy of life.
9. Achievement of goals.
Syllabus + co-curricular activities + various parts of educational environment = Curriculum
The Focused Curriculum Document
The curriculum document we had selected was the Social Studies IV & V prescribed by the Ministry of Education (Curriculum Wing) in 2002. In comparison with an ideal curriculum document, this document has following characteristics or features available.
1. Introduction.
2. Broad Aims.
3. Skills.
4. Specific learning objectives divided under broad topic.
5. Details objectives with supporting contents and activities.
These characteristics follow the tradition of Social Studies as citizenship transmission.
CURRICULUM PLANNING APPROACHES
According to Marsh & Willis (1995) there are three alternative approaches to curriculum planning.
1. Tyler's Rational-Linear Approach
2. Walker’s Deliberative Approach
3. Eisner’s Artistic Approach
Tyler's Rational-Linear Approach sometimes called as the ‘FATHER OF CURRICULUM’ (Murray, 1987), which concentrates on four steps of a curriculum planning; i.e. Objectives, Selecting Learning Experiences, Organizing Learning Experiences, Evaluation.
The document we had selected contains all the major components of Tyler’s Rational-Linear approach like, Objectives, Activities, Content, but it was lacking evaluation portion. Therefore our analysis leads us to say that the document planning was done keeping Tyler’s Rational– linear approach.
Meta-Orientations
According to Miller & Seller (1990) the meta-orientations have been identified for the curriculum as Transmission, Transaction and Transformation.
Transmission
1. The function of curriculum is the cultural transmission in the most specific sense, and to cultivate the child’s intellect by providing him opportunities to acquire the most powerful products of human intelligence (Miller & Seller).
2. Education to transmit facts, skills and values to students.
3. Stresses mastery of traditional school subjects through traditional teaching methodologies.
4. Linked with rote learning method.
In this document the evidences like ‘Name the provinces (p.140)’; ‘Tell the total number of population (p.141)’ etc. lead us to say that this curriculum falls under the ‘Transmission Curriculum’.
Transaction
1. Dialogue is going on between the student and curriculum.
2. Develop problem solving skills by developing students intelligence.
In this document some evidences like; ‘Much of the pupils learning should be based on the direct experiences and practical activities (p.139)’; ‘To record and present the finding of the inquiry in a variety of ways oral, written, pictorial etc (p.139)’; ‘Engage in their imaginations and enable them to find out more about the world. Visiting different institutions of public utility (p.141)’ lead us to assume that the document also falls under Transaction Curriculum.
Transformation
1. It is a vision and focuses on personal and social change.
This Document does not directly mention transformation oriented objectives, but a teacher could use the content matter in the document to promote changes in student thinking and societal interactions.
Five Orientations to Curriculum
According to Eisner & Vallance (1974) have described five orientations to curriculum as;
1. The Development of Cognitive Processes.
2. Curriculum as Technology.
3. Self-actualization or curriculum as consummatory experience.
4. Social reconstruction-relevance.
5. Academic rationalism.
Out of all above five orientations, our analyzed curriculum document meets the characterizes of ‘Academic Rationalism’ which specifically tell as the function of curriculum is that of cultural transmission in the most specific sense, and to cultivate the child’s intellect by providing him opportunities to acquire the most powerful products of human intelligence
Graphical Analysis of the Curriculum Document
Analysis of Objectives Vs Activities
Analysis of Objectives according to Bloom’s Taxonomy
Analysis of Objectives according to major domains
Link between Curriculum, Teaching, Learning & Assessment
All the four basic components of Education are interlinked and can not be separated as all of them reciprocally dependent on each other. Because when a curriculum is designed then there should be clearance guidance that how to teach that curriculum and how the learning will occur through assessment we can judge, hence we can say that all the four basic components are respectively important and interconnected. Curriculum has already been discussed in the beginning of this paper and other components will be discussed here.
Teaching
Children often are unaware of the goal of the activity in which they are participating, but at the earliest levels this not necessary to learning. The caretakers guidance permits children to engage in levels of activity that could not be managed alone (Tharp, R., & Gallimore, R. (1998).
