Relevant bibliographies by topics / School principals In-service training Victoria

Academic literature on the topic 'School principals In-service training Victoria'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "School principals In-service training Victoria"

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Barnes, Melissa, Seham Shwayli, and Pamalee Matthews. "Supporting EAL students in regional education contexts: “It creates a huge workload and often times disappointment”." TESOL in Context 28, no. 1 (December 19, 2019): 45–64. http://dx.doi.org/10.21153/tesol2019vol28no1art906.

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There has been increasing attention on mainstream teacher beliefs on English as an Additional Language (EAL) students in their classrooms, particularly in regards to how these beliefs impact on teacher expectations and actions. With many teachers holding deficit beliefs towards EAL students, many have argued that professional development is one way to counter these beliefs. However, with a push for the regional settlement of migrants in Australia, there is limited understanding of mainstream teachers’ beliefs about EAL students in regional contexts. Drawing on Bourdieu’s concepts of habitus and field, this study investigates the beliefs of teachers and principals in two regional secondary schools in Victoria, Australia. The findings suggest that while many teachers hold common misconceptions regarding EAL students, their views regarding the inclusion of these students are generally positive and both the teachers and principals are open to additional training and support. However, the prevailing issue regarding supporting EAL students is time and/or timing—a commodity that both teachers and students do not have. This paper argues that EAL support in a regional context needs to be further interrogated, identifying a variety of approaches, such as professional development for mainstream teachers, additional EAL specialist support, and after-school programs, to better meet the needs of EAL students in regional areas.
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ОВДІЄНКО, Ірина, and Тетяна ЧАУСОВА. "The content and structure of social and psychological training "Formation of secondary school principals' psychological readiness to interact with school psychological service"." EUROPEAN HUMANITIES STUDIES: State and Society, no. 2 (May 11, 2020): 163–73. http://dx.doi.org/10.38014/ehs-ss.2020.2.12.

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This article discusses the objectives, content and structure of social and psychological training "Formation of Secondary School Principals' Psychological Readiness to Interact with School Psychological Service." Special attention is paid to the analysis of interactive techniques used in training secondary school principals for interacting with school psychological service. It is noted that a system of secondary school principals' psychological and pedagogical training is based on special social and psychological training for interacting with school psychological service, studying, analyzing and designing specific psychological and managerial situations during principals' advanced training, use of active forms and methods of teaching (problem mini-lectures, practical classes, role-playing and business games), individual projects, setting adequate training objectives and use of appropriate training forms, etc.
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Syahril, Syahril, Nelfia Adi, Ahmad Sabandi, and Sulastri Sulastri. "School Management Training as an Effort to Create a Quality Culture in the Revolutionary Era 4.0." JMAEL: Journal of Management, Administration and Educational Leadership 1, no. 4 (November 15, 2020): 86–90. http://dx.doi.org/10.51376/jmael.v1i4.182.

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The background of this community service activity is that the implementation of school management is not optimal so that schools cannot realize a school with a quality culture. The purpose of this service is to increase the principal's understanding of quality management in order to create a quality school. The solution given is to provide training to school principals on quality management to realize schools in theoretical and practical forms. Theoretically, the resource persons provide material about school management, school development plans, and school quality culture. Meanwhile, in practice, train principals in implementing school management, provide training in designing school development plans, and train tracks to create a quality cultured school. The school principals were very motivated and enthusiastic in participating in the training activities coupled with reliable resource persons. They really hope this activity can be carried out in a sustainable manner in the form of cooperation. So that there is an increase in the ability of school principals in various aspects.
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Tortosa Álvarez, Carmen. "School principals’ preparation in Spain and in the USA: alignments between higher education and supranational recommendations." Revista Española de Educación Comparada, no. 37 (December 27, 2020): 299. http://dx.doi.org/10.5944/reec.37.2021.27821.

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This article tackles one of the relevant issues related to the professionalization of school principals’ role: their pre-service training or, in other words, the mandatory training they receive before they can take the roles as public-school principals. The research conducted about the cases of Spain, and specifically the Region of Madrid, and the USA, and specifically the State of Washington, let us draft some conclusions on their policies and practices on this matter within these countries and regions. Also, the study of the recommendations by the international organizations selected leads us to further understand and explain the alignments between those recommendations and the real policies and practices on principals’ pre-service preparation programs in Spain and the USA. This article aims to serve education stakeholders to further develop their work towards the improvement of the professionalization of the school principals’ role.
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Rochaendi, Endi, Andi Wahyudi, Kana Safrina Rouzi, An-Nisa Apriani, Indah Perdana Sari, Dyahsih Alin Sholihah, and Mufida Awalia Putri. "Education and training for strengthening school principals through an online mode approach in Lampung Utara District." Abdimas: Jurnal Pengabdian Masyarakat Universitas Merdeka Malang 7, no. 2 (May 19, 2022): 358–72. http://dx.doi.org/10.26905/abdimas.v7i2.5553.

