The role of whole‐school contexts in shaping the experiences and outcomes associated with professional development

Abstract

In an attempt to manage within schools the introduction of a revised Primary School Curriculum in the Republic of Ireland, the Department of Education and Science instigated a seven‐year national support programme. Learning from the experiences of other national systems, there was recognition of the strong role of continuing professional development in providing a mechanism through which to embed these changes. Drawing on data gathered during the evaluation of the Primary Curriculum Support Programme, this paper discusses one aspect of the study that investigated the complex interaction between externally initiated professional development and the physical characteristics, working, teaching, learning and leadership environment within the school. Our interpretation of the data indicates that although the Primary Curriculum Support Programme provided schools and teachers with a good grounding in the revised curriculum, systemic and structural issues around primary schooling will potentially undermine any long‐term effects.

Acknowledgements

The data reported here are from a larger study by the authors supported by a grant from the Teacher Education Section of the Irish Department of Education and Science (under the National Development Plan, 2000–2006) and the National Council for Curriculum and Assessment (Ireland). The views expressed in this report are those of the authors and do not necessarily reflect the views or policy of the Department of Education and Science or the National Council for Curriculum and Assessment.

Notes

1. In recent years some release time has been made available to teaching principals to enable them undertake administrative duties. Replacement ‘substitute’ teachers take the principals’ classes while they are on release time.

2. An agency operating under the aegis of the Department of Education and Science with the aim of promoting whole‐school planning and the development of written plans and policies in schools.

3. Release time from teaching duties to engage in administrative/leadership tasks.

4. A detailed analysis of job tasks across various employment sectors, including teaching. This process resulted in some pay increases for teachers in return for adjustments to professional duties.