What Potential Does an Individual Professional Development Plan (IPDP) Have in Addressing the Learning Needs of Educators in Malta?
DOI:
https://doi.org/10.62695/ZFKG2879Keywords:
Individual Professional Development Plan (IPDP), Continuous Professional Development (CPD), Personalised Professional Development, Strategic Tool, GoalsAbstract
This paper reveals the potential benefits and challenges of using the Individual Professional Development Plan (IPDP) to support teachers’ learning needs. The IPDP is used by human resources management across different industries including education to assist in the planning of professional development and career paths. This strategic tool is used to recognise and document skills, knowledge and training options required to achieve short-term and long-term goals. Results of this study exposed potential benefits as being improved reflective practice; exposure to strategic planning; motivation to learn; and consideration of students’ needs. The potential challenges were recognised as being teachers’ negative attitudes towards PD; lack of experience in self-reflective practices and goal-setting; time restraints; imposed union directives; and teaching conditions during the COVID-19 pandemic. This study also examined the potential use of the IPDP by senior leadership teams. The results show that the IPDP could potentially promote community learning; goal-setting alignment with school development plans; alignment with student needs; and different forms of PD.
References
Addams, L., & Allfred, A. T. (2013). The first step in proactively managing students’ careers: Teaching self-SWOT analysis. Academy of Educational Leadership Journal, 17(4), 43–51. https://ife.idm.oclc.org/login?url=https://www.proquest.com/scholarly-journals/first-step-proactively-managing-students-careers/docview/1462525746/se-2?accountid=194971
Addams, L. H., & Allfred, A. T. (2015). Business communication course redesigned: All written and oral communication assignments based on building career skills. Academy of Educational Leadership Journal, 19(1), 250–265. https://ife.idm.oclc.org/login?url=https://www-proquest-com.ife.idm.oclc.org/scholarly-journals/business-communication-course-redesigned-all/docview/1693219132/se-2?accountid=194971
AITSL. (2012). Australian charter for the professional learning of teachers and school leaders. https://www.aitsl.edu.au/tools-resources/resource/australian-charter-for-the-professional-learning-of-teachers-and-school-leaders
AITSL. (2016). Teacher self-assessment tool. AITSL. https://www.aitsl.edu.au/tools-resources/resource/teacher-self-assessment-tool
Ajani, O. A. (2019). Understanding teachers as adult learners in professional development activities for enhanced classroom practices. Affrika, 9(2), 195–208. https://www.proquest.com/scholarly-journals/understanding-teachers-as-adult-learners/docview/2349159695/se-2?accountid=194971
Bourke, T., & Ryan, M. (2018). Spatialised metaphors of practice: How teacher educators engage with professional standards for teachers. Critical Studies in Education, 59(2), 167–186. https://doi.org/10.1080/17508487.2016.1185641
Christie, M., Carey, M., Robertson, A., & Grainger, P. (2015). Putting transformative learning theory into practice. Australian Journal of Adult Learning, 55(1), 9-30. https://ife.idm.oclc.org/login?url=https://www.proquest.com/scholarly-journals/putting-transformative-learning-theory-into/docview/1675860133/se-2?accountid=194971
Clarke, M., & Moore, A. (2013). Professional standards, teacher identities and an ethics of singularity. Cambridge Journal of Education, 43(4), 487–500. http://dx.doi.org/10.1080/0305764X.2013.819070
Doran, G. T. (1981). There’s a S.M.A.R.T. way to write management’s goals and objectives. Management review, 70(11), 35–36. https://community.mis.temple.edu/mis0855002fall2015/files/2015/10/S.M.A.R.T-Way-Management-Review.pdf
Evans, L. (2011). The ‘shape’ of teacher professionalism in England: Professional standards, performance management, professional development and the changes proposed in the 2010 White Paper. British Educational Research Journal. 37(5), 851–870. https://doi.org/10.1080/01411926.2011.607231
Evans, L. (2014). Leadership for professional development and learning: Enhancing our understanding of how teachers develop. Cambridge Journal of Education, 44(2), 179–198. https://doi.org/10.1080/0305764X.2013.860083
Gibbs G. (1988). Learning by doing: A guide to teaching and learning methods. Further Education Unit.