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Based on the data, there are still 38,688 principals who have not adjusted their administrative requirements to the Regulation of the Minister of Education and Culture of the Republic of Indonesia concerning the Assignment of the Principals. Many of them do not have a certificate (STTPL) candidate principal. To overcome this problem through community service activities, Alma Ata University conducted a Principal Strengthening Training in Lampung Province in collaboration with the Ministry of Education and Culture. This activity aims to provide certificates (STTPL) and improve principals' managerial, entrepreneurial, and supervisory skills. The implementation through Online Mode is carried out in three stages: (1) On-the-Job Training-1, (2) In-Service Training, and (3) On-the-Job Training-2, and attended by 99 principals. The learning pattern uses the U theory syntax: observation, reflection, and action to solve problems in the learning process and develop good practices. The results of the training activities include that 99 principals have received certificates (STTPL) very satisfactorily, and there has been an increase in managerial, entrepreneurial, and supervisory skills of those who have participated.
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Lola Dano, Jaffer, and Aminu Jibril Arfasa. "Primary School Principals’ Readiness and Qualification to Implement Inclusive Education in western Oromia: Ethiopia." International Journal of Multicultural and Multireligious Understanding 7, no. 1 (January 17, 2020): 184. http://dx.doi.org/10.18415/ijmmu.v7i1.1348.

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The purpose of the study was to find out primary school principals’ readiness and qualification to implement inclusive education in western Oromia. Quantitative research design was followed. The sample of the study was 225 primary school principals. Data was collected from participants using questionnaire to answer. For the purpose of data, percentage, mean and standard divisions and independent t-test were used. The result indicated that, among the sample respondents 141 were responded to attend special needs education course in their pre-service training program. This group comprises 62.67% among the sample. To the contrary 84 (37.33%) didn’t take any course related to special need education during their pre-service training. Based on the result of the study recommendations were forwarded training and workshops should be organized for principals on general inclusive education techniques to improving overall quality of teaching.
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Valiente Sandó, Pedro, José J. Del Toro Prada, Yunier Pérez Sarduy, and Jorge González Ramírez. "The training of school principals: A study in the Cuban context." Educational Management Administration & Leadership 46, no. 2 (August 24, 2017): 258–78. http://dx.doi.org/10.1177/1741143217725321.

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The article analyzes the results of a study in which the objective was to assess the process of school principals’ training in Cuba. Data collection was done through the revision of existing documents and administering of questionnaires to subjects involved in the training process. Universities and provincial and municipal departments of education in eight provinces as well as schools in the province of Holguín were included in this study. The triangulation of the information obtained allowed analysts to conclude that the formation of a school principal is recognized as a specialized process, of a strategic nature, that must be carried out in stages. The conception of its implementation helps to prepare candidates and existing school principals in office for their professional management activity. However, conception of training does not ensure a coherent articulation between its stages and does not allow it to fully fulfill its fundamental role in the specialization and professionalization of the school principals. The enhancement of preparation for school management during initial teacher training, the accreditation of pre-service training of candidates, and the promotion of postgraduate academic training programs should be considered as ways for training and improvement of the didactic–methodological conception of the training process.
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Sergienko, Aleksandra. "Organization of school leaders' training abroad: approaches to training and guidance." Man and Education, no. 3 (68) (2021): 167. http://dx.doi.org/10.54884/s181570410019381-4.

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The article provides an overview of the organization of the school leaders professional development in a number of foreign countries. The official requirements for persons wishing to become school leaders abroad are described: teaching experience, administrative experience, experience as a supervisor, special training and education. It is shown that the level of professionalism of the school head varies from country to country and different types of development programmes are offered. Countries' approaches to training and supporting school principals are divided into: a) pre-service or preparatory training, b) induction training, c) in-service training. All three types of training are discussed in detail with examples from selected countries (Great Britain, Netherlands, Australia, Sweden, Austria, etc.).
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Njathi, Samuel N., Dr Boniface Ngaruiya, and Dr Paul Maithya. "Principal’s Computer Application Skills as a Determinant of Computer Use in Administration of Public Secondary Schools in Kiambu County, Kenya." Journal of Education and Practice 2, no. 1 (September 21, 2018): 26. http://dx.doi.org/10.47941/jep.241.

