common borders. common solutions. inauguration seminar of the manage.edu network 25-26 march 2014...
TRANSCRIPT
Common borders. Common Solutions.
INAUGURATION SEMINAR OF THE MANAGE.EDU NETWORK25-26 March 2014
Venue: Moldova State University, Chisinau, Moldova
PRIORITIES OF TURKEY FOR THE DEVELOPMENT OF EDUCATION
MANAGEMENT IN THE BLACK SEA REGION THROUGH MANAGE.EDU NETWORK
Common borders. Common Solutions.
CONTENTS INTRODUCTION
1. ON-LINE COMPETITION IN TURKEY: BASIC CONCEPTS
2. PRIORITIZED MODELS FOR MANAGE-EDU NETWORK AND E-
LEARNING MODULES
2.1. Mentoring and Leadership in Education
2.2. Communities of Practice in Education
3. SUGGESTIONS FOR THE ADAPTATION OF TWO MODELS TO
MANAGE.EDU
E-LEARNING MODULES
3.1. Target Groups
3.2. E-Learning Module Topics CONCLUSION
Common borders. Common Solutions.
INTRODUCTION
Life Long Learning is a phenomenon, which has economic, social, political and cultural impacts and we should channel the changes and recent developments that occurs in the country in a positive way with the most effective methods.
Life Long Learning is a phenomenon, which has economic, social, political and cultural impacts.
Most of life-long learning definitions attribute to:
1-) Learning to learn
2-)Life-long and life-wide learning process
3-)Developing individual’s knowledge, skills, interests and qualifications
Common borders. Common Solutions.
ON-LINE COMPETITION IN TURKEY: BASIC CONCEPTS
The basic concepts for Turkish perspective were ¨mentoring and communities of practice¨ which were also the core elements of the best practice application for the On-line Competition
Two models to be suggested as the Priorities of Turkey for Educational Management.
Common borders. Common Solutions.
Best Practices for Life Long Learning Center Administrators in Tekirdağ: Mentoring and Communities of Practice
Purpose: The purpose of this study was to increase the qualifications of administrators (school administrators, local ministries of education and administrators from NgOs) in terms of both knowledge and competencies in Life Long Learning.
Method: Data collection was based on various sessions of local workshop carried out on October 5, 2013 in Tekirdağ, Turkey. The workshop and administrators training sessions were based on the model of “communities of practice” in a way that administrators could share their experiences and best practices as well as developing strategies for life-long learning.
Common borders. Common Solutions.
Data Collection: The workshop had three main phases: Qualitative data was collected via the “focus group discussion method” during workshops.
Data Analysis:The researchers carried out cross-case and cross-over analyses based on the various responses from the discussions (Miles and Huberman, 1994 and Merriam 1988). The data was then presented in a series of tables which incorporated direct quotations from participants to illustrate their viewpoints (Miles & Huberman, 1994).
Common borders. Common Solutions.
Demographic Profile of the Participants: Total 48 school administrators (9 females and 39 males) attended the study. In Turkey, usually women prefer to be a teacher. On the other hand,
workshop’s participants were the administrators of the life-long centers, schools and universities. Gender Woman Man Not Mentioned
3 33 12
Age Group 20-30 31-40 41-50 51-above Not
Mentioned
4 11 16 11 6
Educational
Institution
Public
School
Private
School
University Training Not
Mentioned
28 0 11 3 6
Seniority as Manager 1-5 6-10 11-15 16-above Not
Mentioned
14 3 11 12 8
Seniority as Instructor 1-5 6-10 11-15 16-above Not
Mentioned
7 0 4 30 7
In-service Training Yes No Not Mentioned
23 11 14
Common borders. Common Solutions.
Results: Data collected from the participants were categorized as strategic priorities of educational administrators living and working in Tekirdağ (downtown and districts). The strategic priorities are as follows:
Strategic Priorities: Themes and Sub-Themes
Creating a Life Long Learning Culture among all the Stakeholders
Cooperation with families and Involving them as the active participants
Increasing quality of life for all the individuals
Increasing strategic cooperation with NgOs, unions and the related strategic partners
Creating LLL platforms for the Disadvantaged Groups
Common borders. Common Solutions.
Metaphors Used for Life Long Learning
The metaphors for life-long learning, mentioned by the participants during mentoring session were food (n=16), nature (n=8), traffic/road (n=7), bay bed/grave (n=6), mentoring (n=4), rope (n=1) and fast document (n=1).
Participants mostly used words related with food such as salt and water. Water is the main element of life. They associated water with lifelong learning in a perspective that water is indispensible for life and individuals need water during the whole life. Moreover, using salt as metaphor for life-long learning emphasize on amount and variety of courses on lifelong learning. If the salt is less or more than normal amount for the meal, guests can think that the meal is tasteless.
As a conclusion, participants’ answers to questions about metaphors for lifelong learning can be collected in 4 aspects of lifelong learning. These aspects can be listed as continuity, satisfactory amount, and life wide and mentoring.
Common borders. Common Solutions.
PRIORITIZED MODELS FOR MANAGE-EDU NETWORK AND E-LEARNING MODULES
Mentoring and Leadership in Education
The term "mentoring" is defined as the establishment of a personal relationship for the purpose of professional instruction and guidance
Bolam et al (1995) reported that mentoring should be offered as an integral part of national strategy for the management of principal development
Mentoring has been used in Mythology and in ancient studies with the meaning of a person that gives support and encouragement. .