Government of Malta (2012). Legal Notice 414. Teachers (Code of Ethics and Practice) Regulations. Education Act, Chapter 327 of the Laws of Malta. (Malta). http://www.justiceservices.gov.mt/DownloadDocument.aspx?app=lom&itemid=8801
Guskey, T. (2000). Evaluating professional development. Corwin Press Inc.
Guzder, K. (2019, October 25). Professional development plan for teachers. High Speed Training. https://www.highspeedtraining.co.uk/hub/professional-development-plan-for-teachers/
Hargens, T. M. (2010). Individual professional development plans: Cultivating professional growth. Social Science Premium Collection. (860369721; ED516675). https://www.proquest.com/dissertations-theses/individual-professional-development-plans/docview/860369721/se-2?accountid=194971
Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. Teachers College Press.
Hargreaves, A., & Fullan, M. (2020). Professional capital after the pandemic: Revisiting and revising classic understandings of teachers’ work. Journal of Professional Capital and Community, 5(3), 327–336. http://dx.doi.org.ife.idm.oclc.org/10.1108/JPCC-06-2020-0039
Institute for Education (IfE). (2019a). CoPE Sessions (Management Driven Professional Development Process) - Version 3. Letter Circular 75/2019. IfE. https://instituteforeducation.gov.mt/en/Documents/Circulars/2019/IfE%2075.2019%20Management%20Driven%20Professional%20Development%20Process.pdf
Janssen, S., Kreijns, K., Bastiaens, T. J., Stijnen, S., & Vermeulen, M. (2013). Teachers’ beliefs about using a professional development plan. International Journal of Training and Development, 17(4), 260–278. http://dx.doi.org/10.1111/ijtd.12016
Knowles, M. S. (1978). Andragogy: Adult learning theory in perspective. Community College Review, 5(3), 9–20. https://doi.org/10.1177/009155217800500302
Korkmaz, F., & Unsal, S. (2020). An analysis of the relationship between attitudes towards teaching and professionalism in teaching. Revista Electronica De Investigacion Educativa, 22(22), 1–15. https://doi.org/10.24320/redie.2020.22.e05.2042
Körkkö, M., Kotilainen, M., Toljamo, S., & Turunen, T. (2020). Developing teacher in-service education through a professional development plan: Modelling the process. European Journal of Teacher Education, 45(3), 1–18. https://doi.org/10.1080/02619768.2020.1827393
Education Act, Act XXIV of 1988, Cap. 327, Laws of Malta (1988). The Government of Malta. https://legislation.mt/eli/cap/327/eng/pdf
Loveland, T. (2012). Professional development plans for technology education: Accountability-based applications at the secondary and post-secondary level. Technology and Engineering Teacher, 71(7), 26–31. https://www.proquest.com/scholarly-journals/professional-development-plans-technology/docview/1010771891/se-2?accountid=194971
Malta Union of Teachers (MUT). (2020). Directive on SDP and school briefings – All sectors. https://mut.org.mt/directive-on-sdp-and-school-briefings-all-sectors/
Malta Union of Teachers (MUT). (2021). New directive on school development programmes. https://mut.org.mt/new-directive-on-school-development-programmes/
McPhail, I. P., & McPhail, C. J. (2020). Strategic planning as a leadership development tool for midlevel leaders. New Directions for Community Colleges, 2020(191), 21–33. https://doi.org/10.1002/cc.2040
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood. A comprehensive guide (3rd ed.). Jossey-Bass.
Mezirow, J. (1990). Transformative dimensions of adult learning. Jossey-Bass.