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Purpose: The purpose of this study was to establish the relationship that existed between principals’ computer application skills and computer use in administration of public secondary schools in Kiambu County. Computer use in schools administration is a contemporary issue in the improvement of quality leadership in schools. The study was triggered by the need for effective leadership in schools which would lead to improved academic performance in Kiambu County.Methodology: The study adopted descriptive survey research design. The target population for this study was all the 307 principals of public secondary schools in Kiambu County. The study sample comprised of 205 principals which translated to 67% of the target population. Simple random and purposive sampling techniques were used in the selection of the respondents. A questionnaire was used for data collection. Relationship between the two variables under study was established by use of spearman rho. Pearson’s Chi- square test of independence with the help of Statistical Package for Social Sciences (SPSS) was used to test the null hypotheses. Findings: The study found out that principals’ possession of computer skills influenced the use of computers among school principals. Unique contribution to the theory, practice and policy: The study recommended provision of computer skill courses relevant to administration work, and ICT technical support to advise school principals on usage and maintenance of computers and review of both teacher preparation and staff development programs to ensure that universities and Teacher Training Colleges provide pre-service and in-service training programs to enable school principals to successfully use computers carrying out administrative tasks. The study further recommended that the government should develop a policy framework for training all educators/education officers on computers and ICT applications in Schools.
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Syahril, Nelfia Adi, Ahmad Subandi, and Sulastri. "Pelatihan Manajemen Sekolah Sebagai Upaya Menciptakan Budaya Mutu di Era Revolusi 4.0." Journal of Practice Learning and Educational Development 2, no. 3 (September 30, 2022): 132–35. http://dx.doi.org/10.58737/jpled.v2i3.56.

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The background of this community service activity is that the implementation of school managementis not optimal so that schools cannot realize a school with a quality culture. The purpose of this serviceis to increase the principal's understanding of quality management in order to create a quality school.The solution given is to provide training to school principals on quality management to realize schoolsin theoretical and practical forms. Theoretically, the resource persons provide material about schoolmanagement, school development plans and school quality culture. Meanwhile, in practice, trainprincipals in implementing school management, provide training in designing school developmentplans, and train tricks to create a quality cultured school. The school principals were very motivatedand enthusiastic in participating in the training activities coupled with reliable resource persons. Theyreally hope this activity can be carried out in a sustainable manner in the form of cooperation. So thatthere is an increase in the ability of school principals in various aspects.
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Dissertations / Theses on the topic "School principals In-service training Victoria"

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Dung, Kwong-ping. "In-service training programme for primary school principals in Dongshan region of Guangzhou." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18810676.

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Mushaandja, Johannes. "Investigating in-service professional development of secondary school principals in Namibia." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_8215_1184583969.

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The Namibian education system was affected by a number of changes and challenges. These changes and challenges emanated from new political, financial and socio-economic trends in Namibia and the global village. Due to their strategic positions as educational leaders-cum-managers, principals were expected to lead and manage schools to overcome the challenges and meet increasing expectations of varied stakeholders. However, many secondary school principals especially those in rural areas could not cope with the changes and challenges. Rural secondary school principals did not have what it takes to manage and lead their schools effectively and efficiently. This study investigated the professional development of Namibian secondary school principles with special focus on rural secondary school principals in the Omusati Region, a region in north central of Namibia.

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董廣平 and Kwong-ping Dung. "In-service training programme for primary school principals in Dongshan region of Guangzhou." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959350.

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Kan, Lai-fong Flora. "Teachers' in-service training needs in a sample of aided secondary schools in Hong Kong the implication for school administration /." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/HKUTO/record/B38627243.

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Ehrich, Lisa Catherine. "Principals' experience of professional development and their response to teachers' professional development : a phenomenological study." Thesis, Queensland University of Technology, 1997.