Teachers must provide grade- and age-appropriate activities and assignments that encourage mastery of basic concepts and development of inquiry/research skills. To make their programs interesting and relevant, they must relate the knowledge and skills gained to wider issues and problems. Teaching methods and learning activities that encourage students to recognize the value and relevance of what they are learning will go a long way towards motivating students to work and learn effectively. Students develop a better understanding of various aspects when they can see and experience.
Learning
The central educational function of schools is to enable young people to learn what is valuable and significant like ‘facts’, concepts, principles, skills, attitudes, habits and competencies (Pring, 2000). There are four levels of learning, cumulative, assimilative, accommodative, transformative (Illeris, K., 2003). While formulating a curriculum all these aspects of learning use to be kept in mind to make it effective. Learning is also attached with the different teaching approaches. Effective teaching approaches can enhance the learning level of students.
Assessment
The primary purpose of assessment and evaluation is to improve student learning. Information gathered through assessment helps teachers to determine students’ strengths and weaknesses in their achievement of the curriculum expectations and to assess the teaching and learning standards. This information also serves to guide teachers in adapting curriculum and instructional approaches to students’ needs and in assessing the overall effectiveness of programs and classroom practices. Evaluation refers to the process of judging the quality of student work on the basis of established criteria, and assigning a value to represent that quality. In order to ensure that assessment and evaluation are valid and reliable, and that they lead to the improvement of student learning, teachers use assessment and evaluation strategies.
CRITICAL ANALYSIS OF THE CURRICULUM
Weaknesses
1. Activities not according to Objectives
2. How teachers should perform? (Professional Development)
3. Lack of evaluation and assessment
Strengths:
1. Easy to difficult – Spiral Curriculum
2. Covers the major disciplines (History, Geography, Political Science, Economics
3. Flexibility & Contextual
Conclusion
• Tyler’s Rational-Linear Approach
• Meta Orientations (Transactional + Transmission)
• Spiral Model (Concepts Sequenced)
• Objectives only of cognitive and lower order thinking skills – Recommended adding high order thinking skills.
• Represents national & Islamic ideology.
REFERENCES
Armstrong, T (1994). Multiple Intelligences in the Classroom. Virginia: Association for Supervision and Curriculum Development.
Eisner, E. W. & Vallance, E. (1974). Conflicting conceptions of curriculum. Barkley: McCutchan Publication Corp.
Illeris, K. (2003) Towards a contemporary and comprehensive theory of learning. International Journal of Lifelong Education, 22(4). 396-406
Marsh, C. & Willis, G. (1995). Three Alternative Approaches to Curriculum Planning. In C. Marsh & G. Willis, Curriculum: Alternative Approaches: Ongoing Issues (pp. 11 – 29). London: Prentice Hall.
Miller, J.P., & Seller, W. (1990). Curriculum: Perspectives and Practice. Toronto: Copp Clark Pitman Ltd.
Pring, R.(2000). Philosophy of Educational Research. London: Continuum
Saylor, J.G., & Alexander, W.A. (1974). Planning Curriculum for schools. New York: Holt, Rinehart & Winston.
Tharp, R., & Gallimore, R. (1998). A theory of teaching as assisted performance. Learning relationships in the classroom. London: Open University.
ACADEMIC PAPER
INTRODUCTION
This academic paper aims to describe and reflect the overall understanding about Curriculum, steps of curriculum planning, different approaches, orientations to curriculum, links between curriculum, teaching, learning and assessment, graphical analysis and critical observations of the curriculum document and finally the conclusion
What is curriculum?
Education means the activities which bring about learning (Pring, 2000) and to systematically organize these activities a curriculum use to be designed. Curriculum leads to education and the concepts of education according to Pring (2000) is to help people capacities to transform to live a fuller and more distinctively human life. To organize these educational activities a curriculum is very much necessary. Curriculum is an ‘interaction’ between students and teachers that is designed to achieve specific educational goals (Miller & Seller, 1990). While an another definition of curriculum according to Saylor & Alexander (1974) is a plan for providing sets of learning opportunities to achieve the broad goals and related specific objectives for an identifiable population, served by a single school centre.
What is curriculum document?
A course document which describes the features and structure of the program. This document ensures the consistency of the program and validity of assessments. It includes course aims, objectives and course contents.