Common borders. Common Solutions.
Mentoring and Leadership in Education
When the school is accepted as a learning opportunity for principals’ professional development, principals need to trust not only to their mentors but also their colleagues in the interaction process.
It should be noted that if the mentor-principal/ principal-candidate relationships is going to expand to its full potential, there must be an underlying element of trust and friendship.
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Common borders. Common Solutions.
Communities of Practice in Education
The concept of ¨community of practice¨, developed by Jean Lave and Etienne Wenger attributes to the collection of people who engage on an on-going basis in some common endeavor.
It identifies a social grouping not based on common abstract characteristics (e.g. class, gender) or simple co-presence (e.g. neighborhood, workplace), but on shared practice.
Bakioğlu, Hacıfazlıoğlu and Özcan (2010) underlined the importance of leadership, training and mentoring in their study on school administrators. “Good teachers can become effective managers and leaders without specific preparation” (Bush and Jackson, 2002’ p. 418).
As it was asserted by Bakioğlu, Hacıfazlıoğlu and Özcan (2010), leadership training and mentoring for educational administrators is important. Communities of Practice and Mentoring Network should be established to provide an ongoing professional development system for program administrators as well as educational administrators.
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Common borders. Common Solutions.
Target groups for the adaptation of Mentoring and Communities of Practice methods into the Manage.edu Network and e-learning modules will be educational institution administrators (school / college administrators), program coordinators, teachers, trainers (of adult education) and parents.
Following modules and training topics are developed as a result of the local workshop in and the training sessions conducted with the administrators, who are working in life-long learning centers in Tekirdağ, Turkey.
Four Modules are determined which consist of total 16 sub-topics. The modules are extended on a wide spectrum ranging from Educational Leadership, Assessment & Evaluation to Professional Development Modules for various stakeholders
SUGGESTIONS FOR THE ADAPTATION OF TWO MODELS TO MANAGE.EDU E-LEARNING MODULES
Target Groups
E-Learning Module Topics
Common borders. Common Solutions.
Module A: Educational Leadership Module
EDUCATIONAL LEADERSHIP MODULE TARGET GROUP Duration
Dimensions of Leadership
School / college
administrators, program
coordinators, teachers
1-2 Hrs
Balance in Leadership 1-2 hrs
“Creating Communities of Practice” 1-2 hrs
Instructional Leadership 2 hrs
Technology Leadership 1-2 hrs
Strategic Management 3-4 hrs
Interpersonal Relations 1-2
Topics in this module aim to cultivate the managerial competencies of school administrators. Assessment office, curriculum office and professional development office members and coordinators are also expected to establish strong communication channels with their team members as well as teachers and school administrators.
Common borders. Common Solutions.
Module B: Assessment and Evaluation Module
This module aims to equip participants with the necessary skills to analyze their students’/participants’ achievement scores through demographic data analysis. This module is based on “action research model” in which participants analyze their students from a multi-dimensional perspective and present valuable tools for creating better learning opportunities at their institutions.
ASSESSMENT AND EVALUATION MODULE TARGET GROUP Duration
Portfolio Assessment
Teachers,
school / college / adult
education center
administrators
3 Hrs
Action Research 2-4 hrs
Analyzing Questionnaires 4-6 hrs
Analyzing Interviews and Focus Group Discussions
(with students, with various stakeholders such as faculty
members and administrators to meet the needs of the
faculty)
4-6 hrs
Common borders. Common Solutions.
Module C: Professional Development
PROFESSIONAL DEVELOPMENT MODULE TARGET GROUP Duration
Mentoring (Self Mentoring, Peer Mentoring,
Mentoring for Students)
Trainers , teachers,
school / college / adult
education center
administrators, parents
2 Hrs
Reflective Practice 1-2 hrs
“Creating Communities of Practice” for
professional development
1-2 hrs
Teacher portfolios 1-2 hrs
Keeping diaries as a means for self-reflection 1-2 hrs
Topics in this module are developed to meet the needs of teachers, administrators, professional development office members, administrators working in adult education centers as well as parents.
Common borders. Common Solutions.
Module D: Parent Professional Development
PARENT PROFESSIONAL DEVELOPMENT
MODULE
TARGET GROUP Duration
Mentoring (Self Mentoring, Peer Mentoring,
Mentoring for Students)
Parents 2 Hrs
Reflective Practice 1-2 hrs
Keeping Balance as a Parent 1-2 hrs
Being a Parent in the Digital Age 1-2 hrs
This module aims to hold a mirror for the parents to become aware of their won professional development priorities. Topics in this module are tailored to meet the needs of the parents in the digital age. The theme of Balance will also be introduced to present alternative strategies for the parents to keep balance in their private and professional lives as well as maintaining balance in their interpersonal relations.
Common borders. Common Solutions.
CONCLUSION
Mentoring and Communities of Practice are suggested as two models to be adapted for professional development of educational administrators, teachers, trainers, program coordinators working for life-long learning and adult education as well as parents. The topics and sub-topics suggested in Part 3 could be a guideline for such an on-line professional development program. The sessions could be designed either as face-to-face interaction, focus group discussion or peer discussion methods and video recorded. Another alternative could be some of the sub-topics could be implemented by video-recording, some could be using video-conferencing system.
Common borders. Common Solutions.
THANK YOU FOR
ATTENTION