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That professional development is one of the most challenging and important activities facing principals and their staff, has been highlighted in the policy and professional development literature. The central purpose of this study was to explore the nature of professional development from the unique experiences of principals. It was felt there was a need to understand professional development outside the confines of theoretical constructs and overarching frameworks. A phenomenological methodology, therefore, guided the study and allowed the principals' experiences to speak for themselves. Data were collected by semi-structured interviews with eight primary school principals in Queensland who were asked to describe experiences of two phenomena. Firstly, they were asked to describe experiences of professional development for themselves. Secondly there were asked to describe experiences which demonstrated their responsiveness to teachers' professional development. Following the work of Giorgi (1985a, 1985b), a phenomenological psychological approach was used to analyse the data. The two investigations yielded 17 essential themes, and each of these themes was supported strongly in the professional development literature. In addition, three significant findings were raised for further comment. These related to the mismatch between current policy directions for professional development and the reality of principals' experiences; the principals' conceptualisation of professional development as a planned and unplanned activity; and principals as curriculum leaders. The study concluded by providing recommendations for further research to be conducted in the area of professional development and recommendations for the continual promotion of professional development for principals.
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Chalmers, Ronald F. "An evaluation of the deputy principals' leadership development program." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1992. https://ro.ecu.edu.au/theses/1133.

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The Deputy Principals' Leadership Development Program (DPLDP) was researched and developed by the Calgary Board of Education from 1983 to 1987. It was conducted for the first time in Western Australia when deputy principals from schools in the Narrogin Education District participated in the program during the period 1989-91. This study is an evaluation of the DPLDP. It was designed to determine whether there is justification for the continued use of the program as a means of enhancing the instructional leadership capacities of deputy principals in the Narrogin Education District. This research is located within the naturalistic paradigm. It can best be described as a qualitative case study based mainly upon ethnographic methods of data collection. The organisation and analysis of the data, however, was structured largely by utilising Stufflebeam's CIPP (context, input, process, product) framework of program evaluation and a typology of instructional leadership developed from a review of the literature. This typology presents instructional leadership as a process based on three components: vision, information and action. The data for this evaluation was collected during a twenty two month period between April 1989 and November 1990. A variety of data gathering techniques was used. In depth, semi-structured interviews and participant observations generated most of the data. Document analysis and unstructured, informal interactions provided supplementary material. Data validation formed an integral component of the research design. A thorough and wide-ranging validation process involving the participants was utilized to check the accuracy and relevance of the research findings. The major conclusions of the study, that emerged within the CIPP framework of program evaluation and the typology of instructional leadership, were: 1. Participation in the DPLDP leads deputy principals to examine their role in schools, and builds a commitment to their role as instructional leaders. 2. The DPLDP has the potential, more than other available programs examined, to meet the professional development needs of deputy principals in key areas associated with instructional leadership. 3. Collegial support is the single most important element of the DPLDP for the development of deputy principals as instructional leaders. 4. The DPLDP can be implemented successfully in the Narrogin Education without significant modifications. Based on these results, and other subsidiary findings of the study, it was concluded that, on balance, there is justification for the continuation of the DPLDP in the Narrogin Education District.
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Oliveira, Anthony J. "Ethics and the principalship." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-07282008-135736/.

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Kan, Lai-fong Flora, and 簡麗芳. "Teachers' in-service training needs in a sample of aided secondary schools in Hong Kong: the implication forschool administration." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B38627243.

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Stewart, Douglas J. "School principals and the law: A study of the legal knowledge needed and held by principals in government schools in Queensland." Thesis, Queensland University of Technology, 1996. https://eprints.qut.edu.au/36533/1/36533_Digitised%20Thesis.pdf.

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This study was concerned with an aspect of the professional knowledge needed by principals to meet the demands that an increasing number of managerial tasks requiring specialist understandings are making of them. In this regard an emergent area of concern to principals is that associated with the considerable volume of legislative, common and criminal law which they are involved with in the management of their schools. Overall the findings indicate that the claims concerning the legalisation of education in Australian schools is well founded and that, as a consequence, there are a number of implications that can be drawn for education authorities and for school practitioners as well as for future research. In particular, the findings may be of value in the current efforts by the Queensland Department of Education Centre for Leadership Excellence to identify areas of professional knowledge appropriate for the induction and ongoing training of new principals. It is hoped, also, that the findings might have considerable importance for school administration and management in that legal risk strategies should ideally be reflected in a range of school policies and practices. The study concludes with a number of suggestions emanating from the findings concerning possibilities for further research which would add to the conclusions reached here.
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Suen, Lee-wa Ann, and 孫莉華. "Teachers' and principals' perception of the effectiveness of supervisory approaches to in-service staff development planning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B4257576X.

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Books on the topic "School principals In-service training Victoria"

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Penny, Ruth Ann. An evaluation of the effects of inservice training in interpersonal relationships on school leaders in two Ontario school boards. Ottawa: National Library of Canada = Bibliothèque nationale du Canada, 1993.