An ideal Curriculum
My understanding through class presentations, facilitators’ explanations, peers interaction and literature review, an ideal curriculum should have the following characteristics
1. Effective activities
2. Total school environment
3. Entirety of experience
4. Curricular and co-curricular trends.
5. Educational trends.
6. Development of balanced personality
7. Dynamic
8. Philosophy of life.
9. Achievement of goals.
Syllabus + co-curricular activities + various parts of educational environment = Curriculum
The Focused Curriculum Document
The curriculum document we had selected was the Social Studies IV & V prescribed by the Ministry of Education (Curriculum Wing) in 2002. In comparison with an ideal curriculum document, this document has following characteristics or features available.
1. Introduction.
2. Broad Aims.
3. Skills.
4. Specific learning objectives divided under broad topic.
5. Details objectives with supporting contents and activities.
These characteristics follow the tradition of Social Studies as citizenship transmission.
CURRICULUM PLANNING APPROACHES
According to Marsh & Willis (1995) there are three alternative approaches to curriculum planning.
1. Tyler's Rational-Linear Approach
2. Walker’s Deliberative Approach
3. Eisner’s Artistic Approach
Tyler's Rational-Linear Approach sometimes called as the ‘FATHER OF CURRICULUM’ (Murray, 1987), which concentrates on four steps of a curriculum planning; i.e. Objectives, Selecting Learning Experiences, Organizing Learning Experiences, Evaluation.
The document we had selected contains all the major components of Tyler’s Rational-Linear approach like, Objectives, Activities, Content, but it was lacking evaluation portion. Therefore our analysis leads us to say that the document planning was done keeping Tyler’s Rational– linear approach.
Meta-Orientations
According to Miller & Seller (1990) the meta-orientations have been identified for the curriculum as Transmission, Transaction and Transformation.
Transmission
1. The function of curriculum is the cultural transmission in the most specific sense, and to cultivate the child’s intellect by providing him opportunities to acquire the most powerful products of human intelligence (Miller & Seller).
2. Education to transmit facts, skills and values to students.
3. Stresses mastery of traditional school subjects through traditional teaching methodologies.
4. Linked with rote learning method.
In this document the evidences like ‘Name the provinces (p.140)’; ‘Tell the total number of population (p.141)’ etc. lead us to say that this curriculum falls under the ‘Transmission Curriculum’.
Transaction
1. Dialogue is going on between the student and curriculum.
2. Develop problem solving skills by developing students intelligence.
In this document some evidences like; ‘Much of the pupils learning should be based on the direct experiences and practical activities (p.139)’; ‘To record and present the finding of the inquiry in a variety of ways oral, written, pictorial etc (p.139)’; ‘Engage in their imaginations and enable them to find out more about the world. Visiting different institutions of public utility (p.141)’ lead us to assume that the document also falls under Transaction Curriculum.
Transformation
1. It is a vision and focuses on personal and social change.
This Document does not directly mention transformation oriented objectives, but a teacher could use the content matter in the document to promote changes in student thinking and societal interactions.
Five Orientations to Curriculum
According to Eisner & Vallance (1974) have described five orientations to curriculum as;
1. The Development of Cognitive Processes.
2. Curriculum as Technology.
3. Self-actualization or curriculum as consummatory experience.
4. Social reconstruction-relevance.
5. Academic rationalism.
Out of all above five orientations, our analyzed curriculum document meets the characterizes of ‘Academic Rationalism’ which specifically tell as the function of curriculum is that of cultural transmission in the most specific sense, and to cultivate the child’s intellect by providing him opportunities to acquire the most powerful products of human intelligence
Graphical Analysis of the Curriculum Document
Analysis of Objectives Vs Activities
Analysis of Objectives according to Bloom’s Taxonomy
Analysis of Objectives according to major domains
Link between Curriculum, Teaching, Learning & Assessment
All the four basic components of Education are interlinked and can not be separated as all of them reciprocally dependent on each other. Because when a curriculum is designed then there should be clearance guidance that how to teach that curriculum and how the learning will occur through assessment we can judge, hence we can say that all the four basic components are respectively important and interconnected. Curriculum has already been discussed in the beginning of this paper and other components will be discussed here.
