Christopher Bezzina

The Road Less Traveled: Professional Communities in Secondary Schools

During the last 4 decades, numerous reform efforts have been proposed to improve schools. Two reforms, decentralization and teacher collaboration, seemed to coalesce by the 1990s to pave the way toward a new understanding of leading and learning in schools. In retrospect, the decentralization movement and the literature on teacher collaboration appear to have been significant precursors to an emerging concept called professional community. This article explores key aspects of professional community, discusses potential benefits, and examines difficulties that principals and teachers may face as they try to shift from familiar norms and relationships to the establishment of professional communities in schools. The shift may require principals and teachers to confront longstanding traditions and may involve profound changes in attitudes and practices. The article draws on the literature, as well as illustrations from an empirical study in Maltese secondary schools, to suggest several ways in which the principal and other school members might facilitate the establishment of professional learning communities.

Views from the trenches: beginning teachers’ perceptions about their professional development

This paper explores the perceptions of primary and secondary school teachers who are currently in their induction phase (i.e. their first three years after graduation). It reports the views of approximately 300 teachers about their professional development. The methodological approach adopted was a questionnaire survey followed by in‐depth interviews of around 18 teachers. The results clearly indicate the type of support that beginning teachers in particular need at the start of their teaching career. It provides feedback as to what the education authorities and schools need to focus on in order to support beginning teachers. The essential link between pre‐service and continuing professional development is explored and identified as key to quality improvements at the school level.

Rethinking teachers' professional development in Malta: agenda for the twenty-first century

Abstract The Maltese Government, being concerned about the quality of school education, is attempting to increase teacher effectiveness and student learning. To achieve these goals, it is argued that current in-service programmes need to be improved and focused for all school leaders and teachers. Whilst emphasising the need to focus on school-based development initiatives, it is also emphasised that the school head needs to start promoting teacher development from within. Heads can do much to improve teaching and learning by using professional formative evaluation of their staff. For this to be achieved heads require specific training. Organisations such as the Faculty of Education need to be more involved in providing up-to-date staff development for all educational leaders and other educators

The Professional Development of Teachers in Malta

SUMMARY This paper presents both a micro and a macro approach to professional development, which is dependant both on the personal initiative of each teacher and on the macro level of the education system. The historical context of teacher professional development in Malta is outlined and the central issues, challenges and approaches are examined. The necessity to establish a culture where professional development is sustained through practice is emphasised. It is suggested that the current view of the area needs to become more coherent within a framework involving a continuum comprising pre-service, induction and ongoing professional development for all teachers.

Educational leadership for twenty‐first century Malta: breaking the bonds of dependency

Educational leadership in Malta is currently undergoing a radical transformation at both systems and school level. The Maltese education authorities are delegating a number of responsibilities to the school site. Argues that whilst creating the self‐managing school is the way forward to improve the quality of education there is doubt as to what leadership model, if any, central authorities are trying to institutionalise at both systems and school level. It is argued that central authorities need to project a clear vision which will help schools establish a professional culture which offers choice, opportunity, authority and responsibility. Whilst the changes that await us call for both adaptive and technical challenges, a claim is made for a focus on the human side of management. Highlights the importance of principle‐centred leadership, a leadership which finds its source in the intellect, heart, mind and souls of individuals and one which is sustained through meaningful relationships. Leaders need to be given opportunities to develop as persons with special focus on areas such as learning, values, creativity and collegiality.

Partnerships Between Schools and Teacher Education Institutes

Society has developed itself into a complex system of organisations and interactions, therefore the demands on schools and schooling has become greater. The need for professional teachers grew with it. Teaching is formative in nature and one grows within the profession and hence through daily experiences. As a result of this, various countries have over the years developed different modes of school-based teacher training. In this paper we elaborate on three examples of partnerships between teacher education institutes and schools. We draw conclusions from these examples, the experiences of participants and from international literature.

Towards the learning community: a Maltese experience

As demand for school reform have grown in Malta in recent years we have noticed increased focus being given to quality issues. As a result the education authorities, due to two main policy initiatives – the introduction of the National Minimum curriculum and school development planning – are encouraging a decentralised form of governance that emphasises the empowerment of teachers in educational decision‐making. The road towards increased collaboration amongst teachers and between schools in which they work, has been a long, arduous and tortuous journey, yet it can also be a vehicle for positive change and development. This paper explores a theoretical rationale for a teacher led approach to school improvement. It then explores the initial collaboration between the author and one local school. It presents the main findings of a strategic analysis undertaken to understand the current situation facing the school. This case study helps to highlight the importance and positive effects behind capacity building and shared leadership. It is argued that this case study can serve as an example to establish higher education and school partnerships and the introduction of a school‐based accreditation scheme.

Restructuring schools in Malta: the road to improvement

Examines a process of how schools and their members can develop the capacity to reflect on the nature and purpose of their work together. The focus is on school‐site management practices as the way forward to improve the quality of education being provided. Argues that for schools to function better, a professional culture which offers choice, authority and responsibility through more decision‐making powers and a participative structure at school level needs to be nurtured. Proposes that a combination of top‐down and bottom‐up strategies to improvement needs to be encouraged as against purely a top‐down or bottom‐up approach. Also proposes a framework for professional development at school‐site level.

Inclusive learning communities : the real challenges facing reform in Malta

Purpose – The school environment in the islands of Malta is experiencing important changes that need to be critically addressed if school improvement and, more importantly, student learning is going to be enhanced. This paper aims to present the education authorities with an introductory review which aims to contextualise the potential networking of schools within the nurturing of inclusive learning communities.Design/methodology/approach – The paper argues that unless the principles of hope, faith, commitment, individual and collective worth are nurtured, networks will not on their own work to bring about desired change.Findings – Whilst a networking reform process has been introduced no review has yet been undertaken in Malta to understand the implications, both positive and negative, that such a reform brings with it.Practical implications – Implications for policy and practice include a thorough understanding of the six components behind the inclusive learning community, the various benefits, tensions...

Improving the Quality of Schooling in Malta

Restructuring schools as a means to quality improvement in education is one of the major challenges facing education in Malta. This article calls for a critique of school policy‐making and planning processes. Attention is directed towards school‐based development with focus on the school as the unit of change. School development is described as a process by which a school develops the capacity for reflective action. It is a planned, continuing effort, with personnel committed to a search for increasing school effectiveness and expresses a commitment towards professional growth. The article stresses the need for policy and decision makers to fundamentally rethink the way schools function at present by shifting attention towards establishing a professionally oriented structure which gives educators at school level more responsibility, accountability and professionalism.