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Sparks, Dennis. Designing powerful professional development for teachers and principals. Oxford, OH (P.O. Box 240, Oxford, OH, 45056): National Staff Development Council, 2002.

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What Principals Need to Know About Differentiated Instruction. Bloomington, IN: Solution Tree Press, 2012.

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Goodman, Carole C. Great assistant principals & the (great) principals who mentor them: A practical guide. Larchmont, N.Y: Eye On Education, 2011.

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NISTCOL), Education Administration Workshop for Vice Principals (1992. Education Administration Workshop for Vice Principals: Held at NISTCOL, May 12, 1992-May 20, 1992. [Lusaka]: Ministry of Education, 1992.

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S, Berry Christopher, ed. Great assistant principals & the (great) principals who train them. Larchmont, N.Y: Eye On Education, 2011.

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L, Krovetz Martin, ed. Powerful partnerships: A handbook for principals mentoring assistant principals. Thousand Oaks, Calif: Corwin Press, 2009.

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Darling-Hammond, Linda. Preparing Principals for a Changing World. New York: John Wiley & Sons, Ltd., 2009.

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Döbrich, Peter. Effectiveness of in-service education and training (INSET) of teachers and school leaders: Selected bibliography. Frankfurt am Main: German Institute for International Educational Research, 1988.

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Jacobs, Jacqueline E. The learning leader: Reflecting, modeling, and sharing. LARCHMONT, NY: EYE ON EDUCATION, 2012.

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Book chapters on the topic "School principals In-service training Victoria"

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Awad, Yaser, Shadia Oudeh, Tareq Murad, and Jennifer Sheffield. "The School’s Climate as a Mediator between the Principal’s Personality and the Attitude toward Sex Education in the Arab Sector in Israel." In Human Sexuality [Working Title]. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.105213.

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This study examined the school climate as an intermediary between the principal’s personality and the attitude toward sex education in the Arab sector. The main research question was to what extent can the school climate mediate between the personality and the principal’s attitude toward sex education, in the Arab sector in Israel? The study involved 128 principals from the Arab sector in northern Israel. The principals answered four questionnaires: organizational climate, personality characteristics, sex education, and a demographics questionnaire.The findings of the study showed a relationship between the level of openness and extroversion of school principals and their attitudes toward sex education. As for the extroversion index, it was found that the relationship was positive among male principals and negative among female principals. The findings also showed that the personality of the school principal is mediated by the school climate when examining the extroversion measurement only. It was further found that the school climate does not mediate a change between the level of openness and the principal’s attitudes toward sex education. These results can be useful for decision-makers, such as the Ministry of Education and management training institutions, for evaluating and delivering training for in-service principals.
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King-White, Dakota, and Layla Kurt. "The Role of School Counselors in the RTI Process at the Secondary Level." In Research Anthology on Navigating School Counseling in the 21st Century, 108–18. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8963-2.ch006.

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Many students come to school with social, emotional, and mental health needs that affect them academically. Secondary students face unique emotional challenges within the academic setting, including relationship concerns, bullying, gender identity, social media, and other traumatic experiences, that could adversely impact them. In addition to addressing academic and behavior needs, the response to intervention (RTI) service delivery model encourages interventions to address the social and emotional needs of students at the secondary level. Although many individuals (e.g., teachers, coaches, principals) provide guidance to students academically, socially, and emotionally, school counselors possess the integral skills and training to support students in all these areas and to collaborate with others to address their needs. This chapter focuses on the secondary school counselor's role in supporting the RTI process by providing a tiered system of mental health support through collaboration and implementing other effective interventions.
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King-White, Dakota, and Layla Kurt. "The Role of School Counselors in the RTI Process at the Secondary Level." In Advanced Strategies and Models for Integrating RTI in Secondary Schools, 78–88. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8322-6.ch004.

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Many students come to school with social, emotional, and mental health needs that affect them academically. Secondary students face unique emotional challenges within the academic setting, including relationship concerns, bullying, gender identity, social media, and other traumatic experiences, that could adversely impact them. In addition to addressing academic and behavior needs, the response to intervention (RTI) service delivery model encourages interventions to address the social and emotional needs of students at the secondary level. Although many individuals (e.g., teachers, coaches, principals) provide guidance to students academically, socially, and emotionally, school counselors possess the integral skills and training to support students in all these areas and to collaborate with others to address their needs. This chapter focuses on the secondary school counselor's role in supporting the RTI process by providing a tiered system of mental health support through collaboration and implementing other effective interventions.
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Mawela, Ailwei Solomon. "School Management Teams' Strategies to Enhance Curriculum Delivery in the Era of the COVID-19 Pandemic." In Advances in Educational Marketing, Administration, and Leadership, 145–57. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7168-2.ch010.