Teaching
Children often are unaware of the goal of the activity in which they are participating, but at the earliest levels this not necessary to learning. The caretakers guidance permits children to engage in levels of activity that could not be managed alone (Tharp, R., & Gallimore, R. (1998).
Teachers must provide grade- and age-appropriate activities and assignments that encourage mastery of basic concepts and development of inquiry/research skills. To make their programs interesting and relevant, they must relate the knowledge and skills gained to wider issues and problems. Teaching methods and learning activities that encourage students to recognize the value and relevance of what they are learning will go a long way towards motivating students to work and learn effectively. Students develop a better understanding of various aspects when they can see and experience.
Learning
The central educational function of schools is to enable young people to learn what is valuable and significant like ‘facts’, concepts, principles, skills, attitudes, habits and competencies (Pring, 2000). There are four levels of learning, cumulative, assimilative, accommodative, transformative (Illeris, K., 2003). While formulating a curriculum all these aspects of learning use to be kept in mind to make it effective. Learning is also attached with the different teaching approaches. Effective teaching approaches can enhance the learning level of students.
Assessment
The primary purpose of assessment and evaluation is to improve student learning. Information gathered through assessment helps teachers to determine students’ strengths and weaknesses in their achievement of the curriculum expectations and to assess the teaching and learning standards. This information also serves to guide teachers in adapting curriculum and instructional approaches to students’ needs and in assessing the overall effectiveness of programs and classroom practices. Evaluation refers to the process of judging the quality of student work on the basis of established criteria, and assigning a value to represent that quality. In order to ensure that assessment and evaluation are valid and reliable, and that they lead to the improvement of student learning, teachers use assessment and evaluation strategies.
CRITICAL ANALYSIS OF THE CURRICULUM
Weaknesses
1. Activities not according to Objectives
2. How teachers should perform? (Professional Development)
3. Lack of evaluation and assessment
Strengths:
1. Easy to difficult – Spiral Curriculum
2. Covers the major disciplines (History, Geography, Political Science, Economics
3. Flexibility & Contextual
Conclusion
• Tyler’s Rational-Linear Approach
• Meta Orientations (Transactional + Transmission)
• Spiral Model (Concepts Sequenced)
• Objectives only of cognitive and lower order thinking skills – Recommended adding high order thinking skills.
• Represents national & Islamic ideology.
REFERENCES
Armstrong, T (1994). Multiple Intelligences in the Classroom. Virginia: Association for Supervision and Curriculum Development.
Eisner, E. W. & Vallance, E. (1974). Conflicting conceptions of curriculum. Barkley: McCutchan Publication Corp.
Illeris, K. (2003) Towards a contemporary and comprehensive theory of learning. International Journal of Lifelong Education, 22(4). 396-406
Marsh, C. & Willis, G. (1995). Three Alternative Approaches to Curriculum Planning. In C. Marsh & G. Willis, Curriculum: Alternative Approaches: Ongoing Issues (pp. 11 – 29). London: Prentice Hall.
Miller, J.P., & Seller, W. (1990). Curriculum: Perspectives and Practice. Toronto: Copp Clark Pitman Ltd.
Pring, R.(2000). Philosophy of Educational Research. London: Continuum
Saylor, J.G., & Alexander, W.A. (1974). Planning Curriculum for schools. New York: Holt, Rinehart & Winston.
Tharp, R., & Gallimore, R. (1998). A theory of teaching as assisted performance. Learning relationships in the classroom. London: Open University.
INTERCULTURAL LEARNING
INTERCULTURAL LEARNING
The common theme for all three audio clips played in classroom was based on the intercultural awareness and learning of students. According to my understanding, three main dimensions of intercultural learning have been shown through the fictional characters and students stories. These dimensions included the significance of intercultural learning; different strategies to incorporate intercultural learning and finally advantages of ICL[1]. Through these sound clips intercultural learning and its function in society has been highlighted. It comprises of different strategies and realistic purpose such as learning to negotiate and living with people from different cultures and enhancing peace among them.