Mezirow, J. (1997). Transformative Learning: Theory to Practice. New directions for adult and continuing education (74), 5-12. https://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=507590590&site=eli-live&scope=site
Mezirow, J. (1998). On critical reflection. Adult Education Quarterly (American Association for Adult and Continuing Education), 48(3), 185-198. https://doi.org/10.1177/074171369804800305
Mezirow, J. (2003). Transformative learning as discourse. Journal of Transformative Education,1(1), 58-63. https://doi.org/10.1177/1541344603252172
Ministry for Education and Employment [MEDE]. (2014a). Framework for the Education Strategy for Malta 2014-24: Sustaining foundations, creating alternatives, increasing employability. https://education.gov.mt/en/resources/documents/policy%20documents%202014/booklet%20esm%202014-2024%20eng%2019-02.pdf
Ministry for Education and Employment [MEDE]. (2014b). Respect for All Framework. https://education.gov.mt/en/resources/News/Documents/Respect%20For%20All%20Document.pdf
Ministry for Education and Employment [MEDE]. (2017). Agreement between the Government of Malta and the Malta Union of Teachers. https://education.gov.mt/en/Documents/Sectoral%20Agreement.pdf
Ministry of Education and Employment. (2012). A national curriculum framework for all. https://curriculum.gov.mt/en/Resources/The-NCF/Documents/NCF.pdf
OECD (2019). TALIS 2018 Results (Volume I): Teachers and school leaders as lifelong learners, TALIS. OECD Publishing. https://doi.org/10.1787/1d0bc92a-en
Özer, B., Can, T., & Duran, V. (2020). Development of an individual professional development plan proposal that is based on continuing professional development needs of teachers. European Educational Researcher, 3(3), 139–172. https://www.proquest.com/scholarly-journals/development-individual-professional-plan-proposal/docview/2488221712/se-2?accountid=194971
Parding, K., & Liljegren, A. (2017). Individual development plans as governance tools – changed governance of teachers’ work. Scandinavian Journal of Educational Research, 61(6), 689–700. https://doi.org/10.1080/00313831.2016.1188144
Peine, J. (2007). The educator′s professional growth plan: A process for developing staff and improving instruction. SAGE Publications.
Rhode, J., Richter, S., & Miller, T. (2017). Designing personalized online teaching professional development through self-assessment. TechTrends, 61(5), 444–451. http://dx.doi.org/10.1007/s11528-017-0211-3
Rodman, A. (2019). Personalized professional learning: A job-embedded pathway for elevating teacher voice. Association for Supervision & Curriculum Development. https://ebookcentral-proquest-com.ife.idm.oclc.org/lib/inseduma-ebooks/detail.action?docID=5772765.
Rubens, A., Schoenfeld, G., Schaffer, B., & Leah, J. (2018). Self-awareness and leadership: Developing an individual strategic professional development plan in an MBA leadership course. International Journal of Management Education, 16, 1–13. https://www.researchgate.net/publication/322193806_Self-awareness_and_leadership_Developing_an_individual_strategic_professional_development_plan_in_an_MBA_leadership_course
Schon, D. (1987). Educating the reflective practitioner. Jossey-Bass.
Sugarman, N. A. (2011). Putting yourself in action: Individual professional development plans. YC Young Children, 66(3), 27–33. https://www.proquest.com/scholarly-journals/putting-yourself-action-individual-professional/docview/874272324/se-2?accountid=194971
Tantawy, N. (2020). Investigating teachers’ perceptions of the influence of professional development on teachers’ performance and career progression. Arab World English Journal, 11(1), 181–194. https://doi.org/10.24093/awej/vol11no1.15
Trotter, Y. D. (2006). Adult learning theories: Impacting professional development programs. The Delta Kappa Gamma Bulletin. Winter 2006. 8-13. http://teacherlink.ed.usu.edu/nmsmithpages/irex2012/readings/Susan/Susan%20Turner%20Reading%201.pdf
Yin, R. L. (2018). Case study research and applications: Design and Methods. (6th ed.). SAGE.