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The uncertainty of how the curriculum is supposed to be delivered in schools during COVID-19, which is different from traditional practices, was a global challenge. This chapter seeks to explore school management teams' strategies to enhance curriculum delivery in the era of the COVID-19 pandemic. In this qualitative chapter, transformative learning and quality management theories, purposive sampling techniques, and the interpretive paradigm were employed. In addition, data collected from semi-structured interviews were thematically analyzed and discussed to give conclusions and recommendations. This study found that despite the existing policies such as the Curriculum and Assessment Policy System (CAPS) and the National Policy for Assessment (NPA) on planning and implementing curriculum delivery in schools, school management teams (SMTs) found it difficult to execute their duties as a result of the COVID-19 pandemic. Therefore, the study suggests annual in-service training for departmental heads (Dh) and deputy principals (Dp) on planning and implementing curriculum in schools.
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Al-Mahdi, Osama, Marloes de Munnik, Beatrix Henkel, Luke Meinen, and Marissa Green. "Professional Learning Communities: Reflections on Cases in Bahrain, Oman and the United Arab Emirates." In Development of Innovative Pedagogical Practices for a Modern Learning Experience, 51–96. CSMFL Publications, 2021. http://dx.doi.org/10.46679/978819484836303.

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This chapter explores the different definitions and, characteristics of international and regional research on a professional learning community (PLC) approach. The chapter discusses models of professional development that are used in international educational systems then it reflects on possible ways for adopting these models in the educational context in Bahrain, Oman and The United Arab Emirates. A focus on the educational context in the countries is included with recommendations for the implications thereof on policy and practice. This chapter has two parts: the first is a literature review that synthesizes key ideas, research, and results in the field of PLCs. The chapter thereby is connecting to ideas from a socio-material practice perspective in the field of workplace learning. This results in a focus on professional responsibility, accountability and experience. The second part includes two detailed cases that illustrate how PLCs are translated into learning and teaching practice in two private schools in Bahrain and Oman, and a third case reflecting on PLC initiatives in The United Arab Emirates. The chapter recommends promoting a PLC approach in educational systems in the Gulf Council Countries (GCC) and globally by focusing on the following practical implementations: expanding its use in pre- and in-service teacher training programs, adapting PLCs’ best international practices to the localized educational context, preparing school principals to lead PLCs in their schools, providing human and financial support to these communities, and working on changing school cultures to become more collaborative by using initiatives such as coaching. A shortage of studies about PLCs, specifically in the GCC region, may lead to a limited spread of improved professional teaching practices applied in GCC schools and the wider network of schools associated with GCC schools. This chapter highlights the importance of a PLC approach and provides examples of how this approach is being used. We suggest that other practitioners, school leaders and researchers may benefit by embracing a PLC approach for increased professional teaching practice, subsequent learner success and improved organizational education outcomes.
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Conference papers on the topic "School principals In-service training Victoria"

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Mestry, Raj, and Pierre du Plessis. "EMPOWERING PRINCIPALS TO LEAD AND MANAGE PUBLIC SCHOOLS EFFECTIVELY IN THE 21ST CENTURY." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end006.

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Abstract:
Globally, education systems have been affected by radical social, political and economic changes. Although school principals play a pivotal role in improving student learning and attaining educational outcomes, they work under strenuous conditions to deal with multifaceted transformational issues. Principals experience great difficulty in coping with numerous changes, partly because they are inadequately prepared for their leadership position, or simply lack the necessary skills, knowledge and attitudes to lead and manage schools effectively and efficiently. Fundamentally, principals should be empowered to effectively deal with challenges facing them in the 21st century. Using qualitative research, this study explored the importance of promoting a culture of professional development that will prepare principals to confront education challenges and obstacles facing them. Fifteen principals were selected to determine their perceptions and experiences of how they were prepared and professionally developed to lead and manage schools. Findings revealed that in South Africa, there is no formal preparation for aspiring or practicing principals taking on leadership and management positions, and very few in-service professional development programmes are available. There is a dire need for education authorities to introduce compulsory training and development programmes for aspiring and practicing school leaders to lead and manage their schools successfully.
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