The audio clips focus on understanding the cross-cultures to learn different languages and cultures, else a stereotype understanding will be developed and we cannot be competent in the language if we do not understand the culture. As in the clips through cultural artifacts, cultural diversity and art, intercultural linking of the minorities like Pakistani students introduced their culture through joint projects, video conferences, photos and books exchange in UK. Ultimately their fellow students were eager to know more and wanted to visit Pakistan as it was new information to learn. These strategies were proved to be the most rewarding and stimulating steps for enhancing intercultural learning for the children belonging to different parts of the world. Through this intercultural communicative competence activity, it was an attempt to raise students’ awareness of their own culture and in so doing, help them to interpret and understand other cultures. This was a process of becoming more aware of and better understanding one’s own culture to compare other cultures around the world. The aim of intercultural learning was to increase international and cross-cultural tolerance and understanding. The fictional characters of Faith and Fasi were the symbols of interaction between different cultures with commonalties and with a sense of acceptance. A workshop proceeding was also discussed where different cultural artifacts were used for intercultural learning. This was a comparative approach where different cultural artifacts from different countries were compared with each other to identify the commonalities and uniqueness.
To incorporate the intercultural learning, different strategies have been discussed as video conferences, joint projects, sharing experiences and backgrounds, photos and books exchange, fictional characters and drama workshops. Through these strategies students will be able to identify their identity and their uniqueness and will learn about the things which are common and will realize their culture’s diversity.
It has been previously seen that cultural awareness should be given to advanced learners only by assuming generally that the low level students use to have a low level of intellect or assuming them to impossible to explain intellectual concepts in lower level. But through the practical grounds it has been proved that even grade V students understood the cultural diversity and cultural intellectual concepts and created symbolic characters to interact between different cultures. It was the essential message of the audio clips that intercultural awareness as fundamental feature of language should be disseminated at all levels starting from level one which will lead them to genuinely communicate with understanding the real world outside the classroom.
[1] Intercultural Learning
The common theme for all three audio clips played in classroom was based on the intercultural awareness and learning of students. According to my understanding, three main dimensions of intercultural learning have been shown through the fictional characters and students stories. These dimensions included the significance of intercultural learning; different strategies to incorporate intercultural learning and finally advantages of ICL[1]. Through these sound clips intercultural learning and its function in society has been highlighted. It comprises of different strategies and realistic purpose such as learning to negotiate and living with people from different cultures and enhancing peace among them.
The audio clips focus on understanding the cross-cultures to learn different languages and cultures, else a stereotype understanding will be developed and we cannot be competent in the language if we do not understand the culture. As in the clips through cultural artifacts, cultural diversity and art, intercultural linking of the minorities like Pakistani students introduced their culture through joint projects, video conferences, photos and books exchange in UK. Ultimately their fellow students were eager to know more and wanted to visit Pakistan as it was new information to learn. These strategies were proved to be the most rewarding and stimulating steps for enhancing intercultural learning for the children belonging to different parts of the world. Through this intercultural communicative competence activity, it was an attempt to raise students’ awareness of their own culture and in so doing, help them to interpret and understand other cultures. This was a process of becoming more aware of and better understanding one’s own culture to compare other cultures around the world. The aim of intercultural learning was to increase international and cross-cultural tolerance and understanding. The fictional characters of Faith and Fasi were the symbols of interaction between different cultures with commonalties and with a sense of acceptance. A workshop proceeding was also discussed where different cultural artifacts were used for intercultural learning. This was a comparative approach where different cultural artifacts from different countries were compared with each other to identify the commonalities and uniqueness.
To incorporate the intercultural learning, different strategies have been discussed as video conferences, joint projects, sharing experiences and backgrounds, photos and books exchange, fictional characters and drama workshops. Through these strategies students will be able to identify their identity and their uniqueness and will learn about the things which are common and will realize their culture’s diversity.
It has been previously seen that cultural awareness should be given to advanced learners only by assuming generally that the low level students use to have a low level of intellect or assuming them to impossible to explain intellectual concepts in lower level. But through the practical grounds it has been proved that even grade V students understood the cultural diversity and cultural intellectual concepts and created symbolic characters to interact between different cultures. It was the essential message of the audio clips that intercultural awareness as fundamental feature of language should be disseminated at all levels starting from level one which will lead them to genuinely communicate with understanding the real world outside the classroom.
[1] Intercultural Learning
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